University of Toronto’s 2022-2023 Graduate Sustainability Course Inventory
The Sustainability Course Inventory gathers information about all sustainability-related graduate courses at the University of Toronto. It includes 1,987 sustainability-oriented courses, representing 26% of all 7,744 graduate courses at U of T. The purpose of the sustainability course inventory is to increase the visibility of such courses, making it more accessible for students to add sustainability content to their educational experience. The graduate course inventory did not undergo the same rigorous manual review as the undergraduate course inventory due to time limitations, hence the numbers provided are a slight overestimation. Special topic courses were also removed due to lack of descriptions and were not included in the search and final inventory. We hope to encourage deeper understanding of the societal shift towards sustainability, to contribute to the creation of a culture of sustainability at the university. Our understanding of sustainability englobes both human and environmental concerns, and the inventory was created based on keywords from the United Nations’ Sustainable Development Goals (SDGs), see below.The SDGs were chosen as a basis for the inventory due to their comprehensiveness and widespread usage in the sustainability field. SDG 17, “Strengthen the means of implementation and revitalize the goal partnership for sustainable development,” was excluded from the methodology, as it encompasses the act of achieving the other goals rather than bringing a new perspective to sustainability. The first inventory was created by CECCS RA in November 2022. If you have any questions or suggestions for a course to be included in or removed from this inventory, please contact ayako.ariga@utoronto.ca.
The UN Sustainable Development Goals and Inventory Keywords
See the SDG Keywords page for the list of keywords searched in the titles and descriptions of graduate courses in the master list of graduate courses. Methodologies and contexts for making this inventory were highlighted in an academic paper written by the ESE team and published in the journal “Sustainability”: “Expanding Student Engagement in Sustainability: Using SDG- and CEL-focused Inventories to Transform Curriculum at the University of Toronto“, January 2019, Sustainability 11(2):530.
Graduate Sustainability Course Inventory
| Course Code | Course Title | Course Description | Unit | Keyword(s) | SDGs Covered |
|---|---|---|---|---|---|
| AER1403H | Advanced Aerospace Structures | This course will provide instruction in three areas crucial to aerospace structural design: fiber composite materials, thin walled structures, and finite element methods. All three will be taught in a manner such that their interrelation is made clear. The course will begin with a composite materials, their mechanics and application. General theories of shells and thin walled structures, which are essential to aircraft design, will next be discussed. Finally, finite element methods of use in modelling aircraft structures and composites will be described. No specific background in any of these three topics is required, but a good knowledge of solid and structural mechanics will be assumed. | Institute for Aerospace Studies | knowledge | SDG4 |
| AER1601H | Aerospace Engineering and Operations Management | Aerospace is a broad field of technological activity. The course will focus on managing an aerospace enterprise with a specialization in aircraft engineering and production operations. Students in this course will work with industrial partners (examples: DeHavilland Aircraft Canada – Q400 Operations – Downsview, Safran Lading Gear Systems – Ajax, and Bombardier Aerospace – Toronto) on live projects applying the theory learned in the course. Upon course completion, the participants will be able to apply the tools and methods of Aerospace Enterprise Management Sciences and will: gain an understanding and appreciation of the principles and applications relevant to management of the Aerospace Business Enterprise; develop skills necessary to effectively analyze and synthesize the issues aerospace companies must address to scale and advance their capabilities in the marketplace; acquire the analytical skills, tools and methods to scale the enterprise including lean design, lean engineering and manufacturing, voice of customer, process management, integrated product development, group technology, concurrent engineering, programme management, phase/milestone, agility, knowledge based engineering, expert systems, and ERP for aerospace environments; learn how to design and build a Lean Aerospace Enterprise Management System from order receipt to shipping, commissioning and ongoing customer support; understand how to apply Lean Engineering and Manufacturing systems that are used in aerospace operations; increase their knowledge and broaden their perspective of the aerospace world to which they will contribute their talents as leaders in aerospace business operations; and understand the various engineering career path options available in the aerospace environment. This course can be counted toward the requirements of the ELITE program. AER 1601H is considered non-technical for the purposes of MEng degree requirements. | Institute for Aerospace Studies | knowledge, production, land | SDG4, SDG12, SDG15 |
| AER510H | Aerospace Propulsion | Scope and history of jet and rocket propulsion; fundamentals of air-breathing and rocket propulsion; fluid mechanics and thermodynamics of propulsion including boundary layer mechanics and combustion; principles of aircraft jet engines, engine components and performance; principles of rocket propulsion, rocket performance, and chemical rockets; environmental impact of aircraft jet engines. Prerequisite: AER 310H “Gasdynamics” or equivalent | Institute for Aerospace Studies | environmental | SDG13 |
| AER1604H | Air Accident Investigation | This course will provide students with an introduction to the methods, processes and technologies of air accident investigation: what happens after there is an incident or accident involving airplanes in Canada. The course will begin by explaining what happens at the site of an air accident, and will then provide a concrete demonstration by creating a mock air accident using real aircraft wreckage. Students will use their observations of the accident site and other information that they acquire or derive to understand and report on what has occurred. The course will take students through the full investigative process and culminate in the production of an accident report using the techniques and information they have been given during the course. Warning: Air accidents are inherently dangerous events, and students will be exposed to information, images and material associated with injury or death. | Institute for Aerospace Studies | invest, production | SDG9, SDG12 |
| AER1717H | Applied Plasma Physics I | A second and third course in plasma physics and fusion energy for the student intending a career in these fields. Numerous problems are assigned from the text “Plasma Physics and Controlled Fusion “, Vol. 1 by F. F. Chen, Plenum Press, 1984 (AER 1717H ) and “The Plasma Boundry of Magnetic Fusion Devices ” , by P.C. Stangeby, Institute of Physics Publishing, Bristol,U.K., 2000. (AER 1720H) | Institute for Aerospace Studies | energy, institut | SDG7, SDG16 |
| AER501H | Computational Structural Mechanics and Design Optimization | Introduction to the theory of linear elasticity: stress, strain and material constitutive laws. Variational principles and their application: stationary potential energy, stationary complementary potential energy, Reissner’s Principles. The finite element technique: problem formulation; element properties; applications to displacement, vibrations and buckling problems. Introduction to structural optimal design. | Institute for Aerospace Studies | energy | SDG7 |
| AER1517H | Control for Robotics | This course presents optimal, adaptive and learning control principles from the perspective of robotics applications. Working from the Hamilton-Jacobi-Bellman formulation, optimal control methods for aerial and ground robots are developed. Real world challenges such as disturbances, state estimation errors and model errors are addressed and adaptive and reinforcement learning approaches are derived to address these challenges. Course project involves simulated control of an aerial vehicle, with aerodynamic models and wind disturbances. | Institute for Aerospace Studies | learning, wind, urban | SDG4, SDG7, SDG11 |
| AER1820H | Directed Reading in Aerospace Studies | This course involves reading assigned by a professor to a graduate student on a mutually agreed topic. The student's knowledge is subsequently assessed for course credit. The total work load is consistent with a standard 0.5 FCE lecture course. Students are limited to counting a maximum of one reading course toward their degree requirements. | Institute for Aerospace Studies | knowledge | SDG4 |
| AER1319H | Finite Volume Methods for Computational Fluid Dynamics | Introduction to upwind finite-volume methods widely used in computational fluids dynamics (CFD) for thehe solution of high-speed inviscid and viscous compressible flows. Topics include: Brief review of conservation equations for compressible flows; Euler equations; Navier-Stokes equations; one- and two-dimensional forms; model equations. Mathematical properties of the Euler equations; primitive and conserved solution variables; eigensystem analysis; compatibility conditions; characteristic variables, Rankine-Hugoniot conditions and Riemann invariants; Riemann problem and exact solution. Godunov’s method; hyperbolic flux evaluation and numerical flux functions; solution monotonicity; Godunov’s theorem. Approximate Riemann solvers; Roe’s method. Higher-order Godunov-type schemes; semi-discrete form; solution reconstruction including least-squares and Green-Gauss methods; slope limiting. Extension to multi-dimensional flows. Elliptic flux evaluation for viscous flows; diamond-path and average-gradient stencils; discrete-maximum principle. High-order methods; essentially non-oscillatory (ENO) schemes. | Institute for Aerospace Studies | wind, conserv, conserv | SDG7, SDG14, SDG15 |
| AER1304H | Fundamentals of Combustion | This course starts with a review of chemical thermodynamics, statistical mechanics, equilibrium chemistry, chemical kinetics, and conservation equations. Then, the following subjects are covered: chemical and dynamic structure of laminar premixed, diffusion, and partially premixed flames; turbulent premixed combustion; turbulent diffusive combustion in one and two-phase flows; aerodynamics and stabilization of flames; ignition, extinction and combustion instabilities; non-intrusive combustion diagnostics and flame spectroscopy. | Institute for Aerospace Studies | conserv, conserv | SDG14, SDG15 |
| AER1216H | Fundamentals of Unmanned Aerial Vehicles | Unpiloted aircraft, known as UAVs, drones or aerial robots, are very quickly becoming a major sector of the aerospace industry. They are increasingly used in aerial photography, inspection of infrastructure, delivery of small packages and other applications requiring inexpensive and flexible flight. The basic physical, scientific and engineering principles necessary to design a remote-controlled fixed-wing or quad-rotor UAV are explained in this course. These include aerodynamics, propulsion, structures and control. A key part of this course will be a group project to create a detailed design of a UAV that is capable of performing a specific function. | Institute for Aerospace Studies | infrastructure | SDG9 |
| AER507H | Introduction to Fusion Energy | Nuclear reactions between light elements provide the energy source for the sun and stars. On earth, such reactions could form the basis of an essentially inexhaustible energy resource. In order for the fusion reactions to proceed at a rate suitable for the generation of electricity, the fuels (usually hydrogen) must be heated to temperatures near 100 million Kelvin. At these temperatures, the fuel will exist in the plasma state. This course will cover: (i) the basic physics of fusion, including reaction cross-sections, particle energy distribution, Lawson criterion and radiation balance, (ii) plasma properties including plasma waves, plasma transport, heating and stability, and (iii) magnetic confinement methods. Topics will be related to current experimental research in the field. | Institute for Aerospace Studies | energy | SDG7 |
| AER1324H | Introduction to Turbulence | This course is aimed to provide an overview of the fundamental physical processes in large Reynolds number turbulent flows. Topics include review of tensors, probabilistic tools, and conservation laws. Free shear flows: turbulent kinetic energy transport and dissipation. Scales of turbulent motion: Kolmogorov hypothesis, structure functions, Kármán-Howarth equation, 4/5th law, Fourier modes, Kolmogorov-Obukhov spectrum, intermittency, and refined similarity hypothesis. Turbulent mixing: scalar transport and dissipation. Alignments of vorticity, scalar gradient, and strain rates. Diagnostics in turbulent flows. | Institute for Aerospace Studies | energy, conserv, conserv | SDG7, SDG14, SDG15 |
| AER1301H | Kinetic Theory of Gases | Introductory discussion of significant length dimensions; different flow regimes, continuum, transition, collision-free; and a brief history of gas kinetic theory. Equilibrium kinetic theory; the article distribution function; Maxell-Boltzmann distribution. Collision dynamics; collision frequency and mean free path. Elementary transport theory, transport coefficients, mean free path method. Boltzmann equation; derivation, Boltzmann H-theorem, collision operators. Generalized transport theory; Maxwell’s equations of change; approximate solution techniques, Chapman -Ensog perturbative and Grad series expansion methods, moment closures; derivation of the Euler and Navier-Stokes equations, higher-order closures. Free molecular aerodynamics. Shock waves. | Institute for Aerospace Studies | transit | SDG11 |
| AER1520H | Microsatellite Design I | This is the first of a series of two courses, which are intended to provide graduate students with practical space systems engineering experience. Through two consecutive courses, students can participate in a real Canadian Space Agency ‘MicroSat’ mission, gaining a year’s worth of training under some of the leading spacecraft designers in North America. This two-term apprenticeship allows students to learn and play an active role in spacecraft design, prototyping, assembly, integration, and test. Depending on the stage of the project when students join, they will be exposed to anything from preliminary subsystem design to actual on-orbit operations of a real satellite. Depending on when the student takes the course, he or she will join a coordinated team involved in spacecraft design, prototyping, assembly, integration or test. Students will be exposed to one or more of the following areas: Systems Engineering; Mission Analysis; Power; Communications; Telemetry/Telecommand; Thermal Control; Structure; Attitude Control; On-Board Computers. This course is open only to students enrolled in the research program at the Space Flight Laboratory. Prerequisite: AER 407 “Space Systems Design” or a suitable equivalent | Institute for Aerospace Studies | labor | SDG8 |
| AER1521H | Microsatellite Design II | The second course permits the student to obtain new and in-depth experience in a particular spacecraft area. In addition, the student is exposed to more elements of the project, considerably increasing the value of the student’s training with time. This course builds on experience gained in AER 1520, and broadens the student’s understanding of practical spacecraft development. Depending on what the student contributed in AER 1520, the student will take his or her work to the next level of maturity. Course assignments may include the following tasks: Building of Prototypes; Prototype Testing and/or Test Planning; Detailed Design; Assembly, Integration and Test; Launch preparations; On-orbit commissioning of satellites; Satellite operations. This course is open only to students enrolled in the research program at the Space Flight Laboratory. Prerequisite: AER 1520H “Microsatellite Design I” | Institute for Aerospace Studies | labor | SDG8 |
| ROB521H | Mobile Robotics and Perception | The course addresses fundamentals of mobile robotics and sensor-based perception for applications such as space exploration, search and rescue, mining, self-driving cars, unmanned aerial vehicles, autonomous underwater vehicles, etc. Topics include sensors and their principles, state estimation, computer vision, control architectures, localization, mapping, planning, path tracking, and software frameworks. Laboratories will be conducted using both simulations and hardware kits. It is not recommended to take both AER 521 and AER 1514. Recommended Preparation: AER 372H “Control Systems” | Institute for Aerospace Studies | water, labor | SDG6, SDG8 |
| AER1512H | Multibody Dynamics | This is a seminar course designed to introduce students to the fundamentals of multibody dynamics with particular emphasis on the dynamics of robotic systems. Each student, in consultation with the course coordinator, will be required to select two topics in the area, investigate them thoroughly and present a seminar on each to the other members of the class. Students may choose topics well-treated in the mechanical literature or ones which are more research-oriented, perhaps requiring some original input on the part of the student. | Institute for Aerospace Studies | invest | SDG9 |
| AER525H | Robotics | This course extends the fundamentals of analytical robotics to design and control of industrial and aerospace robots and their instrumentation. Topics include forward, inverse, and differential kinematics, screw representation, statics, inverse and forward dynamics, motion and force control of robot manipulators, actuation schemes, task-based and workspace design, position and force sensors, tactile sensing, and vision and image processing in robotic systems. Course instruction benefits from the courseware technology that involves a Java-based on-line simulation and other multimedia means for presenting realistic demonstrations and case studies in the context of teaching advanced notions. A series of experiments in the Robotics Laboratory will also enhance the practical notions of the course content. | Institute for Aerospace Studies | labor | SDG8 |
| AER506H | Spacecraft Dynamics And Control I | Rigid body kinematics and dynamics. Orbital dynamics and control: the two-body problem, orbital perturbations, orbital maneuvers, interplanetary trajectories, the restricted three-body problem. Attitude dynamics and control: torque-free motion, spin stabilization, dual-spin stabilization, disturbance torques, gravity-gradient stabilization, active spacecraft attitude control, bias-momentum stabilization. | Institute for Aerospace Studies | urban, planet | SDG11, SDG13 |
| AER1513H | State Estimation for Aerospace Vehicles | This course introduces the fundamentals of state estimation for aerospace vehicles. Knowing the state (e.g., position, orientation, velocity) of a vehicle is a basic problem faced by both manned and autonomous systems. State estimation is relevant to aircraft, satellites, rockets, landers, and rovers. This course teaches some of the classic techniques used in estimation including least squares and Kalman filtering. It also examines some cutting edge techniques for nonlinear systems including unscented Kalman filtering and particle filtering. Emphasis is placed on the ability to carry out state estimation for vehicles in three- dimensional space, which is complicated by vehicle attitude and often handled incorrectly. Students will have a chance to work with datasets from real sensors in assignments and will apply the principles of the course to a project of their choosing. | Institute for Aerospace Studies | land | SDG15 |
| AER1310H | Turbulence Modelling | This course presents an overview of numerical modelling techniques for the prediction of turbulent flows. The emphasis is on the capabilities and limitations of engineering approaches commonly used in computational fluid dynamics (CFD) for the simulation of turbulence. Topics include: Introduction to turbulent flows; definition of turbulence; features of turbulent flows; requirements for and history of turbulence modelling. Conservation equations for turbulent flows; Reynolds and Favre averaging; velocity correlations, Reynolds-averaged Navier-Stokes equations (RANS) ; Reynolds stress equations; effects of compressibility. Algebraic models; eddy viscosity and mixing length hypothesis; Cebeci-Smith and Baldwin-Lomax models. Scalar field evolution models; turbulence energy equation; one- and two-equation models; wall functions; low-Reynolds-number effects. Second-order closure models; full Reynolds-stress and algebraic Reynolds stress models. Large-Eddy Simulation (LES) techniques. Direct Numerical Simulation (DNS) Methods. | Institute for Aerospace Studies | energy, conserv, conserv | SDG7, SDG14, SDG15 |
| ANT3033H | ADV RES SEMINAR III | This course challenges students to explore the genetic variation between and within populations. Topics covered include evolutionary forces, quantitative genetics, and Bayesian statistics as they apply to molecular evolution, evolutionary biology, and forensic and investigative genetics. Students will utilize and evaluate different software tools available to the evolutionary biologist/population geneticist to test and summarize complex -omics data. | Department of Anthropology | invest | SDG9 |
| ANT3031H | Advanced Research Seminar I | This course is an overview of our current understanding of primate sleep ecology and function with particular focus on how these elements drove the evolution of human sleep. Specifically, the aim of the class will be to provide students with a strong, theoretical background of the function of sleep in the animal kingdom with particular attention paid to primate lineages. This will serve as a springboard for the application of several innovative methods measuring the spectrum of behaviors on the inactive-active continuum. As an overview, the course will be presented in four sections: (i) Sleep: descriptions, functions, and mechanisms from eukaryotes to humans, (ii) The evolution of primate sleep, (iii) Methods: measuring sleep and activity in primates, and (iv) Evolution’s legacy on human sleep. The first section provides students with an overview of the mechanisms and functions of sleep and circadian rhythms, as well as a historical approach that fills in the context for which most of these fundamental discoveries were made. The second section presents a phylogenetic perspective on how sleep is expressed in extant species, in both human and non-human primates. The third section, departs from presenting background information and will focus on the application of the current scientific methods used to measure sleep-wake behavior throughout mammals. Finally, the fourth section provides the most up to date evolutionary narrative of the major transitions of human sleep and the consequences of these derived characteristics to our understanding of modern sleep disorders within an evolutionary mismatch framework. The course will conclude with a forward thinking series of predictions on how science and technology will fundamentally alter the way humans sleep in the 21st century and beyond. | Department of Anthropology | transit, species, animal, ecolog, species, animal | SDG11, SDG14, SDG15 |
| ANT6032H | Advanced Research Seminar II | The aim of this graduate seminar is twofold: (1) to examine the potential and challenges of “more-than-human” approaches to ethnography; and (2) to explore what more-than-human ethnographies could offer to the social debates about the Anthropocene, or the time that demands a critical and fundamental rethinking of the position of the human in the world. More-than-human approaches to ethnography have gained growing attention in the last two decades as a critical response to anthropocentric frameworks in documenting and analyzing culture and society. Based on the realization that human exceptionalism has contributed to abrasive resource extraction and industrialization, colonialism, planetary scale environmental degradation and a variety of injustices associated with the above, more-than-human ethnographies start from the premise that the human is inseparable from what is called “the environment”. Various strategies have been experimented with in order to focus on the “entanglement” among various actors, including humans, and to examine how specific entanglements shape particular social relations and politics. We will first trace some key genealogies of more-than-human ethnography, including multispecies anthropology, nonhuman agency in Science and Technology Studies, multiple ontologies, and feminist/indigenous/decolonial/postcolonial critiques of the Anthropocene. Then, we will read ethnographies that highlight the entangled relationship between human and other beings–such as animals, plants, insects, fungi, microorganisms, land, water, wind, technological devices–that together shape the world. | Department of Anthropology | decolonial, feminis, water, wind, industrialization, indigenous, environmental, planet, anthropocene, species, animal, species, animal, land, injustice, indigenous | SDG4, SDG5, SDG6, SDG7, SDG9, SDG10, SDG16, SDG13, SDG14, SDG15 |
| ANT6060H | Anthropology and Indigenous Studies in North America | Department of Anthropology | indigenous, indigenous | SDG10, SDG16 | |
| ANT6065H | Anthropology in/of Troubled Times | Rising sea levels, climate emergencies, global displacements, energy finitude, poverty, precarity, racism, mediated mass-surveillance, conspiracies, alternative facts, populism, pandemics – all provide unsettling markers of our times. As chroniclers and theorists of the moment, anthropologists are providing key insights into some of today’s most pressing problems, as well as new analytic tools with which to grasp them. This advanced seminar surveys a range of contemporary concerns and explores some of the ways current anthropologists are engaging – methodologically, analytically, theoretically – with them. Specific topics will vary from year to year. The seminar’s second concern is less with an anthropology of troubled times than with an anthropology in them. This concern arises from the observation that anthropology is part of the world it seeks to apprehend: a world that enables and constrains, incites and inhibits particular modes of anthropological thinking, theorising and practice. The seminar thus interrogates anthropology’s own grounds of knowledge, dwelling on some of the epistemological, ethical and political conundrums that anthropology’s real-world entanglements inevitably entail. This concern takes us well beyond “troubled times,” inviting students to probe and situate that curious set of Euro-American knowledge practices we call “Anthropology.” | Department of Anthropology | poverty, precarity, knowledge, racism, energy, climate, sea level | SDG1, SDG4, SDG7, SDG13 |
| ANT6029H | Anthropology of Capitalism | Department of Anthropology | capital | SDG9 | |
| ANT6063H | Anthropology of Infrastructures | Department of Anthropology | infrastructure | SDG9 | |
| ANT6061H | Anthropology of Sexuality & Gender | Department of Anthropology | gender | SDG5 | |
| ANT6027H | Anthropology of Violence | Department of Anthropology | violence | SDG16 | |
| ANT4070H | Archaeologies of Place, Urbanism and Infrastructures | Department of Anthropology | infrastructure, urban | SDG9, SDG11 | |
| ANT4038H | Archaeology of Urban Development | Department of Anthropology | urban | SDG11 | |
| ANT4020H | Archaeology Theory | This seminar offers an in-depth examination of the history of archaeological theory and the major theoretical approaches defining the discipline today. Students explore competing schools of archaeological thought concerned with the study of material culture, past social formations, and historical process. From functionalist and natural science-focused positions to poststructural and postmodern inquiries into meaning, representation, and politics to more recent archaeological attempts to de-center humans in hopes of liberating things, this seminar covers a diverse set of perspectives. Emphasis is placed on how shifting positions on human nature, social organization, alterity, gender, and power directly shape archaeological reconstructions and representations of the past. Ultimately, the seminar should provide students with a rich understanding of the theoretical frameworks that underpin contemporary archaeological research and the unique problems inherent in archaeological efforts to represent and interpret the material record. | Department of Anthropology | gender | SDG5 |
| ANT4051H | Archeaology and Climate Change | Department of Anthropology | climate | SDG13 | |
| ANT4030H | Artifacts | Artifacts are a class of objects that sit at the interface of the material and the socio-cultural. While we often think of artifacts as dusty museum objects this is in fact an entire domain that profoundly structures our experience of the world. From the stone tools that provided much of the context for the evolution of our species to the pacifier that the infant internalizes in early developments artifacts are an essential component of our becoming human. In this course we let go of our interdisciplinary and disciplinary boundaries to examine artifacts as a type of object spanning early prehistory to modern times. Our goal is to develop new ways to think about artifacts and thus by extension the human engagement with materiality. Among topics we will explore are the definition of artifacts, the agency or vibrancy of material, the distinctiveness of art as a type of artifact, and the linkage between artifacts the body, the mind, and the conception of the self. Our aim is to develop a context for lively conversation and engagement with a wide range of theoretical writing. Students will also develop an independent research project on a topic of their choosing. As an instructor I come to this course as an archaeologist but also with the conviction that in a society undergoing the transformative impact of digital technology understanding artifacts is critical to our well being and of some of the most pressing issues facing society today. This course is open to students regardless of subdiscipline and students in cognate disciplines such as history, art, and museum studies are very welcome. | Department of Anthropology | well being, species, species | SDG3, SDG14, SDG15 |
| ANT6003H | Critical Issues in Ethnography I | This reading-intensive course offers a graduate-level introduction to ‘ethnography’ as both genre of writing and practice of thought. It has two aims: one, to conduct close readings of how contemporary English-language anthropologists have treated subjects (or objects of study) that have been central to disciplinary knowledge production as a whole; and two, to demonstrate what diverse ethnographic approaches to understanding our world might look like. Although students are encouraged to think critically about form, convention, and interdisciplinarity, readings are primarily single-author monographs by writers who locate themselves within the discipline of Anthropology. In turn, the course seeks to familiarize students with modes of ethnographic analysis that have been part of the development of the discipline in recent decades. | Department of Anthropology | knowledge, production | SDG4, SDG12 |
| ANT6056H | Decolonizing Diversity Discourse: Critical and Comparative Accounts of Multiculturalism and Settler Colonialism | Department of Anthropology | settler | SDG4 | |
| ANT6062H | Disability Anthropology | Department of Anthropology | disabilit | SDG3 | |
| ANT6064H | Evidence & Uncertainty: The Politics of Law and Science | This seminar explores the production and politics of legal evidence, scientific proof, and uncertainty. It unpacks the ways in which technical-scientific knowledge production processes are mobilized within the legal field, and enable certain legal and political outcomes, while making others impossible. Drawing on the fields of political and legal anthropology, science and technology studies and critical human geography, the seminar brings foundational texts investigating epistemological and ontological conditions of evidence, certainty, and uncertainty together with the recent ethnographies of controversies in the fields of law and science. The seminar will examine various cases that include, but are not limited to, injury claims, environmental contaminations, systematic human rights violations, and political asylum cases. | Department of Anthropology | knowledge, contamination, invest, production, environmental, human rights | SDG4, SDG6, SDG9, SDG12, SDG13, SDG16 |
| ANT3047H | Evolutionary Anthropology Theory | This course is an intensive exploration of the ideas that form the foundation of evolutionary anthropology. We will read historically important theoretical texts and critically examine leading concepts in the field. Through guest lectures by scholars in our department we will discuss topics such as molecular clocks, species concepts, signatures of selection, niche construction, genetic drift, sexual selection, human behavioural ecology, epigenetics, and population genetics. We will actively engage with historical and current issues of diversity and decolonization in the discipline of Evolutionary Anthropology throughout each weekly discussion. | Department of Anthropology | decolonization, species, ecolog, species | SDG10, SDG14, SDG15 |
| ANT7003H | Global Health: Anthropological Perspectives | Department of Anthropology | global health | SDG3 | |
| ANT6100H | History of Anthropological Thought | As an introduction to the history of anthropological thought, this MA-level core course aims to familiarize students with the key thinkers, theoretical approaches, and ethnographic innovations that shaped the discipline in the twentieth century. It likewise considers the kinds of knowledge, ethics, and modes of both representation and analysis these different approaches have demanded. An understanding of the historically situated character of our discipline is a crucial component of our contemporary practice, and this includes taking seriously the intellectual genealogies out of which–and often against which—contemporary thought has emerged. | Department of Anthropology | knowledge | SDG4 |
| ANT4066H | Household Archaeology | Household archaeology, as the name implies, takes the household as the fundamental unit of study, and considers issues that are primary to households such as production, consumption, and social organization. Gordon Willey once called the household the most important unit of study in archaeology because in most pre-industrial societies the household was at the core of socioeconomic organization. The course is organized into four sections. By way of introduction, we will review anthropological models of the household developed by scholars such as Yanigasako, Netting, and Wilk. How are households constituted? What are the rules of membership? What sorts of social relations and obligations exist among household members?What kinds of work do households do? In the next section, we will look at some anthropological perspectives on the household, including ethnicity, identity, gender relations, and craft specialization. In section three, the focus will be on the main archaeological correlate of households: the house. We will examine topics such as the built environment, space syntax, and site formation processes. Finally, we will conclude the course with a consideration of the “living house.” Classes will be organized around a set of readings for each weekly meeting. Each student will present a seminar on one of the categories from the last three sections of the course. Students who are not presenting will submit short reviews or annotations of the readings for the week at the beginning of each class. In addition to the reviews, students will write an essay, due at the end of term. In the essay, students will discuss how household archaeology has contributed to our understanding of prehistory in a defined archaeological culture or culture area of the world. The results of this essay research will also be presented briefly in class at the end of term (time permitting). | Department of Anthropology | socioeconomic, gender, consum, production | SDG1, SDG5, SDG12 |
| ANT3010H | Human Osteology: Theory and Practice | This course is directed towards people who already have some knowledge of human osteology and will provide a comprehensive overview of how researchers analyze human skeletal remains. The methods and tools used to study human skeletal remains will be critically examined and the ethical implications of osteological research across the history of the discipline will be discussed in depth. This course will explore diverse theoretical challenges in the field, as well as the limitations and advantages of newly emerging lines of research. | Department of Anthropology | knowledge | SDG4 |
| ANT4041H | Landscape Archaeology | Department of Anthropology | land | SDG15 | |
| JSA5147H | Language, Nationalism and Post-Nationalism | Department of Anthropology | nationalism | SDG16 | |
| ANT3046H | Paleoecology in Primate and Human Evolution | Department of Anthropology | ecolog | SDG15 | |
| ANT6021H | Political Anthropology: State, Power and Sovereignty | Department of Anthropology | sovereignty | SDG16 | |
| ANT6017H | Post-colonial Science Studies and the Cultural Politics of Knowledge Translation | Department of Anthropology | knowledge | SDG4 | |
| ANT3438H | Skeletal Trauma and Violence: Theory and Practice | Department of Anthropology | violence | SDG16 | |
| ANT3050H | Species Concepts and Human Evolution | Department of Anthropology | species, species | SDG14, SDG15 | |
| ANT4065H | Specific Problems: New World | This seminar delves into archaeological research on human-animal relationships through time in order to highlight the diverse ways that researchers identify and interpret these interactions archaeologically. The emphasis will be on methods and theories for understanding hunting and butchery practices, management and domestication, pastoralism, as well as ritual and ideological practice associated with fauna. Students will be graded on participation, reading syntheses, a presentation somehow relevant to their own field of research, and a final essay. | Department of Anthropology | animal, animal | SDG14, SDG15 |
| ANT6005H | The Politics of Distribution: Work, Welfare and Abandonment in Precarious Times | Department of Anthropology | welfare, precarious | SDG1 | |
| APD3202H | A Foundation of Program Evaluation in Social Sciences [RM] | This doctoral-level course serves as an introduction to program evaluation used in education, psychology, and social sciences. Program evaluation aims to systematically investigate the process, effectiveness, and outcomes of programs. Its primary goal is to inform decision-making processes based on answers to why it works or doesn't work and improve the quality of the program. In this course, students will learn the craft of program evaluation at various stages, including: critically appraising evaluation research; assessing program needs, developing a logic model, evaluating the process and outcomes of the program, evaluating efficiency, dealing with ethical issues, warranting evaluation claims, and communicating with stakeholders. This course will focus on both theoretical and practical issues in designing, implementing, and appraising formative and summative evaluations of various educational and invention programs. In this course, we will consider the effects of various social, cultural, and political contextual factors underlying the program. | Department of Applied Psychology and Human Development | invest | SDG9 |
| APD1295H | Adolescent Mental Health: An Examination of Risk and Resilience | Adolescence is a developmental period characterized by both vulnerability and opportunity. This course will examine research and theory on the development of mental health and well-being in adolescence and emerging adulthood (ages 18-25 years), and examine common mental health concerns in adolescence. In addition to examining contributing developmental factors to adolescent mental health (e.g., physical, social, emotional changes and transitions in adolescence), this course will also explore risk and protective factors across various contexts (e.g., family, peers, schools, media) that influence adolescent risk and resiliency. | Department of Applied Psychology and Human Development | vulnerability, well-being, mental health, resilien, transit, resilience, resilience | SDG1, SDG3, SDG11, SDG13, SDG15 |
| APD3178H | Advanced Cognitive Behaviour Therapy | This course provides in depth knowledge and advanced training in cognitive behaviour therapy (CBT). Students will acquire an enhanced understanding of current cognitive behavioural theories and master skills needed to implement evidence-based cognitive behavioural interventions across a wide range of mental health conditions and within diverse contexts. These include depression, anxiety disorders, psychological trauma, psychotic disorders, and a variety of complex presentations. A key aspect of the course is developing an understanding of how theory and research are used to inform current clinical practice in cognitive behaviour therapy. | Department of Applied Psychology and Human Development | mental health, knowledge | SDG3, SDG4 |
| APD3160H | Advanced Family Therapy | This is an advanced level doctoral course that will build on the knowledge and clinical skills acquired in the introductory course in the theory and practice of Family Therapy. This course is for students enrolled in the EdD in either the adult or the adolescent emphasis. Students will be expected to be familiar with a number of different models of family therapy, including systemic, strategic, structural and behavioural. The course will focus on one of these models in depth, including conceptual frameworks, methods of assessment as well as intervention strategies. Issues related to the formation and maintenance of the therapeutic alliance in family therapy as well as specific challenges related to working with families will be addressed. The course will take a developmental perspective in terms of the family from early formation through maturity taking into account the developmental needs of different family members. Thus students will have the opportunity to focus on children, adolescents, young and older adults within a family context. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD3163H | Advanced Multicultural Counselling and Psychotherapy | This seminar course will familiarise students with current issues and debates concerning research and practice of counselling psychology and psychotherapy in a multicultural society. The course seeks to define, redefine and locate multicultural counselling and psychotherapy research within the broader economic, social and political contexts of health care provision and practices (particularly in Canada). Through a post-colonial critique of psychiatry, clinical and counselling psychology, psychoanalysis, psychotherapy and counselling, the seminar attempts to raise questions regarding the theory, practice and research with ethnic minority clients. The seminar also offers a critical examination of the concepts of multicultural, multiethnic, and other nomenclatures, particularly assessing the epistemological and ontological histories and complexities in relation to ways in which theory, practice and research is undertaken in counselling psychology. The seminar is appropriate for students considering a dissertation proposal in critical multicultural counselling and psychotherapy. Students will review, analyse and redesign representative studies in the critical multicultural counselling psychology and psychotherapy literatures and methodology which will eventually lead to a thesis proposal. | Department of Applied Psychology and Human Development | health care, minorit | SDG3, SDG10 |
| APD3224H | Advanced Proactive Behavioural and Cognitive-Behavioural Interventions | This course will provide an advanced examination of proactive behavioral and cognitive-behavioral approaches used with children for the remediation of skill deficits associated with defiance, aggression, impulsivity, depression, and anxiety. Students will be required to develop treatment approaches to case presentations and/or develop clinical workshops for use with parents, teachers or other intervention agents. | Department of Applied Psychology and Human Development | remediation | SDG6 |
| APD3302H | Advanced Study of Critical Issues in Special Education, Mental Health, and Child Security | This course is designed to provide an in-knowledge of critical issues in special education and the mental health of children and adolescents that will enable the learners to think broadly about the issues and interconnections and their relevance for policy and decision-making. This course will draw on a bioecological model of development (Bronfennbrener, 1992) to guide discussions as we will investigate the effects of systems (e.g., community, family, school) and culture on mental health promotion and risk as well as on children’s access and support through special education services. Students will examine the contribution of key theoretical learning models that often guide research design and practice. Students will be able to analyze key policy and practice issues that affect children and youths’ wellbeing and mental health as well as be able to synthesize points of intersection between the special education system, mental health, and social systems. This course will engage students in an in-depth examination that influence the implementation of programs or practices designed to support students with special education needs (including early risk and intervention) as well as those to promote wellbeing and mental health. Students will gain expertise in their knowledge of the complex and interrelated factors affecting student success in general and special education systems as well as in-depth knowledge of risk and resilience frameworks for mental health in children. | Department of Applied Psychology and Human Development | wellbeing, mental health, knowledge, learning, invest, resilien, resilience, ecolog, resilience | SDG3, SDG4, SDG9, SDG11, SDG13, SDG15 |
| APD3303H | Advanced Study of Tools and Research Methods for Investigating Problems of Practice: Data-Driven Research for Decision-Making | Department of Applied Psychology and Human Development | invest | SDG9 | |
| APD2221Y | Advanced Teaching Practicum | Second year Child Study and Education students carry out a single practicum placement called an internship during either the fall or winter term for a total of 320 practicum hours. Supervised by a mentor teacher on site and a staff member from the Institute of Child Study in an assigned setting from preschool through grade six, students have an opportunity to consolidate developing skills and attitudes as they apply their teaching skills. | Department of Applied Psychology and Human Development | institut | SDG16 |
| APD1222H | APPR TO PSYCHOTHERAPY-LIFESPAN | This course introduces the major theories of psychotherapy with children and adults including cognitive-behavioral, psychodynamic, and humanistic approaches. Issues related to gender and to individual and cultural diversity are also considered. A practical component assists students in developing basic psychotherapy skills. NOTE: Targeted to School and Clinical Child Psychology students. Others by permission of instructor. DPE MEd students interested in this course must have pre-requisite course APD1297H, prior experience in therapeutic work with children and youth, and permission of instructor. | Department of Applied Psychology and Human Development | gender | SDG5 |
| APD1296H | Assessing School-Aged Language Learners | With increasing globalization and mobility across countries, student populations in urban schools include various groups of language learners, including immigrant children, indigenous language-speaking students, and second- or third-generation children who enter the school with fluent oral proficiency but with limited literacy skills in a language used as the medium of instruction at school. This course is designed for graduate students who wish to develop competencies in assessing additional language learners' language proficiency in K-12 curriculum learning contexts. The use of assessment is the central theme. We will consider theoretical bases and empirical evidence that educators and teachers should know in using assessment of school-aged language learners. Various cognitive and non-cognitive factors that influence students' language proficiency development will be examined. We will examine validity, reliability, and fairness issues arising from the use of standardized tests as well as classroom assessment. | Department of Applied Psychology and Human Development | learning, globaliz, indigenous, urban, indigenous | SDG4, SDG9, SDG10, SDG16, SDG11 |
| APD5284Y | Assessment and Intervention with Culturally and Linguistically Diverse Children, Youth and Families | The purpose of this course is to explore, from a multidimensional perspective, assessment and intervention issues and techniques arising when learners in second language or multicultural contexts experience learning difficulties. Through readings, classroom discussion, case studies, and client-work, the course is intended to help students become better aware and better prepared for work with individuals in culturally and linguistically diverse settings. Students are expected to integrate and apply such diverse areas as second language acquisition, learning disabilities, cognitive and affective functioning, and to consider alternative assessment and intervention practices. | Department of Applied Psychology and Human Development | disabilit, learning | SDG3, SDG4 |
| APD3401H | Assessment with Culturally and Linguistically Diverse Children, Youth, and Families | The purpose of this course is to learn about the needs of culturally and linguistically diverse (CLD) children and youth who are English language learners (ELL), come from multicultural contexts demanding culturally sensitive strategies for assessment and intervention, or are in other bilingual programs such as French Immersion. The course is intended to provide doctoral students with a repertoire of strategies for dealing with the complex array of cognitive, linguistic, affective, social-emotional and cultural issues involved in assessment of CLD children and adolescents. This is achieved through readings, lectures, class discussion, case presentations, hands-on experience with a client and family, and school consultation. Each student will conduct an assessment with a CLD student who is learning difficulties. The goals of this assessment is to establish the client's’ learning and social-emotional needs, the strategies that support their learning and adjustment, and consult with their schools in order to enhance the likelihood that these strategies will be implemented there. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD1266H | Career Counselling and Development: Transition from School to Work | This course aims at preparing the counsellor for an expanded role in career guidance. It deals with all major aspects of career development. The topics covered are: social and economic context, theories of career development, the role of information, assessment of career development, career guidance programs, and recurring issues in career guidance. This course is limited to students in a U of T graduate degree program. Others by permission of instructor. | Department of Applied Psychology and Human Development | transit | SDG11 |
| APD1268H | Career Counselling and Development: Transitions in Adulthood | This course will focus on the theories of career development and counselling techniques to deal with major career transitions. Topics will include mid-life career changes, career psychology of women, career planning and development in the workplace, relocation counselling, and retirement and leisure counselling. This course is limited to students in a U of T graduate degree program. Others by permission of instructor. | Department of Applied Psychology and Human Development | women, transit | SDG5, SDG11 |
| APD1256H | Child Abuse: Intervention and Prevention | An examination of the nature and consequences of child maltreatment. Theory and research in physical, sexual, and emotional abuse will be reviewed. Coverage includes recent therapeutic interventions and promising prevention initiatives. The objective of this course is to provide a knowledge base for more effective practice and inquiry. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD2200Y | Child Study: Observation, Evaluation, Reporting, and Research | A course designed to develop the skills and knowledge fundamental to a developmentally oriented systematic study of children through observing, recording, interpreting, and reporting in a professional manner the behaviour and development of children in diverse practice and research settings. A range of methods from direct observation to standardized testing will be surveyed. The role of the teacher-researcher and issues in connecting research and practice will be emphasized. The research component of the course will draw heavily on the Health and Physical Education curriculum to support an understanding of key elements of the curriculum including living skills (e.g., relationship skills), active living, and healthy living and research to inform teaching of these domains. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD2201Y | Childhood Education Seminar I | This is a seminar course that examines the interactions between teachers and children in kindergarten, primary and junior grade educational settings. Emphasis is placed on the integration of teaching practice with Social Studies curriculum and social learning theories. Students learn instructional methods (planning, learning environment, classroom management) and pedagogies for elementary teaching. The law, legislations and government policies for education are explored and tied to professionalism and professional practice. This course draws on students’ experiences from practicum placements and is connected to the practicum course. Theory and practice are well connected through scholarly readings and practicum experience. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD2202H | Childhood Education Seminar II: Advanced Teaching | This seminar will provide for discussion of topics and issues that emerge during the students' internship (APD2221Y Advanced Teaching Practicum) and that relate to employment preparation. | Department of Applied Psychology and Human Development | employment | SDG8 |
| APD1233H | Cognitive Development and Applications | This course provides an introduction to a variety of topics in cognitive development that are of contemporary interest. Major theories of cognitive development will be explored. We cover both classic and current experimental findings, and on how they address centuries-old debates surrounding the origin and nature of human knowledge. These topics currently include concepts and conceptual change in infants, core domains in conceptual development, the organization of action in infancy, the onset of symbolic functioning, memory development, the use of the imagination, theory formation as a model for conceptual change, and scientific reasoning. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD1207H | Counselling Topics in Sexual Orientation and Gender Identity Diversity | This course will review the research findings and clinical case literature in selected areas of lesbian, gay, bisexual, and transgender psychology with reference to their implications for professional practice in counselling psychology. Particular emphasis will be given to the clinical and research implications of sexual orientation identity acquisition, bias crime victimization, same sex domestic violence, HIV/AIDS, gender dysphoria, and alcohol and substance use. Students will come to a greater appreciation and understanding of the special counselling needs of clients from differing sexual orientations and gender identities through a combination of lectures, seminar presentations, discussions, bibliographic and Internet research, and original student research projects. | Department of Applied Psychology and Human Development | gender, transgender, internet, violence | SDG5, SDG9, SDG16 |
| APD1214H | Critical Multicultural Practice: Diversity Issues in Counselling and Psychotherapy | The course is designed to introduce students to the field of counselling in the context of a multi-cultural, multi-ethnic, multi-faith, multi-racial, multi-gendered and multi-abled society. The course seeks to define and locate multicultural counselling studies within the broader historical, economic, social and political contexts of mental health care. Through a critical examination of 'race', gender , ethnicity, sexual orientations, disability and social class students would establish an understanding of the theoretical and conceptual ideas that form the basis of practice with minority clients. Key concepts such as identity and multiple identities, power, stereotyping, discrimination, prejudice and oppression will be explored in relation to women, Aboriginal, ethnic minorities, lesbian, gay men and disabled clients. Through discussions, seminar presentations and experiential learning, the course will support the development of appropriate counselling skills and competencies to practice in a clinically anti-oppressive way. | Department of Applied Psychology and Human Development | mental health, health care, disabilit, learning, gender, women, minorit, anti-oppressive, judic | SDG3, SDG4, SDG5, SDG10, SDG16 |
| APD2214H | Curriculum and Pedagogies for Cross-Curriculum Teaching | This course will provide students with an introduction to a broad range of curriculum areas important to elementary education. These areas include Health and Physical Education curriculum (movement competence strand), the Arts curriculum (music, drama, visual arts, dance), as well as the integration of these domains with other elements of the elementary curriculum. Students will have the opportunity to examine issues related to diversity and equity as well as the application of technology within these curriculum domains. The course will discuss how to design and implement instruction in these areas that is consistent with the learning expectations in the Ontario Curriculum (early childhood, primary, and junior years). | Department of Applied Psychology and Human Development | learning, equity, equit | SDG4, SDG10 |
| APD3274H | Early Learning and the Thesis | Building on the research methods course, this course will support students in developing a rough draft outline of the first three chapters of their theses. It will enable students to gain a broader understanding of various research methods/data analysis; coherent to the thesis development with clear alignment of the over-arching research question, sub questions, methodology(ies), results and analysis. It will also provide students initial understanding of related materials including the ethical review process and formation of thesis committees. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD3270H | EdD Internship | All students completing an EdD in Counselling Psychology for Community Settings will be required to complete the doctoral internship course. This course requires the completion of at least 500 hours of internship under the supervision of an experienced psychotherapist or counsellor approved by the Counselling Psychology Internship Coordinator. EdD students in the Counselling Program have been completing this 500-hour internship requirement since the inception of this program. We wish to ensure that the completion of this requirement appears on the student's transcript as a completed course requirement. Students will register in the course once the placement has been arranged and approved by the course instructor. The internship may be accomplished on either a full-time or part-time basis. The internships may be served in a variety of settings and will normally involve case conceptualisation, treatment planning, counselling interventions, consultations with other professionals, report writing, case conferences, and other activities relevant to professional training. It is also generally expected that, where possible, students will have contact with clients reflecting a range of diversity (e.g., clients who derive from various cultural, ethnic, social or linguistic groups and/or who bring other types of diversity issues, such a gender identity or disability). | Department of Applied Psychology and Human Development | disabilit, gender | SDG3, SDG5 |
| APD1281H | Education Exceptionalities, Special Education, and Adaptive Instruction | Students will be introduced to the various special education exceptionalities in Ontario schools and will be provided with opportunities to analyze and reflect upon key issues in special education such as inclusion and universal design for learning. They will have the opportunity to gain skills and evidence-based knowledge regarding the identification, instruction, and progress monitoring of students with special education needs. The emphasis will be on using well-founded research to inform instructional practices and decision making. Given that students with exceptionalities are often at risk for mental health difficulties, we will discuss the intersection between mental health and learning as well as the intersection between special education and diversity. | Department of Applied Psychology and Human Development | mental health, knowledge, learning | SDG3, SDG4 |
| APD1267H | Emotion-focused Therapy | This course is an introduction to the theory and practice of emotion-focused psychotherapy. The theoretical underpinnings and historical development of emotion-focused psychotherapy will be presented along with the practical application of the approach to facilitate clients’ emotional processing in the session. Students will be introduced to different ways of working with emotion using empathic reflections, focusing, exploratory tasks, and chair-dialogues. The role of the therapeutic relationship will be emphasized and specific emotional processing tasks will be explored. Students will receive three hours of instruction once a week consisting of lectures, video presentations, demonstrations, and in-vivo exercises. Students are expected to engage in in-vivo counselling exercises with their peers during class time under the supervision of the instructor. By the second class, students will be expected to form small process learning groups within which they will have the opportunity to experiment with different roles as counsellor, client and observer to practice using emotion focused and experiential techniques. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD1226H | Foundations in Inquiry and Data-Based Decision Making | This course provides students with an introduction to the role of inquiry in teacher learning and professional development with a particular emphasis on the role of collaborative inquiry models in this process. Students will develop an understanding of the cycle of inquiry and how to engage in inquiry of their own professional practice. They will develop their understanding of how to use a broad range of data sources to inform their understanding of key issues and questions embedded in the classroom and school context. Students will also gain insight into core principles of data-based decision making and its role in classroom instruction and the development of effective learning environments. | Department of Applied Psychology and Human Development | learning, labor | SDG4, SDG8 |
| APD1286H | Foundations of Literacy Development for School Age Children | The course will provide the student with a better understanding of current theoretical and applied issues in language and reading development. It will target primarily first language learning but will cover second language learning whenever appropriate. A cognitive-developmental approach will be used to examine topics such as: the development of basic language reading skills including speech perception and phonological awareness, morphological awareness, orthographic processing and their respective contributions to reading, lexical learning and vocabulary development, the role of vocabulary in reading comprehension, comprehension strategies, reading disability, cross-language transfer of language and reading skills between first and second language in bilingual children, and cognitive effects of bilingualism. Implications of theories on instruction will be discussed whenever relevant. Students will be encouraged to develop their own research and/or applied projects. The course will be conducted in a seminar format. A different topic will be discussed in each session. Key issues pertaining to research methodology and data analysis will be addressed as needed. | Department of Applied Psychology and Human Development | disabilit, learning | SDG3, SDG4 |
| APD1217H | Foundations of Proactive Behavioural and Cognitive-Behavioural Intervention with Children | This course provides a basic overview of current behavioural and cognitive-behavioural approaches to the management and remediation of maladaptive behaviour, such as aggression, disruption, and noncompliance, in clinical, educational and residential settings. A conceptual model of behaviour and cognitive-behaviour therapy and learning principles relevant to this model will be considered. The model focuses on proactive, nonintrusive, and success-based approaches to remediation of problem behaviour. Topics will include assessment of maintaining variables, teaching of adaptive skill clusters, building tolerance to difficult environmental circumstances, moderating severe behaviour to enable skill-teaching, and evaluating clinical progress. | Department of Applied Psychology and Human Development | learning, remediation, environmental | SDG4, SDG6, SDG13 |
| APD1277H | Global Indigenous Healing in Counselling and Psychotherapy | Department of Applied Psychology and Human Development | indigenous, indigenous | SDG10, SDG16 | |
| APD1298H | Imagination, Reasoning and Learning | The mainstream view of developmental psychologists has been that early childhood is a 'high season of imaginative play'. Watching children at play seems to bear this out. However, both the purpose and the nature of children's imagination have recently been subjects of debate. We will examine fundamental questions about the nature and purpose of children's imagination, play, and narrative comprehension in development. We will also ask whether 'imagination' and 'play' have been appropriately conceptualized: are the explicit and tacit assumptions that developmental psychologists have made about the nature of 'play' convincing, and are they well-defined? We will also ask questions about future thinking and counterfactual reasoning and whether and how they impact children's learning and development. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD1290H | Indigenous Healing in Counselling & Psychoeducation | This course seeks to define, redefine and locate Indigenous and traditional healing in the context of Euro-North American counseling and psychotherapy. In particular, the course will examine cultural and traditional healing within the broader economic, social and political practices of mental health care and in Canada. While the focus is in counseling psychology and psychoeducation (pedagogy), it also provides a critical site to highlight challenges and transformations within health care, thus the course will draw attention to the use of traditional healing in mental health care and counselor education. Explorations of the currents issues and debates concerned with the contemporary practices of Indigenous healing will be a key features of the course, for example, cultural respect and appropriation, ethics and confidentiality, competence of Indigenous healers and their qualifications and training. Through an in-depth analysis of international Indigenous helping and healing practices, with particular focus on Canadian Indigenous perspectives, the course will undertake to raise questions regarding the theory, practice, and research of Indigenous mental health and healing in psychology and education. As part of the exploration of Indigenous healers and healing, the course will also focus on how peoples from non-dominant cultures construct illness perceptions and the kinds of treatments they expect to use to solve mental health problems through individual and community psychology interventions. In this respect the course is also intended to contribute to community development and community health promotion. | Department of Applied Psychology and Human Development | mental health, health care, illness, pedagogy, indigenous, indigenous | SDG3, SDG4, SDG10, SDG16 |
| APD3268Y | Internship in Clinical and Counselling Psychology | This course requires the completion of at least 1,600 hours of internship under the supervision of a registered psychologist. Students will register in the course once the placement has been arranged and approved by the course instructor. Placements are generally expected to fulfil the criteria of the Association of Psychology Postdoctoral and Internship Centres (APPIC). The internships may be served in a variety of settings and will normally involve instruction in psychopathology, training in differential diagnosis and assessment, case conceptualisation, treatment planning, a variety of psychotherapeutic approaches, case management, and other related tasks. All students must have a formal diagnosis and assessment component as part of their internship hours. It is expected that students will involve themselves in such activities as diagnosis and assessment, case conceptualisation, treatment planning, psychological interventions, consultations with other professionals, report writing, case conferences, and other activities relevant to professional training. It is also generally expected that, where possible, students will have contact with clients reflecting a range of diversity (e.g., clients who derive from various cultural, ethnic, social or linguistic groups and/or who bring other types of minority issues, such a gender identity or disability). Students are expected to find placements at training sites accredited by the Canadian Psychological Association (CPA) or the American Psychological Association (APA), or equivalent. | Department of Applied Psychology and Human Development | disabilit, gender, minorit | SDG3, SDG5, SDG10 |
| APD3402H | Intervention with Culturally and Linguistically Diverse Children, Youth and Families | The purpose of this course is to learn about the needs of culturally and linguistically diverse (CLD) children and youth who are English language learners (ELL), come from multicultural contexts demanding culturally sensitive strategies for intervention, or are in other bilingual programs such as French Immersion. The course is intended to provide doctoral students with a repertoire of strategies for dealing with the complex array of cognitive, linguistic, affective, social-emotional, and cultural issues involved in intervention of CLD children and adolescents. This is achieved through readings, lectures, class discussion, case presentations, hands-on experience with a client and family, and school consultation. Each student will conduct an instructional intervention with a CLD or bilingual child or adolescent who is experiencing learning difficulties and who may have a learning disability. The goals of this intervention is to address the client's learning and social-emotional needs, find strategies that support their learning and adjustment, and consult with their schools in order to enhance the likelihood that these strategies will be implemented past your work with the student. | Department of Applied Psychology and Human Development | disabilit, learning | SDG3, SDG4 |
| APD1282H | Introduction to Global Mental Health and Counselling Psychology | This introductory course is designed to engage students in a critical understanding of the mental illness, mental health and well-being issues facing globalization, mental health practices and counselling psychology. The course will facilitate a critical reflection of the research and wellness practices that places a priority on improving equality of mental health and well-being for all people worldwide. The course seeks to define and locate critical counselling psychology within the broader historical, economic, social and political contexts of global mental health (GMH) care. Through a critical examination of the various ways in which Western mental health is practiced globally, students would establish a critical understanding of the economic and political engagements that underpin clinical practice globally. A critical examination of the various ways in which Western models of diagnosis and treatment - DSM5 (Diagnostic and Statistical Manual of Mental Disorders, 5th ed., and the ICD 10 International Statistical Classification of Diseases and Related Health Problems, a medical classification list by the World Health Organization (WHO) - students will get an appreciation of how Western models dominate an determine Low and Middle Income Countries (LMIC) mental health trajectory of care. Western narratives about mental illness, mental health and well-being tend to dominate over local LMIC traditional and indigenous healing practices. The course will focus on diagnosis and culture, transcultural psychiatry, cross-cultural counseling psychology, and the political economy of global mental health and well-being. An in-depth analysis of a number of individual country vignettes using a critical lens will be undertaken. Key concepts such as: globalization of mental health, cultural representation and presentation of mental illness and health, cross-cultural counselling and psychotherapy; Indigenous knowledges and traditional healing; political-economy of mental health and wellbeing will be critically understood and appreciated. This course will offer students an opportunity to learn about essential GMH current issues, discuss innovative cross-cultural counselling psychology collaborations, and critically examine strategic Indigenous initiatives aimed at reducing the burden of mental illness around the globe. | Department of Applied Psychology and Human Development | wellbeing, well-being, mental health, illness, knowledge, knowledges, labor, globaliz, equalit, indigenous, income, indigenous | SDG3, SDG4, SDG8, SDG9, SDG10, SDG16 |
| APD2270Y | Introduction to Special Education and Adaptive Instruction | A critical analysis of current issues related to identification and programming for children with special needs. The emphasis is on using well-founded research to inform instructional practices and decision-making. This course is designed to promote reflective thinking about key topics in Special Education that educators must conceptualize from both theoretical and practical perspectives. It is intended to provide students with knowledge, skills, and attitudes that will enable evidence-based understanding of what is involved in working with exceptional learners across a variety of settings, but primarily in an inclusive classroom situation. Focus is placed on curriculum being flexible in responding to diversity, so that teachers are guided to make appropriate accommodations and modified expectations for the various categories of exceptionality. Since characteristics of special needs and second language learners are often inter-related, ESL support will also be addressed. This course includes a service-learning experiential component to enable students to make connections between theory, research, and practice and to offer them an opportunity to connect with a community or organization where they may support students with learning needs and reflect on their experience. | Department of Applied Psychology and Human Development | knowledge, learning | SDG4 |
| APD3301H | Issues in Child Study and Education: Research, Policy, and Problems of Practice (RM) | Child Study is the systematic interdisciplinary investigation of the way children adapt and change in order to provide them with more supportive learning environments and increase the likelihood of positive outcomes. Child study is a professional practice skill, a critical attitude, and a belief system based on inquiry, best evidence and reflection. This course offers an advanced consideration of how child study history, concepts, and research are related to issues and challenges in childhood education. The aim of the course will be to provide students with an advanced understanding of the field of child study through an examination of the history, theories, and breadth of research in child study. Students will analyze issues in child study and education, apply a child study framework to their area of interest, articulate a researchable problem of practice of interest in their organization/community, and identify policies that influence/connect with their problem of practice. Students will also gain specialized knowledge and competencies in utilizing action research frameworks to engage in professional inquiry, policy analysis, and research drawing on child study lens. | Department of Applied Psychology and Human Development | knowledge, learning, invest | SDG4, SDG9 |
| APD2001Y | Major Research Paper | A core element of the Research Intensive Training in Psychology and Education field of study within the Master of Arts in Child Study and Education program is the production of a Major Research Paper (MRP). The MRP represents a student's ability to engage in the production of a novel piece of research. The MRP will follow the OISE guidelines for the components of a M.A. thesis in terms of its design and layout. Students who complete an MRP will be assigned a primary faculty supervisor who will support the student through the research process and the development of a research proposal and MRP. A second faculty member will act as the "second reader" who must read and review the final MRP and provide formal approval of the MRP along with the primary supervisor. | Department of Applied Psychology and Human Development | production | SDG12 |
| APD1297H | Mental Health in the Classroom: How Educators can Help Our Most Vulnerable Students | Recent research suggests that one out of every five school-aged children suffers from a mental health issue (e.g., anxiety, depression), and that children who experience mental health issues are at increased risk for poor academic outcomes in schools. Educators are uniquely positioned to assist in the early identification of students struggling with mental health problems in the classroom. By learning about the signs of mental health problems, and understanding how to refer students to appropriate services, educators can facilitate children and youth's timely access to effective assessment and intervention. This course will provide an overview of the conceptualization, prevalence, and course of commonly occurring mental health disorders among school-aged children and youth, and explore risk and protective factors for mental health problems. Moreover, this course will examine the signs and symptoms of these disorders (to facilitate early detection by educators), as well as provide educators with information about empirically supported recommendations for preventing and responding to mental health issues in the classroom. Additionally, broader evidenced-based strategies and programming for preventing mental health concerns, and promoting mental health and well-being in the classroom will be discussed. | Department of Applied Psychology and Human Development | well-being, mental health, health issues, learning | SDG3, SDG4 |
| JOI3229H | Meta-Analysis for Research in Psychology and Education (RM) | This course is designed to provide students with a working knowledge of the concepts related to systematic review and meta-analysis and develop their skills in this research methodology. Specifically, this course covers the topics of formulating the research questions that can be answered with systematic reviews, perform the literature search, select the studies and critically evaluate them using the quality, inclusion and exclusion criteria, extract data on key elements of the studies, outcomes and relevant statistics, compute and convert various effect size indices, synthesize the results of the studies with meta-analysis techniques, and present the results. The focus of the course is both methodological and practical. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD1206H | Mind, Brain, and Instruction | The aim of this course is to provide a graduate level overview of a rapidly emerging field of research and application: Mind Brain and Education, also called Science of Learning, or Educational Neuroscience. The goal of this field is to bring together the theories, findings and methodologies of cognitive science, developmental science, education and neuroscience to understand the human mind/brain and its development and to devise effective ways to support learning and education. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD1231H | Mindful Self-Compassion for Educators | This experiential course explores the concepts underlying mindful self-compassion and their application to education. We will engage in various mindful self-compassion exercises to gain direct insight on the benefits these experiences can have on teacher well-being. From this gained insight, we will examine how mindfulness and self-compassion can be integrated into the curriculum and contribute to both children’s individual emotional well-being as well as to the creation of a positive learning community in the classrooms that we teach in. | Department of Applied Psychology and Human Development | well-being, mindfulness, learning | SDG3, SDG4 |
| APD1232H | Mindfulness Interventions in Counselling and Psychotherapy | This course will explore historical, theoretical, experiential, psycho-educational, research and clinical applications of mindfulness-based interventions and approaches. Some of the topics will include: Historical context, development of mindfulness as a psychotherapeutic intervention, overview of multiple approaches to mindfulness, key concepts, evidence-based applications in health and well-being, mindfulness in the context of systemic approaches to health, compassion- based practices and integration of mindfulness in daily living. The course will provide opportunities to experience a variety of mindfulness practices, applications and interventions. | Department of Applied Psychology and Human Development | well-being, mindfulness | SDG3 |
| JOI3228H | Mixed Methods Research Design in Social Sciences (RM) | Mixed methods research is increasingly being used as an alternative to the traditional mono-method ways of conceiving and implementing inquiries in education and social sciences. In conceptualizing mixed methods studies, various paradigmatic assumptions are still being debated. However, many researchers have stated that the paradigmatic differences have been overdrawn and that paradigmatic incompatibility makes dialogue among researchers less productive. Researchers further acknowledge that philosophical differences are reconcilable through new guiding paradigms that actively embrace and promote mixing methods. Mixed methods researchers reject traditional dualism and prefer action to philosophizing by privileging inquiry questions over assumptive worlds. In this course, students will be introduced to various mixed methods design alternatives that allow researchers to link the purpose of the research to methodologies and integrate findings from mixed methods. This course covers various phases of mixed methods research, including theoretical frameworks of mixed methods research designs, strategic mixed methods sampling, data collection methods, integrative data analysis strategies, and a mixed methods research proposal. This is a doctoral level course designed to serve students who plan to conduct independent research. I anticipate that students will have had prior research experience or course work in research methods. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD1283H | Peer and Video-Based Counselling with Practicum Field-Based Learning in Global Mental Health | This course introduces students to the skills, theory, and practice of counselling interventions in persons experiencing mental health problems, as well as in mental health settings. It aims to develop peer-counselling skills and deepen self-awareness and interpersonal communication competencies. Basic counselling interventions such as empathic responding, exploration of client's affect and cognitions, and problem solving will be explored. The course emphasizes the therapeutic relationship as well as the importance of ethical and legal issues in the provision of therapy. The course will use a combination of video-based counselling techniques, to assist students in developing basic counselling skills and increase their conceptual understanding of theoretical perspectives of counselling through practice, including counselling processes and case conceptualizations. The instructor will also present cases, including using video-taped counselling sessions, in addition to extensive counselling simulation. Unique to this program, is a cohort model of learning, where participants build trust with one another and build on their in-class relationships and discussions. Through presentations, experiential learning, class discussion, group exercises, counselling practice and videotaping, participants will: gain personal awareness of their own values and views and how they impact on the counselling experience gain a broad understanding of counselling theories learn to assist clients to develop their personal potential for growth and change practice basic counselling, problem-solving, decision-making and communication skills, and learn communication and conflict resolution approaches. In addition, there will be a 250-hour placement in an approved field setting. | Department of Applied Psychology and Human Development | mental health, learning | SDG3, SDG4 |
| APD1204H | Personality Theories | Current theories and research on personality are reviewed from several perspectives, including psychoanalytic, interpersonal, humanistic, trait, psychobiological, operant, and social cognitive. Topics include personality development and consistency, personality change, conscious and unconscious functioning, aggression, learned helplessness, personality disorders, sex and gender issues, and cross-cultural personality theories. Major theoretical approaches to personality within the context of clinical counseling psychology. This will include philosophical assumptions, key concepts, the process of change, and applications. Designed for those interested in personality development, change, and treatment issues. Specific content relevant to diverse socio- cultural contexts has been included. Upon completion of this course students will be able to: Understand the development of various Western psychology personality theories; understand the issues relevant to personality theory and development in culturally diverse contexts; and articulate a critical understanding of one of the major theories presented in class. | Department of Applied Psychology and Human Development | gender | SDG5 |
| APD1271H | Perspectives on Executive Functions in Education: From Theory to Practice | This course provides graduate students with an introduction to the topic of executive functions. The course enables students to better understand theoretical models of executive functions, executive function development, the associations of different domains of executive functions with social and scholastic functioning in school age children and youth, and recent findings related to the relations among executive functions, academic performance and achievement, and behaviour. In this course students will also develop an understanding of how various individual difference factors (e.g., language proficiency) as well as environmental contexts (e.g., classroom context) can impact executive function development. Finally, this course will explore diverse types of interventions designed to support students with executive function difficulties drawing on multitiered models of support. | Department of Applied Psychology and Human Development | environmental | SDG13 |
| APD1203Y | Practicum I: Interventions in Counselling Psychology and Psychotherapy | This course is intended to provide students with basic skills in clinical assessment and counselling interventions. Among others, issues related to the assessment of risk, history taking, clinical formulation, and the relationship between assessment and intervention will be addressed. Basic counselling interventions such as empathic responding, exploration of client's affect and cognitions, and problem solving will be explored. The course emphasizes the therapeutic relationship as well as the importance of ethical and legal issues in the provision of therapy. While the course presents didactic material, students have extensive opportunity to role play, and self-knowledge as well as issues related to boundary maintenance, power relationships in the provision of therapy and future self-development are also examined. This course involves sequenced skill training, with extensive counselling simulation and supervision of practice in a field setting. In addition to regular class meetings and time spent in group supervision with the instructor, M.Ed. students in Counselling are required to be in attendance one full day per week at their practicum settings. Some students may spend two full days in their practicum setting. MA students are required to be in attendance at least 2 full days per week at their practicum settings. All full- and part-time students must arrange their practica in consultation with the department's Coordinator of Internship and Counselling Services. Continuing students should plan to contact the Coordinator by March 15, and new students by May 15, in order to arrange the best match between student needs and field placement availability. The Counselling committee reserves the right to make any final decisions when questions arise concerning the placement of a student in a setting. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD1279H | Preventative Interventions for Children at Risk | This course examines evidenced based efforts to prevent problems that place children and youth at risk. Focus will be on ways of reducing risk and increasing protective factors. Coverage includes interventions that effectively deal with health, social, and educational issues impacting well being and life chances. Poverty, chronic illness, and intentional and unintentional injury are some of the areas surveyed. | Department of Applied Psychology and Human Development | poverty, well being, illness | SDG1, SDG3 |
| APD1227Y | Professional Practice Project | Through a guided experience based on their school internships, students will implement the professional learning cycle in authentic contexts of practice to complete a professional practice project. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Students will gain experience as "activators" of their own continuous professional learning processes as they work to improve their practice as beginning teachers, and as "facilitators" who actively create the conditions for the impactful professional learning of others. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD2222H | Professional Practice Project: Role A | Students will take this course in their second year of the MA CSE program, and will either directly implement or facilitate a professional learning cycle in authentic contexts of practice to complete a professional practice project. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Students in their internship term (approximately half the students in the class) will gain experience as "activators" of their own continuous professional learning processes as they work to improve their practice as beginning teachers, while students in their academic term (approximately half the students in the class) will develop skills as "critical friends" who actively create the conditions for the impactful professional learning of others. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD2223H | Professional Practice Project: Role B | Students will take this course in their second year of the MA CSE program, and will either directly implement or facilitate a professional learning cycle in authentic contexts of practice to complete a professional practice project. The course is grounded in two of the Ontario College of Teachers Standards of Practice: Ongoing Professional Learning and Leadership in Learning Communities. Students in their internship term (approximately half the students in the class) will gain experience as "activators" of their own continuous professional learning processes as they work to improve their practice as beginning teachers, while students in their academic term (approximately half the students in the class) will develop skills as "critical friends" who actively create the conditions for the impactful professional learning of others. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD3260H | Psychodiagnostic Systems | This course is designed to provide an in-depth understanding and working knowledge of the defining characteristics of major clinical/psychological disorders as well as current diagnostic systems and practices. Students will develop skills in synthesizing clinical material and formulating/making differential diagnoses based on the Diagnostic and Statistical Manual of Mental disorders (DSM-5). The course will also provide some opportunity to critically examine current theories and etiological perspectives on psychopathology with attention to gender and cultural issues. The course material will include video recordings for illustration of diagnostic issues and clinical syndromes as well as for practice purposes. [For PhD students in CCP and SCCP only.] | Department of Applied Psychology and Human Development | knowledge, gender | SDG4, SDG5 |
| APD1211H | Psychological Foundations of Early Development and Education | This course examines research on the psychological foundations of early development and relates those foundations to programs and policy in the preschool and primary years. The course follows an ecological framework beginning with child and family factors that affect development (brain development, coping and competence) then moves to relationships among families and services (child care, school) and finally considers broad factors such as adversity, resilience, culture and policy. Young children's physical, cognitive, communicative, social and emotional development are explored as contributors to and consequences of early learning. | Department of Applied Psychology and Human Development | learning, resilien, resilience, ecolog, resilience | SDG4, SDG11, SDG13, SDG15 |
| APD1285H | Psychology and Education of Children with Learning Disabilities | Psychological and educational characteristics of children and adolescents with learning disabilities and ADHD with an emphasis on the constitutional and environmental factors that contribute to these disabilities and enable optimal functioning. Emphasis is placed on the concept of learning disability and on the educational implications of the research literature in the field. | Department of Applied Psychology and Human Development | disabilit, learning, environmental | SDG3, SDG4, SDG13 |
| APD3201H | Qualitative Research Methods in Human Development and Applied Psychology | This course provides an overview of qualitative research methodology and techniques. Coverage includes major philosophy of science, historical, and contemporary (critical, post modern, hermeneutic, constructivist and feminist) perspectives. Ethnographic, life history, individual and multiple case study, and focus group methods will be reviewed in relation to a narrative framework. Observational, interview, personal record, and archival data management will be discussed. Students will have an opportunity to design, implement, analyze, and report a micro qualitative study. Special emphasis will be placed on the use of computers and visual imaging techniques. | Department of Applied Psychology and Human Development | feminis | SDG5 |
| APD2296H | Reading and Writing Difficulties | This course focuses on prevention and intervention in the area of reading and writing difficulties and disabilities. It is designed to prepare special educators and classroom teachers to implement evidence-based practice in the assessment and instruction of children with reading and writing problems. Half of the course is concerned with assessment, including informal and standardized approaches, and the remainder is concerned with research-based interventions to meet specific programming needs. Both parts involve hands-on strategies with children and adolescents who have serious reading and writing difficulties. | Department of Applied Psychology and Human Development | disabilit | SDG3 |
| APD1251H | Reading in a Second Language | This course will provide the student with a better understanding of current theoretical and applied issues in reading in a second language (L2). A cognitive-developmental approach will be used to examine topics such as: the development of L2 basic reading and spelling skills, the role of L2 oral proficiency in reading, comprehension related processes, the role of background knowledge, text structure and cultural background, sources of individual and developmental differences, and reading disability. Students will be encouraged to develop their own research and/or applied questions/projects. The course will be conducted in a seminar format. A different topic will be discussed each week. Key issues pertaining to research methodology and data analysis will be addressed as needed. | Department of Applied Psychology and Human Development | disabilit, knowledge | SDG3, SDG4 |
| APD3304H | Research Proposal Development (RM) | This course focuses on supporting students as they prepare their research proposal. The course aims to advance the research, writing, and practice elements and at the same time create an academic community. Students will be asked to complete a preliminary literature review and identify and describe a proposed problem of practice with the class to receive feedback and guidance within this collaborative setting. Students will be asked to demonstrate their understanding of ethical guidelines for research, and identify potential research challenges they may face in their research. This course will complement the students’ work with their thesis advisor as this course provides a community of learners who can support the critical thinking processes embedded within creating a research proposal. The course will include in class seminars where students will spend part of the class working in small groups with others who are at the same stage of the journey; online support; individual meetings. The course provides supportive feedback on their key skills such as synthesizing research findings, writing analytically, and creating clear statements of issues and problems of practice. Students will also have the opportunity to present their work in a friendly, supportive community to build their oral and written communication skills. | Department of Applied Psychology and Human Development | labor | SDG8 |
| APD3115H | Research Proseminar in Counselling & Psychotherapy | This is a doctoral course that will provide foundational knowledge in developing as scholar practitioners and completing a dissertation in practice. The course will provide an overview of research methods and practices that are relevant to EdD students. Special topics that will be covered include a review of practice, policy, research and theory relevant to the students' focus of interest. Students will be introduced to the requirements of ethical reviews and working in the community as well as how to apply for funding and liaise with various agencies. Students will be introduced to program evaluation, action research, as well as other methodologies to support the development of proposals and programs of study to support their research with a focus on adults and adolescents. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD3200H | Research Proseminar in Human Development and Applied Psychology | This course provides a doctoral-level survey of developmental psychology and the role of formal education in human development. At the end of the course, students are expected to have sufficient knowledge of the history and theories of developmental psychology and the role of education in development to be able to teach an introductory course in developmental psychology and education. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD3273H | Researching Early Learning: An overview course of quantitative and qualitative methodology [RM] | The course will provide students with the essential knowledge and skills to conduct all stages of the research process using qualitative, quantitative and mixed-methods approaches. The topics discussed in this course include formulation of research questions, working with the literature, research design and design of the data collection instruments, methods of data collection, quantitative and qualitative data analysis, interpretation of the results and report writing. | Department of Applied Psychology and Human Development | knowledge, learning | SDG4 |
| APD2252H | S: Individual Reading and Research | Specialized study, under the direction of a staff member, focusing upon topics that are of particular interest to the student but are not included in available courses. While credit is not given for a thesis investigation proper, the study may be closely related to such a topic. | Department of Applied Psychology and Human Development | invest | SDG9 |
| APD1218H | Seminar and Practicum in School-Based Assessment, Consultation, and Intervention | This course supports and monitors the development of students' clinical skills (assessment, consultation and intervention) in their 250 hour-field placement in a school setting. Seminars are typically scheduled on alternate weeks for the academic year. They focus on issues related to working as a psychologist in school settings including the school context, psychological assessment, individual and cultural diversity, consultation, prevention, and mental health intervention. The seminars will include explicit teaching of behavioural observation, interviewing and consultation skills. | Department of Applied Psychology and Human Development | mental health | SDG3 |
| APD1280H | Symbolic Development and Learning | This is a graduate level seminar that will address fundamental questions regarding symbolic development and media-based learning in young children. We will explore recent findings in relation to questions such as the following: (1) What does symbolic understanding entail? (2) What is the developmental trajectory with respect to symbolic understanding? (3) What social-cognitive processes underlie symbolic development? (4) What can young children learn from media? (5) How well can young children learn from media? (6) What features of the media affect learning? (7) How can we facilitate children's symbolic learning? We will explore these questions by examining children's learning from a variety of symbolic media: pictures, scale-models, maps, TV, and electronic games. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD2220Y | Teaching Practicum | First year Child Study and Education students are placed in classrooms in the Institute's Laboratory School, in public and separate schools, and in other settings. Students are under the joint supervision of an associate teacher on site and an academic staff member at the Dr. Eric Jackman Institute of Child Study. There are three practicum sessions, each providing 96 hours of practicum experience in three, eight-week, half-day blocks. This course is normally open to students in the MA in Child Study and Education program only. | Department of Applied Psychology and Human Development | labor, institut | SDG8, SDG16 |
| APD2275H | Technology for Adaptive Instruction and Special Education | This course will examine the potential of microcomputer-based technology in various types of learning environments. The focus is on the use of adaptive and assistive technology as a tool to increase the teacher's ability to handle a wide range of student learning needs in main streamed classrooms. The course is suitable for students in the departments of Curriculum, Teaching and Learning and Applied Psychology and Human Development. | Department of Applied Psychology and Human Development | learning | SDG4 |
| APD1235H | Technology, Play and Social Media in Adolescence | This course examines the intersection of technology, social media and play during adolescence from a developmental and educational perspective. Topics include: social interaction, emotional development, gamification, collaboration, social media, and the role of technology in education. This course is designed to have students critically examine contemporary research to better understand the implications of technology on social emotional development, interaction, and learning in adolescence. | Department of Applied Psychology and Human Development | learning, labor | SDG4, SDG8 |
| APD1294H | Techology, Psychology and Play | This course examines psychological theories of play and has a focus on the role of technology in play across the life span (e.g., Vygotsky, Huizinga, Brown) in relation to the role of technology in play (e.g., Resnick, Gee, Squires) from both human developmental and educational perspectives. Topics addressing play include: gamification, trust, collaboration and passion to learn. In addition, we will address the growing role of technology in 'eduplay' and emerging social implications (e.g., concerns of addiction to gaming, social media, and networked-connectedness). | Department of Applied Psychology and Human Development | labor | SDG8 |
| APD1902H | Theories and Techniques of Counselling in a Global Context | This is an introductory course intended to provide students an overview of the theoretical and clinical application of the theories and techniques of counselling and psychotherapy. It will also critically explore the use of these theories and techniques across culturally diverse settings. This knowledge provides a foundation for further development in clinical skills and training in a global context. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| APD2211H | Theory and Curriculum I: Language and Literacy | This course provides a foundation of understanding for language and literacy instruction, translating current theory and research into evidence-based practice. The course considers reading and writing acquisition in terms of the component processes involved at various stages of literacy development. The goal of the course is to engender thoughtful, critical, informed decisions about the teaching of language and literacy in the schools. Teachers successfully completing the course will be prepared to develop and implement theoretically-sound, practical and motivating classroom literacy programs for the primary and junior grades. | Department of Applied Psychology and Human Development | gender | SDG5 |
| APD2212H | Theory and Curriculum II: Mathematics | A detailed study of the design, implementation, and evaluation of the elementary curriculum in the area of mathematics. The practical issues are informed by theoretical considerations of children's cognitive development from infancy onwards, particularly the ways in which implicit knowledge becomes explicit, and naive theories become formalized. | Department of Applied Psychology and Human Development | knowledge | SDG4 |
| URD2041H | Business and Land Use Planning in Real Estate Development | John H. Daniels Faculty of Architecture, Landscape, & Design | land use, land | SDG15 | |
| VIS1020H | Contemporary Art: Theory and Criticism | With close attention to the breath, this graduate seminar investigates the complexities of breathing through art, philosophy, geopolitical theory and the design of closed worlds and controlled environments. The current sensitivity to the air we breathe prompts this seminar, including the air of a respiratory pandemic, racial injustice (“I can’t breathe”), forest fires, carbon emissions and uncertain futures. The breath, on the one hand, binds all human experience making us interdependent, and on the other hand, proves that inequality and difference exists in our varied access to breathable air. This course is shaped around a developing exhibition and book titled BREATHLESS (The Power Plant Contemporary Art Gallery) – an architectural and curatorial research project that provides the critical content for this course with a set of carefully selected historical and contemporary references. Students will have the unique behind the scenes opportunity to engage with BREATHLESS while expanding their own interests on the topic. The course is taught in parallel with Prof. Ala Roushan, as part of the Contemporary Art, Design and New Media Histories program, OCADU, sharing international guests and a jointly run symposium at the Power Plant at the end of the semester combining work from both university students. | John H. Daniels Faculty of Architecture, Landscape, & Design | emission, invest, inequality, equalit, emissions, forest, injustice | SDG7, SDG9, SDG10, SDG13, SDG15, SDG16 |
| LAN2037H | Contemporary Landscape Theory | John H. Daniels Faculty of Architecture, Landscape, & Design | land | SDG15 | |
| ARC2014Y | Design Studio 4 | The fourth and last in the sequence of core studios, the Comprehensive Building Project takes on integrated design practices to arrive at advanced building design as inseparable from the design of its site, urban, cultural, and environmental contexts. The studio takes place in the current context of the climate emergency and is intended to be a framework to reimagine how buildings should be built/unbuilt and programmed for the future given we have 8 years left to decarbonize our industry. It asks the students to rethink the social and material dimensions of buildings to create a Net Zero Climatorium in Manhattan’s Financial District. | John H. Daniels Faculty of Architecture, Landscape, & Design | buildings, urban, decarboniz, climate, environmental, net zero | SDG9, SDG11, SDG12, SDG13 |
| ARC2015H | Global Architecture: Urban Analysis and Documentation | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD1041H | INTRODUCTION TO URBAN DESIGN THEORY | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| LAN3051H | Landscape Architecture Research Methods | John H. Daniels Faculty of Architecture, Landscape, & Design | land | SDG15 | |
| LAN3016Y | Landscape Design Studio Research | John H. Daniels Faculty of Architecture, Landscape, & Design | land | SDG15 | |
| LAN2045H | Landscape Ecology I | John H. Daniels Faculty of Architecture, Landscape, & Design | ecolog, land | SDG15 | |
| LAN2046H | Landscape Ecology II | John H. Daniels Faculty of Architecture, Landscape, & Design | ecolog, land | SDG15 | |
| LAN2047H | Landscape Hydrology I | John H. Daniels Faculty of Architecture, Landscape, & Design | land | SDG15 | |
| LAN2048H | Landscape Hydrology II | John H. Daniels Faculty of Architecture, Landscape, & Design | land | SDG15 | |
| LAN2042H | Landscape, Materials, Assemblies, Techniques | John H. Daniels Faculty of Architecture, Landscape, & Design | land | SDG15 | |
| VIS2102H | MVS Curatorial Studies Collaboration | John H. Daniels Faculty of Architecture, Landscape, & Design | labor | SDG8 | |
| ARC1042H | Site Engineering and Ecology | John H. Daniels Faculty of Architecture, Landscape, & Design | ecolog | SDG15 | |
| ARC2042H | Site Engineering and Ecology | John H. Daniels Faculty of Architecture, Landscape, & Design | ecolog | SDG15 | |
| URD1031H | The History of Toronto Urban Form | This course will present a history of the development of the urban form of the city and the urban region of Toronto from the late eighteenth century to the present. In each session of the course, a presentation will be made by the instructor (sometimes by a guest lecturer instead), and this will be followed in each session by class discussion. It is hoped also that it will be possible to organize a series of walking tours of significant parts of the city, but the tours in question will need to take place outside the regular times of the sessions of the course, and will depend on the availability of students to participate in them. The course will explore the characteristic relationships that have grown up over the years between the distinctive topography of the city; it’s pre-settler indigenous patterns, early European settlement, and the evolution over time of its successive infrastructures, including railways, port facilities, expressways, transit lines and pedestrian walkway systems. These characteristic infrastructures will be described in terms of their gradual, systematic impact on the evolving form of the city. At the same time, the architecture of the city will also be described, but this description will demonstrate primarily how buildings became typological in the historical evolution of Toronto. One might say that the buildings will be depicted to the extent that they demonstrate the typical relationships of the city’s building typologies to its emergent urban morphology. The course has been conceived to be of particular interest to urban design and planning students, but it is open as an elective to students in the architecture and landscape architecture programs as well. | John H. Daniels Faculty of Architecture, Landscape, & Design | settler, infrastructure, buildings, indigenous, urban, transit, land, indigenous | SDG4, SDG9, SDG10, SDG16, SDG11, SDG15 |
| ARC1035H | Toronto Architecture and Urban Form | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD1044H | Urban Design and Development | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD1032H | Urban Design in the History of the Post-Industrial World | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD1011Y | Urban Design Studio | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD1012Y | Urban Design Studio Options | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD2013Y | Urban Design Studio Research | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD2015Y | Urban Design Studio Thesis | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| URD1021H | Urban Design Visual Communications | John H. Daniels Faculty of Architecture, Landscape, & Design | urban | SDG11 | |
| ASI1000Y | Issues in Contemporary East and Southeast Asian Studies | The core seminar in Asia-Pacific Studies examines the dynamics of transformation in the Asia-Pacific in relation to a number of theoretical debates in history and the social sciences. The seminar is required of graduate students in the Collaborate Master’s Program in Asia-Pacific Studies. | Contemporary East and Southeast Asian Studies | labor | SDG8 |
| ASI4300H | Nationalism and Revolution in Asia | Contemporary East and Southeast Asian Studies | nationalism | SDG16 | |
| AST1430H | Cosmology | This is the AST 1430 cosmology graduate course for students interested in cosmology. The goal of this course is to provide a more complete coverage of cosmology, and to develop concepts to the point of calculation. The topics to be covered include a brief introduction to relevant con_x0002_cepts from General Relativity, we will cover our model of an isotropic, homogeneous, expanding Universe, inflation, the origin and nature of the Cosmic Microwave background, Big-Bang Nucle_x0002_osynthesis and baryogenesis, dark matter, linear perturbation theory, large-scale structure beyond linear perturbation theory, and dark energy. | Department of Astronomy and Astrophysics | energy | SDG7 |
| AST1420H | Galactic Structure and Dynamics | This course provides an introduction to galaxies and their properties. The focus of the course is on the physical understanding of the fundamental processes that shape galaxies and their constituents and much attention will go to various manifestations of the gravitational force, arguably the most important force shaping galaxies. We will also focus on learning the basic theoretical tools and observational data sets used in the study of galaxies. | Department of Astronomy and Astrophysics | learning | SDG4 |
| AST2030H | Interstellar Medium and Star Formation | This course combines the ISM topics covered in the pre-1999 AST1540H Galaxies II course and star formation in both the Galaxy and external galaxies. Course Synopsis: I. The Interstellar Medium: Inventory of the ISM: components , locations, structures, scales. Observing the ISM: Emission and Absorption Properties. Theory of the ISM: Heating and Cooling, Subsonic and Supersonic Motions, Ionization and Excitation Balance. Details: Chemistry, Dust, Magnetic Fields, and Cosmic Rays. II. Star Formation Properties of Star-Forming Clouds: Size, Temperature, Turbulence, Angular momentum, Magnetic Fields. Collapse: Gravitational Instability, Pressure Confinement, Magnetic Support Protostars: Mass Accretion Rates, Pre-Main Sequence Evolution, Observational Signatures. Circumstellar Disks and Outflows: Observational Signatures, Theoretical Models, Formation of Planets, Lifetimes. Star formation in external galaxies, issues in the star formation history of the universe. | Department of Astronomy and Astrophysics | emission, planet | SDG7, SDG13 |
| AST1501Y | Introduction to Research | AST1501Y is the first in a two part series of directed research projects for first-year graduate students in the Direct-Entry PhD program. It serves as an introduction to graduate research, and it is also meant to help graduate students integrate into the Department, and introduce them to potential advisors for the 1501Y and next (AST 1500Y) research project. Another goal is to provide experience and advice on scientific expression and communication, helping to develop a `scientist’s toolkit’ for future success. In the first two months, to learn about research being undertaken in the department, a series of informal seminars is held with various faculty members (with style depending on their preference). Each of these will include a reading assignment. Students will identify and contact potential research advisors, and should have chosen their supervisor by early November. Any research faculty member of the Department of Astronomy & Astrophysics (DAA), Canadian Institute for Theoretical Astrophysics (CITA), the Centre for Planetary Sciences (CPS), or Dunlap Institute for Astronomy & Astrophysics, can serve as an advisor. The AST1501Y course instructor will help match students to advisors, but the most effective strategy is to meet with potential advisors after preliminary email contacts. The research project spans the fall and winter sessions. The project should be feasible and interesting, clearly defined, and ultimately publishable. | Department of Astronomy and Astrophysics | planet, institut | SDG13, SDG16 |
| AST1440H | Radiation Processes and Gas Dynamics | This course discusses the fundamental physical processes that produce and modify radiation from astrophysical sources. The astrophysical contexts within which these processes occur will also be discussed. The focus is on connecting basic electromagnetism theory with astrophysical observations. Outline: 1. Basic Concepts * basic radiometry; specific intensity and source function; equation of radiation transport; equivalent width and curve of growth; * including scattering in radiation transport equation; random walk; equation of radiative diffusion, Rosseland mean opacity; blackbody radiation; * matter LTE and radiation LTE; Einstein coefficients and inter-relation; detailed balance * Saha-Boltzman distribution; photoionization and recombination; * collisions: roles in reaching LTE; cross sections; critical density and critical temperature; 2. atomic and molecular transitions 3. dipole radiation and its applications * retarded potential; * electron scattering; scattering by dielectric medium; * dust, Mie theory; * Bremstruhlung; | Department of Astronomy and Astrophysics | transit, land | SDG11, SDG15 |
| AST1410H | Stars | Stellar astrophyiscs – the success story of 20th century astronomy — requires a synthesis of most of basic physics (thermodynamics, quantum mechanics, and nuclear physics). It underlies nearly all of astronomy, from reionisation to galaxy evolution, from interstellar matter to planets, and from supernovae and planetary nebulae to white dwarfs, neutron stars, and black holes. In this course, we will review these successes (roughly first four weeks) and then discuss current topics and remaining puzzles (in four two-week series, detailed content depending on interest). | Department of Astronomy and Astrophysics | planet | SDG13 |
| JTB2020H | Applied Bioinformatics | In this course we explore systems biology of human genes with computational means in project oriented format. This will proceed in three phases: Foundations first: we will review basic computational skills and bioinformatics knowledge to bring everyone to the same level. In all likelihood you will need to start with these tasks well in advance of the actual lectures. This phase will include a comprehensive quiz on prerequisite material in week 3. We will explore data-sources and you will choose one data-source for which you will develop import code and document it in an R markdown document within an R package; Next we'll focus on Biocuration: the expertise-informed collection, integration and annotation of biological data. We will each choose a molecular "system" to work on, and define an ontology and data-model in which to annotate our system's components, their roles, and their relationships. The outcome of your curation task (together with your data script) will define the scope of this course's Oral Test; Finally, we will develop tools for Exploratory Data Analysis in computational systems biology. We will jointly develop code for a team-authored R package where everyone contributes one mini workflow for data preparation, exploration and interpretation. Your code contributions to the package will be assessed; There are several meta-skills that you will pick up "on the side" these include time management, working according to best practice of reproducible research in a collaborative environment on GitHub; report writing, and keeping a scientific lab journal. | Department of Biochemistry | knowledge, labor | SDG4, SDG8 |
| BCH1441H | Bioinformatics | BCH441H (graduate program code BCH1441H) is an introduction to current bioinformatics. The course provides an overview of the sources of biomolecular data, annotation and integration, and the most important strategies for computational inference and the interpretation of results. This includes the “components” – sequence, structure, and function, the “relationships” in phylogeny and in the networks of interactions and regulation, and the “systems” through which we conceptually organize our knowledge. Practical, hands on assignments will introduce public data resources and analysis tools. Along with improving general computer literacy, you will learn to use the programming language and statistical workbench R, with a special emphasis on the kind of everyday tasks of data preparation and analysis that have become indispensable for any life-science laboratory. | Department of Biochemistry | knowledge, labor | SDG4, SDG8 |
| BCH2207H | Collaborative Science: Student Centered Interdisciplinary Studies | The course will comprise of six lectures. The first lecture will include an introduction of the course layout and a presentation of various historical discoveries that arose from conglomeration of interdisciplinary research such as the discovery of insulin by a physiologist and a biochemist. Students are assigned a one page summary of their project’s description and of their future research objectives to be emailed in one week after. Following the first lecture, with the help of the course lecturer (Paris Boroumand), the students are given one month to find, and meet a faculty member outside of their department working on their research topic. Together they will organize a lecture on a topic that forms the basis of a collaborative project. On the assigned date, the faculty member gives a 20 min talk of their work, then the student follows with a 20 min presentation of a proposal on how their project may be expanded through collaboration with their faculty partner. Students will be asked to submit a grant on Dec 3rd (3 pages, following a guide that will be given to the students) that incorporates methods or concepts learned in class and through working with their chosen faculty member. Students will then be assigned to be first and second readers for their classmates’ grants and will need to fill out a peer review form. On the last day, a mock panel is set up where each grant is reviewed. The discussion starts with the first reader summarizing his review, followed by the second reader, followed by a group discussion. During the discussion, a Scientific Officer (SO) (each student will take turns being a SO) will take notes. The reviews and SO notes are submitted to both the grant applicant and to the class coordinator. | Department of Biochemistry | labor | SDG8 |
| BCH2200H | Design Thinking for Scientists | This is a graduate level course focused on developing entrepreneurial, design thinking skills and its application to graduate research and/or lab productivity, and other scientific, business, education, organizational, communication or start-up pursuits in basic biomedical sciences such as biochemistry or in any discipline the student would like to pursue. Interactive lectures will include classroom discussions regarding design thinking, team brainstorming and ideation techniques, and methods of idea development. Students will develop entrepreneurial skills by a) Identifying problems as observers in their own research, lab, departmental, career environment or via another person while also considering feasibility and potential impact, b) narrowing the focus to one problem with a clear market analysis, and c) Ideating, prototyping, testing and pitching to facilitators. Some examples which students may choose to ideate for may be annual lab goals, lab meetings for designing experiments, skills development, course or workshop development, student group initiatives. The skills learned in this course will enable the student to lead meaningful engagements throughout graduate school and enhance EQ skills in self-awareness, motivation, and empathy to potentially become Canada’s future scientific thought and entrepreneurial leaders. | Department of Biochemistry | entrepreneur | SDG8 |
| BCH2024H | Focused Topics in Biochemistry | Professional Development BCH2024H – Focused Topics In Biochemistry This is a graduate level course focused on developing the academic and professional skills required to succeed during and beyond graduate education in basic biomedical sciences such as biochemistry. Interactive lectures will include classroom discussions regarding the practical aspects of succeeding in graduate school, mentoring, leadership, finding successful collaborations, developing strong written and oral communication skills, further training as a postdoctoral fellow, effective networking, integrating family commitments, career transitions, cvs and resumés, career options in and out of academia, best methods of searching for and landing the job, creating the career pathway, maintaining career development and other core competency skills. Students will develop communication skills through writing assignments and oral presentations related to their research. Classes will include interactive assignments or an interactive panel discussion with guest speakers from various industries and careers such as those from Academia, Law, Research Ethics, Management Consulting, Science Writing, Industry, Innovation, Government, and Education. | Department of Biochemistry | labor, transit, land | SDG8, SDG11, SDG15 |
| BCH2135H | Mitochondria and Metabolism in Human Health and Disease | This class will cover a wide variety of topics revealing the complex connection between mitochondrial metabolism and cellular/organismal function, as outlined below. The course will be capped at 12 students with the following format: There will be a brief (30 minute) organizational class where each students will choose a topic from the list below (the references are supplied as a starting point only, more reading will be required to formulate your topic). The course format will be discussed as follows: Each student will have a one hour presentation to introduce their chosen topic, highlighting the state of the field, identify a key knowledge gap that exists in the field (the first 30-40 minutes) followed by a discussion of a research proposal (20-30 minutes) to attempt to fill in the knowledge gap identified. We expect the presentations to be accompanied by a healthy discussion among the class, especially the proposal portion of the presentation. The students will also compose a short (4 page) written research proposal detailing what they presented in class, incorporating feedback during the presentation. | Department of Biochemistry | knowledge | SDG4 |
| BCH1426H | Regulation of Signalling Pathways | A variety of questions relating to signal transduction are investigated. How are extracellular signals such as morphogens, growth factors or insulin, received and transmitted by intracellular proteins including kinases and phosphatases to control cellular proliferation and differentiation? Topics to be covered Liliana Attisano: General signal transduction, TGFβ signalling and pathway cross-talk Amira Klip: Pathways that regulate glucose transporters and their metabolic implications Daniela Rotin: Phosphatases | Department of Biochemistry | invest | SDG9 |
| BKS2000H | Advanced Seminar in Book History and Print Culture | 2021-2022 seminar: Critical Approaches to Digitized and Born-Digital Texts This seminar combines two topics which specialists often treat as separate: 1) the digitization of printed and manuscript books and documents from the past; and 2) the study of born-digital texts from the present (and very recent past). By now, however, many digitization projects have themselves become historical artifacts, and their curation requires many of the same forensic skills that other scholars have been honing in their study of born-digital texts. Digital archives in all forms thus require us to think holistically and across disciplines. The intersection between book history and the digital humanities is populated by numerous subfields, including platform studies, critical code studies, media archaeology, publishing studies, digital curation, and archival studies—not to mention the flourishing industry of digitization projects, large and small. Yet all of these fields engage with the production, transmission, and reception of texts, which places them in continuity with the older textual disciplines (e.g. bibliography, book history, textual criticism, and scholarly editing). Whether we are considering a digitized medieval manuscript or contemporary literary app, we face the challenge of understanding a digital object as both text and artifact. Students in this course will adapt methods and principles from the various branches of textual scholarship to understand how digitized and born-digital texts work, who shapes their construction and reception, what meanings they make, and why they matter as digital heritage. Students will be encouraged to introduce their own examples in the class, reflecting their own disciplinary and historical interests. We will also explore subtopics including the politics of digitization, the gendering of technologies and labour, the hazy borderline between digitization and art, definitions of digital materiality, theories of cultural memory, and recent changes in the printing, publishing, and bookselling industries (especially in light of COVID-19). No prior coding knowledge is expected, but students will be encouraged to work in both technical and theoretical modes, and as a class we will explore beyond our historical and disciplinary comfort zones. | Book History and Print Culture | knowledge, gender, labour, production | SDG4, SDG5, SDG8, SDG12 |
| BKS1001H | Introduction to Book History | This foundational course, required for all BHPC students in their first term, will introduce students to basic topics such as the semiotics of the book; orality and writing systems; book production from manuscript to computer technology; the development of printing; the concept of authorship; copyright; censorship; the economics of book production and distribution; libraries and the organization of information; principles of bibliographical description; print in other formats (newspapers, magazines, advertisements, etc.); reading and readership; editorial theory and practice. | Book History and Print Culture | production | SDG12 |
| BKS2001H | Practicum in Book History and Print Culture | An individual project for PhD students intended to serve as a bridge from coursework to the dissertation, taken under the supervision of a BHPC-affiliated faculty member. The practicum project may lead directly into dissertation research, or may allow the student to explore a side project, and the student’s approach should be decided in consultation with the PhD supervisor and BHPC Director. The primary learning outcome of any BKS 2001H project should be for the student to be able to translate individual research interests into scholarly projects that engage with methods and concepts from the field of book history, broadly defined. Proposals from BHPC Master’s students may be considered under exceptional circumstances; interested Master’s students should email the Director and Program Coordinator well in advance of the deadline to consult about eligibility. Types of Projects. Examples of BHPC practicum projects include exhibitions and/or accompanying catalogues, online exhibitions or other digital projects, bibliographies, scholarly editions of short works and other forms of in-depth case studies, and printing or other projects in conjunction with the Massey College Library’s Bibliography Room. A list of completed practicum projects may be found here. Students are welcome and encouraged to expand upon the forms of previous practicum projects, and to propose hands-on projects that take advantage of the resources available through Massey College, the University of Toronto, and the city’s book arts community, and are advised to consult with librarians and archivists as they plan their projects. It is possible for a student to work closely with a non-faculty mentor or collaborator, as long as the official practicum supervisor holds an SGS appointment and BHPC affiliation. (The BHPC Director can add new faculty members to the affiliated list upon their request, provided the faculty member’s research has a demonstrable connection to BHPC’s fields of study, broadly defined.) | Book History and Print Culture | learning, labor | SDG4, SDG8 |
| BME1802H | Applying Human Factors to the Design of Medical Devices | This course will apply human factors engineering principles to the design of medical devices. Testing medical devices in a health care setting, with realistic users, will be emphasized to understand why devices fail to perform adequately. Students in this course will work in teams to complete an evaluation of a medical device design, existing prototype, or commercial product by conducting usability studies, with realistic users, to uncover use errors. Human factors engineering analysis will be used to propose and make design changes to improve the design and validation testing will be used to prove that design modifications yield a reduction in use-related errors. Throughout the course, topics will be covered as they relate to applicable medical device industry standards (e.g. quality and risk management of medical devices and usability and human factors engineering of medical devices) through lecture activities, examples, case studies, and the overarching design project. | Institute of Biomedical Engineering | health care | SDG3 |
| BME1477H | Biomedical Engineering Project Design and Execution | This course aims to provide students with practical research and academic skills by: 1) practicing fundamental research questioning, hypothesis generation, and research goals to define an individual research approach; 2) exploring project management and research planning to increase individual productivity; 3) comprehending the philosophy of research and ethical considerations pertaining to biomedical engineering in order to produce high quality research; and 4) disseminating individual work in written and oral formats to translate individual knowledge and to share multidisciplinary research in creative ways. To achieve these aims, aspects of academic communication will be practiced through interactive workshops that cover literature searching, proposal writing, peer review, the visual display of information, and knowledge mobilization/translation. Throughout the semester, independent study will be centred on the student’s own research topic with written, oral, and graphical communication; while team work will explore a multi-disciplinary project that encourages the translation of scientific knowledge to broader audiences. Students will develop these skills while learning how to position themselves and their research for employment purposes. | Institute of Biomedical Engineering | knowledge, learning, employment | SDG4, SDG8 |
| BME1800H | Biomedical Product Development I | The goal of this course is to be able to understand the fundamental theories behind the development of biomedical products from idea to commercial release. At the conclusion of this course, students should be able to: 1) understand the theory behind the development of biomedical products from idea to commercial release; 2) apply the theory to critically analyze the relevant processes; 3) integrate the above knowledge with real world examples and solve practical problems; 4) deliver projects in a team through interactions and group projects; and 5) appreciate the translational link between the fundamental concepts of biomedical engineering knowledge and its practical application in the development of commercial medical products, the processing of such products and the design considerations for clinical use of such products. The main themes of the course are: developing proper requirements design control regulatory requirements IEC 60601 medical device standard risk management (ISO 14971) verification and validation The course will emphasize fundamental engineering principles that will allow students the ability to become productive team members and give them the background necessary to assume leadership roles in product development. Guest experts, case studies, and real world examples augment the learning experience. Each theme incorporates fundamental engineering principles that will allow you to work effectively in a medical device company or to bring your own product to market. | Institute of Biomedical Engineering | knowledge, learning | SDG4 |
| BME1801H | Biomedical Product Development II | The objective of this course is to provide students with regulatory body and ethics considerations by which they engineer safe medical device products intended for use as implantable devices or in contact with body tissue and fluids. A top down approach will be taken where the regulatory path for product approval and associated costs with product development and validation are reviewed for different biomaterials and devices. This path is then assessed in the context of product specific reimbursement, ethics, safety, competitive positioning and regulatory concerns. Students will be required to use their existing knowledge of biomaterials and devices, and their biocompatibility to frame the questions, challenges and opportunities with a mind to re-engineering products in order to capitalize on niche regulatory pathways. The resulting regulatory path gives a good idea of the kind of trial design the product must prevail in and ultimately the design characteristics of the device itself. Decision making will be made with ethical considerations. The discussion model will focus mostly on the United States regulatory office with some comments on Canada and Europe. Lastly, quantitative product development risks estimates are considered in choosing a product path strategy for proof of concept and approval of safe products. Ethical issues can also impact design since in biomedical engineering they are currently studied in the fields of bioethics, medical ethics and engineering ethics. Yet, professional ethical issues in biomedical engineering are often different from the ones traditionally discussed in these fields as they need to align with the engineering profession. Biomedical engineers differ from medical practitioners, and are similar to other engineers, in that they are involved in research for and development of new technology, and do not engage in the study, diagnosis and treatment of patients. Biomedical engineers differ from other engineers, and are similar to medical practitioners, in that they aim to contribute to good patient care and healthcare. The ethical responsibilities of biomedical engineers thus combine those of engineers and medical professionals, including a responsibility to adhere to general ethical standards in research and development of technology and to do R&D that adheres to the specific standards set forth by medical ethics and bioethics. This course focuses on products currently for sale as case studies, or may be approved for sale within the next two years consistent with its practical commercial focus. | Institute of Biomedical Engineering | healthcare, knowledge, capital | SDG3, SDG4, SDG9 |
| BME1405H | Clinical Engineering Instrumentation I | This course provides a contemporary sampling of clinical technologies deployed in the continuum of health care. Recent topics include: MRI physics, guided therapeutics, hemodialysis, clinical information technology, human factors engineering in healthcare, infusion therapy and devices, physiological pressures, laser interaction and medical device tracking. The course focuses on (1) the scientific principles underlying the clinical instrumentation, (2) the clinical applications of the technologies reviewed, and (3) merits and limitations of current technology. Lectures are given by faculty and clinical scientists who are experts in their respective areas. All lectures will take place in the teaching hospitals and may include tours of various instrumentation suites, laboratories, and patient care areas. Students are evaluated on the basis of a midterm and a final exam. | Institute of Biomedical Engineering | health care, healthcare, labor | SDG3, SDG8 |
| BME1439H | Clinical Engineering Instrumentation II | This course continues from BME1405 Clinical Engineering Instrumentation I and provides a contemporary sampling of clinical technologies deployed in the continuum of health care. Recent topics include: electrosurgery, metabolic measurement technology, magnetoencephalography (MEG) imaging, patient safety, radiotherapy, CT imaging, whole blood analysis, anesthesia technology and rehabilitation technologies. The course focuses on (1) the scientific principles underlying the clinical instrumentation, (2) the clinical applications of the technologies reviewed, and (3) merits and limitations of current technology. Lectures are given by faculty and clinical scientists who are experts in their respective areas. All lectures will take place in the teaching hospitals and may include tours of various instrumentation suites, laboratories, or patient care areas. Students are evaluated based on a midterm and a final exam. | Institute of Biomedical Engineering | health care, labor | SDG3, SDG8 |
| BME1472H | Fundamentals of Neuromodulation Technology and Clinical Applications | Electrical neuromodulation can be defined as the use of electrical nerve stimulation to control the ongoing activity of one or more neural circuits. This course will cover the fundamental topics related to electrical neuromodulation devices, such as the mammalian nervous system, neural excitation predicted by cable theory, principles of neural recording, long-term performance of implanted devices, and advanced techniques for controlling nervous tissue activation. The class will also cover selected literature of important clinical applications of electrical neuromodulation, where each student will present and lead the discussion of assigned papers. Finally, there will be group projects (typically consisting of two students) in which students will be provided a choice of topics to investigate under the guidance of the instructor or graduate students. The project may involve the design and testing of novel methods of nerve stimulation/recording or it may involve the implementation of neural circuits using computer software (e.g., neuron). | Institute of Biomedical Engineering | invest | SDG9 |
| BME1453H | Genomics and Synthetic Nucleic-Acid Technologies | This course will provide an overview of different research areas in the field of functional DNA nanotechnology and their intersections with the fields of genomics, biophysics, and healthcare. The course is organized into four modules: (i) DNA in The Post-Genomics Era, (ii) Nucleic Acids as Enzymes and Binders, (iii) Molecular Programming with DNA, and (iv) Structural DNA nanotechnology. Through these modules, students will familiarize with different biophysical and biochemical properties of our genetic material. Evaluations will be based on in-class participation, paper presentations, reports, and drafting of a mock grant. | Institute of Biomedical Engineering | healthcare | SDG3 |
| BME1460H | Quantitative Fluorescence Microscopy: Theory and Application to Live Cell Imaging | Fluorescence microscopy and associated biophysical methods are integral to many areas of biological research including biomedical engineering, cell biology, and molecular biology. This course covers the theory, mechanics, and application of fluorescent microscopy. Students will gain expertise in basic and advanced quantitative fluorescence microscopy in the context of working with living samples. The course topics include sample preparation (immunofluorescence-, dye-, and fluorescent protein-labeling), multidimensional imaging, confocal microscopy, two-photon microscopy and other advanced imaging techniques. The course will also cover the associated biophysical methods used to probe live cell dynamics such as fluorescence recovery after photobleaching (FRAP), Förster resonance energy transfer (FRET), and fluorescence correlation spectroscopy (FCS). By centering on applications to living samples, students with gain the theoretical background and practical knowledge to design and implement live cell imaging experiments. | Institute of Biomedical Engineering | knowledge, energy | SDG4, SDG7 |
| BME1010H / BME1011H | Graduate Seminar | All research program (MASc and PhD) students are required to attend a minimum of six graduate student seminars per semester (i.e. twelve per year) and four invited seminar series talks per year to fulfill BME 1010/1011Y attendance requirements. Attendance is tracked for all seminars. Graduate student seminars consist of two 25-minute presentations given by graduate students registered in either the BME or the Collaborative Specialization in Biomedical Engineering. Seminars are held every Wednesday, Thursday, and Friday, with Distinguished Lectures held the first Tuesday of every month. This course provides students exposure to the breadth and depth of research activities in biomedical engineering, assists in the establishment of a biomedical engineering identity within the student population and externally to the University and to funding agencies, and provides students with the opportunity to present their work in a formal setting and receive feedback (on both presentation style and content) prior to their final defense. The primary goal of this course is to provide practical experience and guidance in the clear, concise oral communication of research results to an audience of educated, although not specialist, peers. This is an essential skill for anyone intending to seek a career in scientific research. The emphasis is different from a group-meeting or conference style talk to a specialist audience, but rather on the skills that are important ultimately for job talks or teaching situations. Another important goal of the series is to provide a broad knowledge of all aspects of research undertaken by other students in BME. A good, interactive audience is essential to the success of this series — so ask questions. Participation in this series is a core requirement of the BME graduate program. Students are expected to attend regularly, and anyone failing to attend at least eight seminars per academic year will be considered as non-participating. Please be sure to notify your supervisor and supervisory committee members as soon as you have confirmed a presentation date so that they can allocate time in their schedules to attend. | Institute of Biomedical Engineering | knowledge, labor | SDG4, SDG8 |
| BME1454H | Regenerative Medicine: Fundamentals and Applications | This course integrates relevant aspects of physiology, pathology, developmental biology, disease treatment, tissue engineering and biomedical devices. The first part of the course will stress basic principles in each of these disciplines. The second portion of the course will integrate these disciplines in the context of specific organ systems. For example, the physiology of the cardiovascular system, the development of the system, cardiovascular disease, the relationship between developmental defects and adult disease, current disease treatment, cardiovascular devices, and the current progress in cardiovascular tissue engineering will be presented. The teaching material will be gathered from various textbooks and scientific journals. This course will be delivered in a group discussion format. Whenever possible, experts in the relevant field will teach guest lectures. This integrative approach will be reflected by a problem-based learning approach to testing and a written report. | Institute of Biomedical Engineering | learning | SDG4 |
| BME1471H | Rehabilitation Engineering | Rehabilitation and biomedical engineering are closely linked in various aspects and need to be studied together. For example, electrical stimulation and robotics technologies have recently been proven to facilitate rehabilitation outcomes. Knowledge of the state-of-the-art engineering technologies is required for students in biomedical engineering research. Furthermore, developing new technologies that assist rehabilitation requires thorough knowledge of physiological systems and understanding how they link to those technologies. This course will introduce various state-of-the-art technologies in rehabilitation engineering. To cover diverse research topics in the field, expert guest lecturers in each field will be invited. The physiological basis of each technique will be emphasized, to encourage students to understand fundamental principles of each technique and to seek applications in their own areas of research. | Institute of Biomedical Engineering | knowledge | SDG4 |
| ERE1179H | Illiberalism in East-Central Europe | “Illiberal democracy” is the term used by Viktor Orbán, the Prime Minister of Hungary, for his vision of a conservative, nationalist society. We will be studying how East Central Europe has been thrust into the forefront of the illiberal rebellion now taking place throughout the Euro-Atlantic world. The course covers the “Visegrád Alliance” of Poland, the Czech Republic, Slovakia, and Hungary. The former East Germany will also be frequently discussed as a post-socialist area with many of the characteristics of its eastern neighbors. The varied course topics deal with where illiberalism in the area comes from, how it feels, and why we should care. | Centre for European, Russian and Eurasian Studies | conserv, conserv, land, democra | SDG14, SDG15, SDG16 |
| ERE1175H | One Hundred Years of Cultures of Refugees in Europe, 1920- 2020 | Centre for European, Russian and Eurasian Studies | refugee | SDG10 | |
| CHE1134H | Advances in Bioengineering | This course, designed for graduate students whose research is at the interface of Engineering and Biology, will review recent advances in molecular and analytical methods relevant to bioprocess engineering, environmental microbiology and biotechnology, biomedical engineering, and other related topics. Following fundamental instruction on specific molecular and analytical methods, students will be required to prepare a critical review of chosen, peer reviewed articles that demonstrate the utility of discussed methods for the advancement of bioengineering concepts and applications. Discussion of the scientific, technological, environmental, economic, legal, and ethical impacts of the research will follow. | Department of Chemical Engineering and Applied Chemistry | environmental | SDG13 |
| JCR1000Y | An Interdisciplinary Approach to Addressing Global Challenges | In order to create sustainable solutions to the world’s most important challenges, global development professionals must reach beyond the traditional boundaries of their field of expertise combining scientific/technological, business, and social ideas in an approach known as integrated innovation. In this project-based course, students from multiple disciplines (engineering, management, health and social sciences) will work together – using participatory methods with an international partner – to address a locally relevant challenge. Students will be expected to communicate with and understand team members from other disciplines, integrate their knowledge and experience of global issues in order to: (a) identify and analyze the strengths and weaknesses of existing technical approaches to addressing the challenge, (b) analyze the characteristics of existing social frameworks (ethical, cultural, business, political) (c) identify gaps and needs (d) propose an appropriate integrated solution approach that incorporates an analysis of the challenge through these disparate lenses. The final deliverables for addressing the challenge at the end of the school year will include: a prototype of the end product, a business plan, a policy analysis, and analysis of impact on global health. | Department of Chemical Engineering and Applied Chemistry | global health, knowledge | SDG3, SDG4 |
| CHE1142H | Applied Chemical Thermodynamics | This course has the objective of reviewing the basic concepts of thermodynamics with specific applications to processes involving phase equilibrium or equilibrium in chemical reactions. The course is divided in three parts. In the first part we will review the laws of thermodynamics, and the thermodynamic properties and phase behavior of pure substances. In the second part we will review the thermodynamic properties in mixtures and multiphase equilibria in non-reactive systems. In the last part of the course we will review the energy balance and equilibrium in chemical reactions. The evaluation will consist of a midterm at the end of the review section, and a final exam that will evaluate the last two parts of the course. This course also involves a term project where the student uses some of these concepts in a specific example related to his/her thesis project. | Department of Chemical Engineering and Applied Chemistry | energy | SDG7 |
| CHE1335H | Applied Colloid Science | This course introduces the composition, methods of production and characterization, and uses of colloidal systems, including suspensions, emulsions, foams, aerosols and gels. The thermodynamic-based and kinetic-based theories of colloid formation and stability are introduced. The hydrodynamics of colloids and complex fluids is also discussed along with the connection between colloid composition, its rheological properties, its mass transfer properties and the connection between these properties and the performance of colloid-based products. The course will also introduce fundamental concepts towards characterization emulsion structures using light scattering, microscopy and spectroscopy. Finally, the chemistry and formulation principles of colloid-based products is also revised, in particularly the selection of solvents, surfactants, and polymers required. | Department of Chemical Engineering and Applied Chemistry | production | SDG12 |
| CHE1107H | Applied Mathematics | Review of basic modelling leading to algebraic and ordinary differential equations. Models leading to partial differential equations. Vector analysis. Transport equations. Solution of equations by: Separation of variables, Laplace Transformation, Green’s Functions, Method of Characteristics, Similarity Transformation, others time permitting. Practical illustrations and exercises applied to fluid mechanics, heat and mass transfer, reactor engineering, environmental problems and biomedical systems. Lecture notes provided. | Department of Chemical Engineering and Applied Chemistry | environmental | SDG13 |
| CHE1475H | Biocomposite Materials | This course will teach students about structure, properties and application of natural and biological materials, biomaterials for biomedical applications, and fibre reinforced composites including composites based on renewable resources. The course has a strong focus in fundamental principles related to polymeric material linear elasticity, linear viscoelasticity, dynamic response, composite reinforcement mechanics, and time-temperature correspondence that are critical to understand the functional performance of these types of materials. Novel concepts about comparative biomechanics, biomimetic and bio-inspired material design, and ecological impact are discussed. Key processing methods and testing and characterization techniques of these materials are also covered. | Department of Chemical Engineering and Applied Chemistry | renewabl, ecolog | SDG7, SDG15 |
| CHE1333H | Biomaterials Engineering for Nanomedicine | Overview of principles of nanoengineering for biotechnology and pharmaceutical industries. This course will study the formulation and manufacturing processes for producing nanomaterials for medical applications; pharmacokinetics, biocompatibility, immunogenicity of nanobiomaterials. The course will also introduce basic concepts in entrepreneurship and regulatory affairs associated bringing nano/bio-technologies from a lab environment to commercial products. In addition to course lectures, students will complete two laboratory exercises that will provide hands-on learning in emulsified formulations and characterizations involving nanostructures. | Department of Chemical Engineering and Applied Chemistry | learning, labor, entrepreneur | SDG4, SDG8 |
| CHE1133H | Bioprocess Engineering | In this course, students will learn theoretical and practical aspects of Bioprocess Engineering which uses biological, biochemical, and chemical engineering principles for the conversion of raw materials to bioproducts in the food, pharmaceutical, fuel, and chemical industries, among others. Emphasis will be placed on the understanding of biomanufacturing principles and processes during the upstream production and downstream purification of bioproducts. Microbial and mammalian cell processes will be discussed. Basic concepts of scale up and the types of bioreactors used in industry will be introduced. Challenges in biomanufacturing and process validation will be discussed as well. The course includes (5) labs in which students will apply some of the concepts learned in class. | Department of Chemical Engineering and Applied Chemistry | production | SDG12 |
| APS1033H | Business Innovation Leading to the Future, Based on Imagineering | This course will demonstrate how an entrepreneurial person could get ahead of the curve as the future of technology develops. Instructors and guests will train the students to use their technical skills and problem solving abilities to identify where the world around them will be 10 or more years from now. The future is where the students in this course will have to live and prosper. However, the skills learned here will be immediately useful when getting a job now – your accomplishments in the course will show how ready you are to tackle problems now and in the future. The core goal is to assess opportunities many years in the future and using “Imagineering” to identify startup possibilities and how to pick the best ones. Topics covered will all be designed to increase the student's competence in the Canadian business world. Such aspects include the assessment of what future technological challenges will emerge and how to find the business opportunities to solve such problems in both private and public contexts. The students will learn how seek business opportunities for their firms or themselves and communicate such vision to decision makers. Thus, they will improve their marketability when seeking a job. The delivery is via 12 three hour sessions with a mix of lectures, outside speakers, group work and presentations on topics on emerging/future opportunities. There is an emphasis on technological leadership as the course teaches you how to be out front and be seen as a leader. Topics may include the social problems of wastewater engineering, air/particulate emissions, traffic engineering, project definition and financing and others. A highly interactive environment will encourage out of the box thinking and innovative approaches to large problems which impresses potential employers and your co-workers. There will be a number of assignments, projects and a term report. Class interaction with grading will be done in 6 of the sessions where both individual and group presentations will be required. Cases will be used for some of the projects. There will be no written final examination. | Department of Chemical Engineering and Applied Chemistry | water, emission, worker, entrepreneur, waste, emissions | SDG6, SDG7, SDG8, SDG12, SDG13 |
| APS1088H | Business Planning and Execution for Canadian Entrepreneurs | The key to entrepreneurial success is focused execution of a great business plan. APS1088 teaches aspiring entrepreneurs how to start a business in Canada. That business could be a start-up, a franchise, or an acquired or inherited business. The business could be for profit or non-profit. Each lecture focusses on an important aspect of starting and running a business, and supports a component of the business plan each student writes as the course project. • Start-up financing taught addresses all forms from bootstrapping to seeking funding from VCs and Angel investors. • If you already have a business idea the course will assist you in making that business idea a success and if you don’t have an idea the course will teach you how to find and develop a successful business idea. The instructors may introduce students with exceptionally good business plans to The Hatchery, or one of the many incubators on campus, or even businesses that might be interested in their idea. • The lecturers who present this course have all started and sold at least one successful business and have contributed their experience to the class notes. Interestingly, we are all immigrants to Canada like the majority of our students and that fact strongly influences the course material and our approach to teaching. • At strategic points during the course, subject matter experts are invited to address the students in their area of specialty such as marketing strategy, sales, finance & accounting and law. | Department of Chemical Engineering and Applied Chemistry | entrepreneur, invest | SDG8, SDG9 |
| APS1010H | Cognitive and Psychological Foundations of Effective Leadership | TEP1010HS: Cognitive and Psychological Foundations of Effective Leadership (Formerly APS1010H) This course has been completely redesigned for life in our quarantined world. This semester's theme is Self-Leadership (because you can't lead anyone until you can lead yourself (!), and who better to practice your leadership skills on during quarantine than you?!) The class is completed in teams of 4, (but worry not - there are no graded team assignments!). Together your team will work through themes related to self-leadership like self-discipline (why can't I keep my new year's resolutions?), resilience (how can hard times and failures make me stronger?), and motivation (how can I stay engaged when I don't feel like it?). You'll also embark on 3 wild self-leadership quests that will challenge you to walk your talk in practical ways. I designed this course to be highly challenging, but stress free. It's full of fun activities and deep, meaningful conversations with your classmates to help get you through life off-campus. | Department of Chemical Engineering and Applied Chemistry | resilien, resilience, resilience | SDG11, SDG13, SDG15 |
| APS1011H | Concepts and Application of Authentic Leadership | TEP1011HF: Authentic Leadership: Engineering A Vibrant Future (Formerly APS1011H) This course challenges the notion that leadership is a prescribed set of behaviours and allows students to explore their own authentic leadership. The exploration will start with students working through their value systems, reflecting on their own meaningful experiences, and compiling common elements into their 'purpose'. Students will identify their gifts, abilities and skills, and gain an understanding of their natural approach to working. Students will be provided with a number of tools and models to understand their own behaviour, patterns and stories. The middle section of the course will shift to leaders shaping their environments and providing feedback and coaching to others. As an outcome, students will be able to create for themselves the environments and dynamics in which they do their best work and be able to do the same for others. The final section of the course will help students translate their natural authentic leadership into strategies for change thereby enabling them to become change agents. Students will learn an approach to see new possibilities, to develop strategies for sustainable change, and to articulate these strategies in ways that will engage and align others. This course is aimed at helping engineering students to combine their knowledge and practical skills with their natural authentic leadership in order to create meaningful and sustainable work for themselves and those around them. | Department of Chemical Engineering and Applied Chemistry | knowledge | SDG4 |
| CHE1213H | Corrosion | The following topics amongst others, are treated: the various types and forms of corrosion, electrochemical theories of corrosion, corrosion testing methods, corrosion behaviour of iron, steel, and other common engineering metals, corrosion of steel and aluminum in reinforced concrete, passivity, atmospheric corrosion, underground corrosion, seawater corrosion, effects of stress, corrosion in the chemical process industries, the use of Pourbaix diagrams and methods of corrosion protection and control (selection of materials, coatings, corrosion inhibitors, cathodic protection, anodic protection). A number of problems (with worked solutions) are provided to clarify the concepts. | Department of Chemical Engineering and Applied Chemistry | water | SDG6 |
| CHE1147H | Data Mining in Engineering | Extracting useful knowledge from data requires interdisciplinary skills in scientific computing methods and algorithms. The broader term that captures all the skills is called data science or data mining. Data-driven organizations leverage their data effectively and generate business insights that enable better decision-making and problem solving. In this course, we will present both the theoretical background and practical application of data science including programming, machine learning algorithms and data engineering. Students will gain hands-on experience on major data science techniques and tools and how they are applied to real-world data sets. Some basic knowledge of programming and statistics is expected. Python is the programming language that will be used in class. | Department of Chemical Engineering and Applied Chemistry | knowledge, learning | SDG4 |
| CHE1053H | Electrochemistry | This course provides a working knowledge of modern electrochemistry. The topics dealt with include, the physical chemistry of electrolyte solutions, ion transport in solution, ionic conductivity, electrode equilibrium, reference electrodes, electrode kinetics, heat effects in electrochemical cells, electrochemical energy conversion (fuel cells and batteries), and industrial electrochemical processes. Numerous problems are provided to clarify the concepts. | Department of Chemical Engineering and Applied Chemistry | knowledge, energy | SDG4, SDG7 |
| APS1030H | Engineering Careers - Theories & Strategies to Manage your Career for the Future | TEP1030HS: Engineering Careers - Theories and Strategies to Manage your Career for the Future (Formerly APS1030H) 21st century career management skills and knowledge are critical success factors for engineers, to develop their own careers for the future, and as leaders and project managers, to help develop others’ careers. Especially in engineering where career engagement influences innovation and productivity, talent management is arguably the most important learning to bridge the gap between an engineering education and an engineer’s ability to apply their learning in the real world. In this course, students will learn about contemporary theories and issues in career development and talent management so they can apply their knowledge and skills, to benefit their own career wellbeing, their teams, organizations, and society. Students will learn an evidence-based framework for career clarification and exploration. Using this framework, students gain talent management skills, increase hope and confidence, expand their network and use practical tools. In an increasingly volatile, uncertain, complex, ambiguous (VUCA) world of work, students will consider career paths, hear and tell career stories, and understand talent management in the broader scope of careers in organizations and self-employment, and related issues of mobility, professionalization, dual careers, and more. | Department of Chemical Engineering and Applied Chemistry | wellbeing, knowledge, learning, employment | SDG3, SDG4, SDG8 |
| CHE1151H | Engineering Systems Sustainability | This is a multidisciplinary course that provides the necessary components, concepts and frameworks of sustainability and its relation to engineering projects. It introduces the basic ideas of systems thinking that are used to understand and model complex problems, such as input, output, control, feedback, boundary and hierarchy. It then describes sustainability as a complex challenge of interacting technical, social, economic and environmental systems, and introduces systemic sustainability frameworks such as The Natural Step. It then focuses on the sustainability of organizations and the standards (e.g. ISO 26000 and GRI) that can help design effective sustainability improvement initiatives and strategies. A primary focus of the course is on life cycle assessment (LCA) and related standards (ISO14044, ISO14025) as a tool to understand the broad impacts of engineering projects, unit processes, products and services and the inevitable trade-offs in design decisions. Specific process case studies are examined related to chemical engineering and their relation to promoting a circular economy, including recycling of energy and material flows. Finally, the course presents the economic aspect of sustainability and how to create the business case to secure the support of decision makers in the implementation of sustainable processes in organizations. | Department of Chemical Engineering and Applied Chemistry | energy, trade, recycl, environmental | SDG7, SDG10, SDG12, SDG13 |
| CHE1431H | Environmental Auditing | The goals of the course will be to: (a) understand fundamental concepts and principles of environmental auditing; (b) understand relevant federal and provincial environmental legislation; (c) understand environmental management system and similar standards; (d) improve audit skills and knowledge of principles; (e) understand the Environmental Management System (EMS) auditing and certification/registration process. The course will be structured to provide sufficient background in the concepts of environmental management, due diligence, environmental protection, and the process of auditing these topics for verification purposes. The course material will be presented in a combination of lecture and workshop formats. | Department of Chemical Engineering and Applied Chemistry | knowledge, environmental | SDG4, SDG13 |
| JCC1313H | Environmental Microbiology | The objective of this course is to develop fundamental aspects of microbiology and biochemistry as they relate to energetics and kinetics of microbial growth, environmental pollution and water quality, bioconversions, biogeochemical cycles, bioenergy and other bioproducts. | Department of Chemical Engineering and Applied Chemistry | pollution, water, energy, environmental, pollut, pollut | SDG3, SDG6, SDG7, SDG13, SDG14, SDG15 |
| JNC2503H | Environmental Pathways | The objective of this course is to convey an appreciation of the sources, behaviour, fate and effects of selected toxic compounds which may be present in the environment. Emphasis is on organic compounds, including hydrocarbons, halogenated hydrocarbons and pesticides. The approach will be to examine, for each compound, physical and chemical properties, sources, uses, mechanisms of release into the environment, major environmental pathways and fates (including atmospheric dispersion and deposition), movement in aquatic systems (including volatilization, incorporation into sediments, biodegradation, photolysis, sorption), movement in soils, and bioconcentration. Toxicology and analytical methodology will be described very briefly. Each student will undertake a detailed individual study of a specific toxic compound. | Department of Chemical Engineering and Applied Chemistry | environmental, soil | SDG13, SDG15 |
| APS1036H | Formative Experiential Entrepreneurial Learning | The overall objective of this course is that students increase their confidence in their ability to create a start-up by solving high impact problems and defining its business model. The FEELTM methodology, used in this course, provides students with a hands-on opportunity and a real world application of the entrepreneurship mindset. The course will help students define a start-up that creates value for co-founders while creating a forum for mentorship and knowledge exchange. The course is structured as a process to define the startup’s business model, the creation of a business canvas and an investor pitch deck. Students will be guided on the use of tools to manage team building/dynamics, market fit, scaling, user insight generation, pitching and the FEELTM’s modified business model generation canvas(*). Students will be working in teams. Team members can be fellow students or outside the classroom partners. This course will also provide students with an understanding, guidance and access to resources in the University of Toronto’s start-up eco-system, featuring the Entrepreneurship Hatchery at the Faculty of Applied Science and Engineering. *The FEEL Business Model Generation Canvas uses principles originally created by Alexander Osterwalder & Yves Pigneur | Department of Chemical Engineering and Applied Chemistry | knowledge, learning, entrepreneur, invest | SDG4, SDG8, SDG9 |
| CHE1435H | Fundamentals of Aerosol Physics and Chemistry | This course is concerned with physical and chemical properties of aerosols and their impacts on earth’s climate, air quality and human health. This course will cover the fundamentals of aerosol physics and chemistry, and relate these principles to the overall impacts. The first section will cover single particle processes (particle drag, gravitational settling, diffusion) and evolution of an aerosol population (new particle formation, condensation and coagulation, deposition and cloud droplet formation). In the second section, the various components in atmospheric aerosol will be discussed in detail, including kinetics and thermodynamics of organic and inorganic compounds. Applications to industrial processes, such as drug delivery and chemical manufacturing, will also be explored. This course is critical to those students pursuing careers in atmospheric science and air pollution control, who will need to measure, model and control airborne particles. | Department of Chemical Engineering and Applied Chemistry | pollution, climate, pollut, pollut | SDG3, SDG13, SDG14, SDG15 |
| CHE1430H | Hydrometallurgy, Theory and Practice | The course focus in on metals recovery from mineral recourses by hydrometallurgical technology. Ore formation, geology and mineralogy is reviewed. Mining techniques are also briefly reviewed and generic hydrometallurgy flowsheets are discussed. Mineral upgrading methods are discussed followed by leaching fundamentals (chemistry-thermodynamics-kinetrics), including bioleaching technology, and equipment. Solid-liquid separation and solution purification techniques such as by chemical precipitation, ion exchange and solvent extraction are also discussed. Examples from pure metal recovery and effluent treatment; residue disposal technologies for environmental compliance are presented. Finally, process development, plant design, plant control strategies, Economic, Social and Environmental Considerations, followed by several industrial examples is offered. | Department of Chemical Engineering and Applied Chemistry | environmental | SDG13 |
| CHE1118H | Industrial Catalysis | The course covers adsorption, the nature of the catalyst surface, kinetics of catalytic reactions, catalyst selection and preparation, deactivation and poisoning, and specific catalytic reactions. The types of reactions and the examples considered will depend to some extent on the particular interests of those selecting the course but will include, in any case, nitrogen fixation, Cl chemistry, catalysis in petroleum refining (cracking, reforming, alkylation, hydrorefining, etc.), and catalysis by transition metal complexes. | Department of Chemical Engineering and Applied Chemistry | transit | SDG11 |
| CHE1150H | Industrial Water Technology | This is a basic course on technologies used for Produced Water in the resource sector. The course will cover theory and practice of membranes (UF, NF, RO), ion exchange, lime softening, demineralization, and filtration as applied in this sector. The lecture material delivered by professionals in the field will be supplemented by a hands-on project operating a triple membrane water treatment system. | Department of Chemical Engineering and Applied Chemistry | water | SDG6 |
| APS1502H | Leading Engineering Design Projects | TEP1502HF: Leadership in Product Design (Formerly APS1502H) The objective of this course is to prepare students for the type of teams, processes and decisions they will be a part of on complex socio-technical engineering design projects. The course will equip students with tools and strategies for leading and following other leaders in this context. Students will have the opportunity to apply their learning on three hybrid team-individual assignments. The course readings will be sourced from real industry cases and experiences. | Department of Chemical Engineering and Applied Chemistry | learning | SDG4 |
| CHE1123H | Liquid Biofuels | An introduction and overview of bioenergy production technologies, including: first generation biochemical technologies to produce biofuels (e.g, from sugarcane, starch, and oilseeds). The course will then describe second generation technologies to produce biofuels (e.g., from lignocellulosics) followed by advanced technologies as well as the so-called “drop-in fuels.” It will include the theory and process aspects of hydrogenation-derived renewable diesel. An overview of fuel properties will also be given. Finally the course will conclude with environmental impacts – benefits and issues, economic aspects as well as infrastructure requirements and trade-offs. | Department of Chemical Engineering and Applied Chemistry | energy, renewabl, biofuel, infrastructure, trade, production, environmental | SDG7, SDG9, SDG10, SDG12, SDG13 |
| CHE1471H | Modelling in Biology and Chemical Systems | To review the methodology for the analytical modeling of physical systems with emphasis on chemical engineering applications. The course will cover the following topics: Analysis and Modelling of Physical Systems Review of ODEs’; Mass Balance and Continuity Equation Species Balance, Stoichiometry and Reaction Kinetics; Force Balances and Mechanics of Materials; Fluid Mechanics and Navier-Stokes Equations; Flow Through Porous Media; Conservation of Mechanical Energy; First Law of Thermodynamics and Thermal Energy Balance Heat Transfer, Fourier Law, and Equation of Energy; Mass Transfer, Fick’s Law, and Species Continuity Equation; Probabilistic Modelling. | Department of Chemical Engineering and Applied Chemistry | energy, conserv, species, conserv, species | SDG7, SDG14, SDG15 |
| APS1026H | Positive Psychology for Engineers | TEP1026HF: The Happy Engineer - Positive Psychology for Engineers (Formerly APS1026H) Many disciplines have explored happiness - philosophy, anthropology, psychology, sociology, neurobiology and art to name a few. Engineers, it’s your turn. During the first part of the course we will play catch-up, examining the scholarly and creative ways that people have attempted to understand what makes for a happy life. Then we turn our attention to our own domain-expertise, applying engineering concepts like balance, flow, feedback, amplitude, dynamic equilibrium and others to explore the ways that your technical knowledge can contribute to a deep understanding of happiness. This course is designed to challenge you academically as we analyse texts from a variety of disciplines, but it is also designed to challenge you personally to explore happiness as it relates to yourself and your own personal development. | Department of Chemical Engineering and Applied Chemistry | knowledge | SDG4 |
| CHE1148H | Process Data Analytics | The driving force of the fourth industrial revolution is the processing and analysis of big data to extract knowledge, patterns and information. Chemical, biologics/pharma, oil/gas, financial and manufacturing organizations are in a unique position to benefit from this data revolution, as they collect and store massive amounts of heterogeneous data. Big data is characterized by the 5 V’s: volume, velocity, variety, veracity and value and distributed computing architectures are used to process the data. The first part of this course will be on Apache Spark, a big data processing and computing engine. In the second part, special topics in analytics such as visualization, data quality, interpretable/fair ML and MLOps will be discussed. Prerequisites: An introductory course in data science or machine learning (e.g. CHE1147 or other similar courses). Familiarity with Python. | Department of Chemical Engineering and Applied Chemistry | knowledge, learning | SDG4 |
| CHE1102H | Research Methods and Project Execution for Graduate Studies in Chemical Engineering | This course provides core graduate training in critical research, argumentation, implementation, and communication skills. Through facilitated activity-based tutorials students will develop their research and project management skills, acquiring strategies to identify and articulate a research hypothesis, set research goals and plan their approach (including quantification of results and validation of quantitative metrics), and share research findings effectively via oral, written and graphical communication. Students will develop these skills while learning how to position themselves and their research for employment purposes. | Department of Chemical Engineering and Applied Chemistry | learning, employment | SDG4, SDG8 |
| CHE2222H | Safety Training Workshop | The University of Toronto has a duty under both the common and the statute law to ensure a safe environment for all workers. For this reason, the Department of Chemical Engineering & Applied Chemistry provides manditory safety training for all faculty, administrative and research staff, researchers (post-docs, visiting researchers, volunteers), undergraduate students (summer, 2nd year and 4th year), and graduate students (MASc, PhD, MEng project students). This includes anyone working in the Wallberg Building (computer work only or laboratory research projects) or registered with the Department working in others buildings on campus or elsewhere off-campus. Faculty, staff, researchers and students have a parallel responsibility to avail themselves of the safety training provided by the Department, and to govern their laboratory behaviour accordingly. Those who do not are placing themselves and others in the vicinity in danger. The University is committed to minimizing or eliminating that danger. All faculty, staff, and students, have to complete the mandatory department safety training, EHS101 (WHMIS), and EHS002 (Basic Mandatory Health & Safety training) and successfully passed the exams, and attend the annual WHMIS Refresher session as required. If they have not completed the required safety trainings or behaved in unsafe ways in a laboratory, can and will have lab privileges suspended by the Department’s Chair on the recommendation of the Department’s Health and Safety Co-Chairs and/or the lab supervisor concerned. Students are reminded that such suspensions may well have academic consequences. Such consequences are the responsibility of the student concerned. If you have missed your required trainings, please contact Alex Dean or CHE H&S Committee to get access to our online training material. | Department of Chemical Engineering and Applied Chemistry | labor, worker, buildings | SDG8, SDG9 |
| CHE1432H | Technical Aspects of Environmental Regulations | Environmental regulations are based on the existence and/or likely occurrence of adverse effects. This course will examine the legal definitions of adverse effects and present possible scientific methods that can be used to establish the presence/absence of adverse effects. The specific regulations for Air, Waste, Contaminated Sites, and Water will then be examined to establish scientific methodologies that can be applied to show compliance with the letter and intent of the regulations. Particular emphases will be placed on the existence of variable scientific interpretations of the key general statements in the respective regulations. | Department of Chemical Engineering and Applied Chemistry | water, waste, environmental | SDG6, SDG12, SDG13 |
| APS1035H | Technology Sales for Entrepreneurs | This course introduces the main theoretical approaches of systems thinking, organization structure and crisis management for understanding catastrophic accidents. Highlighting the socio-technical limits to the prevention of severe accidents, it emphasizes the importance of incorporating such insights in engineering design with the aim of reducing the likelihood of disasters. | Department of Chemical Engineering and Applied Chemistry | entrepreneur | SDG8 |
| APS1420H | Technology, Engineering and Global Development | This is a joint graduate/undergraduate course, which explores a broad range of topics centered on the role of technology and engineering in global development. The course format is a combination of lectures by the instructor and guest speakers, discussion of assigned readings (academic journals, book excerpts, popular press, etc.), review of case studies, and student presentations. Topics covered include: (1) a brief history of international development, foreign aid, and major players involved (e.g. UN, World Bank, government agencies, NGOs), (2) technological innovation and diffusion theory and practice, (3) new international development models (e.g. social entrepreneurship, microfinance, risk capital approaches) and finance organizations involved (e.g. Grameen Bank, Gates Foundation, Acumen Fund, etc.), (4) implication of major global trends (e.g. globalization, urbanization) for sustainable development. The above topics are addressed in the context of specific case studies of technologies and technology sectors involving health, energy, infrastructure, finance, and communications. The goal of this course is to inform students of the various causes and consequences of global poverty, and to highlight ways that they can apply their technical, engineering, and entrepreneurship knowledge towards addressing complex global challenges. | Department of Chemical Engineering and Applied Chemistry | poverty, knowledge, energy, sustainable development, entrepreneur, infrastructure, capital, globaliz, urban, sustainable development | SDG1, SDG4, SDG7, SDG8, SDG11, SDG9 |
| APS1018H | The Engineer in Society-Ethics , History and Philosophy | This course has been designed for the reflective engineer with experience in the workplace. Though those without real world industry experience are welcome. Designed by a professional engineer for engineers, technologists, applied scientists and engineering executives, it will help practitioners reflect on their role in society and understand how that role has been shaped and is constantly changing. Most of the world’s leading employers depend on engineers, technologists, and applied scientists to design new technological systems, products and services and effectively operate and sustains these systems. Human resource leaders are charged with attracting, motivating, developing, and retaining these individuals, as well as partnering with them on large-scale systems change. This course provides insider insight into the way engineers think and feel about the work they do. It begins by studying the history of medieval and modern technology and proceeds to explore the rise of engineering science, the engineering disciplines and 19th century professionalization. And finally we explore how engineering ethics, culture, philosophy and identity has been shaped and forged in various countries, and how this impacts the role of the engineer in society. Each term we adapt themes across many aspects of society including, Military Industrial Security Complex, Big Pharma, Cyber Security, Technology and Privacy, Industry-Banking-Power-Politics, Globalization, Engineering Profession and Politics. We also look at futurism, and ethical implications - 4th industrial revolution and smart cities, telecommunications, mass media control, robotization of the military, biological engineering, transhumanism, war, business, and profit. What also comes to mind for me is the concept "I wished I had known then what I know now". This is often a sentiment by older people (50 plus) who look back on their careers or life in general and wish they had the "wisdom" to make a different decision or choose a different path but lacked the awareness at the time to explore other choices. | Department of Chemical Engineering and Applied Chemistry | globaliz, cities | SDG9, SDG11 |
| APS1029H | The Science of Emotional Intelligence and its Application to Leadership | TEP1029HF: The Science of Emotional Intelligence and its Application to Leadership (Formerly APS1029H) A growing body of social science research offers clear evidence that emotional intelligence (EQ) plays a crucial role in leadership effectiveness. We know that the most successful managers are able to motivate and achieve best performances through the ability to understand others, and the key to this is to first understand yourself. In this course, you will complete the most scientifically validated EQ assessment available, The Emotional Quotient Inventory (EQ-i) and receive a detailed report that identifies your leadership strengths and targets areas for development. You will acquire an enhanced level of self-knowledge and a deeper awareness of your impact on others. This will form the basis of a personal development plan that will help you improve your leadership effectiveness. In this course we will also examine evidence-based research that links leadership effectiveness to authenticity and mindfulness, both of which can be enhanced through mindfulness training programs. Simply defined, mindfulness is the awareness of one’s mental processes and the understanding of how one’s mind works. Using case studies, we will discover why companies such as Carlsberg, Google, Sony and General Electric have trained hundreds of employees in mindfulness. | Department of Chemical Engineering and Applied Chemistry | mindfulness, knowledge | SDG3, SDG4 |
| CHE1143H | Transport Phenomena | Momentum, heat and mass transfer. General balances: continuity, species continuity, energy, and linear momentum equations. Rate expressions: Newton’s law of viscosity, Fourier’s law of conduction, and Fick’s law of diffusion. Applications to multi-dimensional problems, convective transport, transport in turbulent flow, interphase transport, boundary layer theory. Discussion of transport analogies. | Department of Chemical Engineering and Applied Chemistry | energy, species, species | SDG7, SDG14, SDG15 |
| CHM1488H | Advanced Experimental Methods | Experimental physical chemistry / chemical physics are obviously huge subjects, much too large to cover in a single course (indeed, even in a lifetime). At the same time, they are very active areas with significant cutting-edge opportunities: energy storage, cleaning our environment including our water and air, novel optoelectronics, state of the art spectroscopies, quantum materials and technologies are just a few applications. | Department of Chemistry | water, energy | SDG6, SDG7 |
| CHM1410H | Analytical Environmental Chemistry | CHM410H is an analytical theory, instrumental, and methodology course focused on the measurement of trace concentrations of pollutants in soil, water, air, and biological tissues. The course will begin with techniques involved with obtaining a representative sample, data analysis and handling, and a detailed look at sample preparation (extraction, clean-up, concentration, derivitization) which will be followed by extensive theory and application of the techniques of gas chromatography, liquid chromatography, immunochemistry, atomic spectrophotometry, electrochemistry, and mass spectrometry. Discussion sessions will pursue integrative material. Lab sessions will allow students to directly apply lecture material in handson experimentation using all the modern analytical instrumentation utilized in modern measurement science. The lab sessions will utilize the new ANALEST facility featuring state-of-the-art gas, liquid, and ion chromatographs, atomic absorption, and inductively coupled plasma emission (ICP) spectrophotometry. Students will be involved in field measurements as part of the laboratory exercise. | Department of Chemistry | water, emission, labor, environmental, pollut, pollut, soil | SDG6, SDG7, SDG8, SDG13, SDG14, SDG15 |
| CHM1005H | Applications of Spectroscopy in Organic Structure Determination | This course will discuss the application of several spectroscopic methods available to chemistry students and researchers, including mass spectrometry (MS), infrared (IR), 1H, and 13C NMR. The fundamentals of two-dimensional NMR techniques, such as COSY and HSQC, and their importance in structural elucidation will be highlighted. Practical aspects of each method will be emphasized and students will learn how to operate instruments. The classes teach theory and problem-solving approaches in interpreting data to elucidate the structure of complex organic molecules. CHM441H/1005H builds on material taught in CHM343H, CHM247H/249H, and CHM136H/CHM151Y. We hope that you will find CHM441H/1005H an exciting and practical course. The teaching team is here to support your learning and are invested in your success. We encourage and appreciate comments and suggestions so that we can make the course as helpful and interesting as possible. Feel free to discuss any matters with the instructors or laboratory teaching assistant. The importance of spectroscopy cannot be overstated. Whether you work in academia or industry, proper analysis and identification of synthesized material is of paramount importance. The problem solving and analysis skills obtained by performing complex molecule structural elucidation are useful in fields beyond chemistry. | Department of Chemistry | learning, labor, invest | SDG4, SDG8, SDG9 |
| CHM1415H | Atmospheric Chemistry | This course considers the chemistry occurring in the Earth's atmosphere, with emphasis on developing a molecular-level understanding of the photochemistry, free-radical kinetics, and heterogeneous chemistry that occurs. Topics include stratospheric ozone depletion, trace gas oxidation, urban air pollution, acid rain, and the connections between aerosols and climate. | Department of Chemistry | pollution, urban, climate, pollut, pollut | SDG3, SDG11, SDG13, SDG14, SDG15 |
| CHM1006H | Bioorganic Chemistry | Mechanisms in biochemical systems: Examples of biological catalysis are considered in terms of chemical mechanisms and their extensions, overcoming barriers catalytic groups in active sites, stereochemical applications, energy transfer, kinetic patterns, inhibitors, drug design, cofactors, ribozymes, proteosomes. Related current issues are noted and discussed. The format includes lectures integrated with in-class discussions. | Department of Chemistry | energy | SDG7 |
| CHM1447H | Biophysical Chemistry | The course will review protein and polynucleotide structure and electronic levels. This will be followed by a detailed discussion of Levinthal's paradox with respect to the mapping problem onto active structures. This discussion will be based on recent progress on identifying a very limited class of topologically distinct domains for the plethora of macromolecules studied to date. This issue will be addressed within the context of proteomics and the search for gene sequenced activity. This subject mater will be complemented by a treatment of energy transduction in biological systems, from energy transport involved in photosynthesis, ATP interconversion and coupling to reaction coordinates, and motor protein driven conformational feedback loops. Other topics to be covered in the context of recent research advances. | Department of Chemistry | energy | SDG7 |
| CHM1420H | Environmental Chemistry of Soil | This course will explore advanced topics in the structure and environmental reactivity of soils and sediments. Students will gain an appreciation for application of thermodynamic principals to open, natural systems. The structure, characterization, and analytical research methods for the mineral and non-living organic fractions in soils and sediments will be covered in detail. | Department of Chemistry | environmental, soil | SDG13, SDG15 |
| CHM1270H | Frontiers in Inorganic Chemistry | Inorganic Chemistry faculty members will present exciting current topics that span the breadth of the field Inorganic Chemistry: Materials, Main group, Transition Metal, Organometallic, Catalytic, Biological, and Physical. Each topic will be covered in 4 h of lectures. The topics will be different from those of CHM1261H "Topics in Inorganic Chemistry I" so that students can take both courses if they wish. | Department of Chemistry | transit | SDG11 |
| CHM3000H | Grad Professional Development for Research and Teaching in Chemistry | This is a modular course that includes a series of interactive workshops on topics including: oral and written communication, ethics in teaching, research and scholarship, interpersonal skills and conflict resolution, time management and strategies for supporting good mental health. The course will culminate in each student crafting an Individual Development Plan to identify priorities for the future career objectives. The course will be a formal part of the M.Sc. and Ph.D. program requirements in Chemistry at U of T. In addition, Ph.D. students will be required to participate in a minimum of 18 hours (24 hours for Direct Ph.D.) of additional professional development training over the course of their Ph.D., spread evenly among the categories of: Communication Skills; Personal Effectiveness; and Research/Teaching Skills. | Department of Chemistry | mental health | SDG3 |
| CHM1205H | Inorganic Reaction Mechanisms | This course focuses on modern theory of inorganic reaction mechanisms. Topics covered include: - Formal kinetics and rate laws; transition state theory; activation parameters - Modern experimental techniques - Introduction into computational methods - New discoveries in ligand substitution - Recent findings for oxidative addition/reductive elimination - Electron transfer mechanisms - Inorganic Photochemistry - Mechanisms of selected important homogeneous reactions | Department of Chemistry | transit | SDG11 |
| CHM1443H | Intermediate Quantum Mechanics | The course will cover central methodologies in the area of open quantum systems, along with the introduction of relevant mathematical tools and the discussion of applications. The course will begin with a detailed analysis of quantum relaxation processes: particle decay and vibrational relaxation. Continuing with the Liouville von Neumann equation, the course will cover the derivation of the quantum master equation, Nakajima Zwanzig equation, Quantum Langevin equation and Feynman’s path integral representation of time evolution. Methods will be discussed in light of various applications, including charge transfer in condensed phases (Marcus theory), pure decoherence, exciton and vibrational energy tr | Department of Chemistry | energy | SDG7 |
| CHM1106H | Lab Instrumentation | This course provides an introduction to building and using optics- and electronics-based instrumentation for laboratory research, as well as for implementing custom software control. Lecture topics include passive electronic components, diodes and transistors, operational amplifiers, light sources and detectors, reflectors, refractors, polarizers, and diffractors, LabView programming and many others. Lectures are supplemented by laboratories in which students work in teams to build fluorescent detection systems for chromatography over the course of several weeks. | Department of Chemistry | labor | SDG8 |
| CHM1108H | Mass Spectrometry Fundamentals and Instrumentation | Mass Spectrometry is today best-known for the significant role that it plays in biological analysis (proteins, peptides, drug discovery). This relatively new-found eminence derives from a long history of discovery and innovation in environmental monitoring, air quality, materials identification, quality control, even extraterrestrial atmospheric determination. Mass Spec can be broadly classified as Organic or Inorganic, for which the instrument configuration and methods are very distinct. The course will focus on the technology of mass spectrometry rather than the applications: theory, structures, modes of operation, strengths and weaknesses of various mass analyzers, ionization sources and detector systems. It will deal extensively with ion dynamics in electrostatic and dynamic fields, and the considerations for ion optical design. Extension of the capabilities of mass spectrometry will be introduced through the thermodynamics and kinetics of ionmolecules reactions that can be employed for the resolution of both organic and inorganic isobars. | Department of Chemistry | environmental | SDG13 |
| CHM1425H | Modelling the Fate of Organic Chemicals in The Environment | This course will give an introduction to quantitative approaches to describing the behaviour of organic chemicals in the environment. Building upon a quantitative treatment of equilibrium partitioning and kinetically controlled transfer processes of organic compounds between gaseous, liquid and solid phases of environmental significance, it will be shown how to build, use, and evaluate simulation models of organic chemical fate in the environment. The course will provide hands-on experience with a variety of such models. | Department of Chemistry | environmental | SDG13 |
| CHM1040H | Modern Organic Synthesis | The course consists of two parts: A) Transition Metal Catalysis, and B) Reactive Intermediates. In the first part of the course, we will discuss transition metal-catalyzed transformations for carbon-carbon bond formation. Aspects of reaction development, catalyst design and mechanistic information will be discussed. Selected topics (tentative) will include i) basic concepts in transition metal catalysis, ii) palladium-catalyzed cross-couplings and modern developments in this area, iii) C-H bond functionalization reactions, iv) Heck reactions, v) alkyl cross-couplings, and vi) sustainability in transition metal catalysis. In the second part of the course we will outline various aspects of the chemistry of reactive intermediates, including radicals, cations, carbenes, nitrenes, ketenes and benzynes. | Department of Chemistry | transit | SDG11 |
| CHM1045H | Modern Physical Organic Chemistry | Mechanistic studies on reactions of interest to organic chemists will be investigated (C-C bond formation, catalytic mechanisms, stereoselectivity etc. discussed in publications by for example, E. Jacobsen, S. L. Buchwald, J. F. Hartwig, G. Fu, P. Guthrie, D. Evans, E. Carreira etc.). | Department of Chemistry | invest | SDG9 |
| CHM1404H | Molecular Analysis of Natural Systems | The course will encourage students to consider how they can utilize traditional and emerging analytical chemistry techniques synergistically and design new analytical approaches to address the role of complex systems in the environment. It will introduce environmental applications of NMR spectroscopy, hyphenated NMR, imaging and related computation techniques (prediction, simulation, elucidation), such that students have a basic grasp of the subjects, and can relate the potential of the approaches to their own research. The emphasis will be on environmental applications and not theory. | Department of Chemistry | environmental | SDG13 |
| CHM1269H | Nanochemistry: A Chemistry Approach to Nanomaterials | A chemistry approach to nanomaterials is presented through the eye of chemistry. The goal is to provide a leading-edge description of the emerging and exciting field of nanochemistry. The content of the course has been selected and organized to establish the basic principles of nanoscience through the subject of nanochemistry. Because of the interdisciplinary non-mathematical approach adopted in teaching this course the lecture material should be useful to a broad student interest group. To amplify, nanoscience today involves bottom-up chemistry and top-down engineering physics techniques or a creative amalgamation of both. We are currently witnessing an explosion of novel ideas and strategies for making and manipulating, visualizing and interrogating nanoscale materials and structures. An aim of this course is to describe the concepts and methods, developed mainly by chemists, for synthesizing a range of nanoscale building blocks with strictly controlled size, shape and surface functionality, structure, composition and properties. A further aim is to explain how these nanoscale construction units can be organized and integrated into functional architectures, both simple and complex, using a combination of self-assembly and directed self-assembly using chemical lithography and template based methods. Nanochemistry will be a valuable course for students planning an academic or industrial research career in any area related to nanoscience and nanotechnology. It provides a global perspective of the subject of nanochemistry, written with sufficient breadth and depth to make it suitable as the basis of a final year undergraduate course or a graduate course for students in chemistry and physics, materials science and engineering, biology and medicine. This course will provide a readily accessible road map of nanochemistry, beginning with its roots and extending to its branches, emphasizing throughout the connection of ideas from discovery to application, from within and between the science disciplines. It provides a unique perspective through chemistry, which will make it invaluable for those witnessing, participating in, and trying to remain at the forefront of the nanoscience and nanotechnology explosion. The course material is designed to get students excited and thinking about nanochemistry, and what they can do with it. | Department of Chemistry | accessib | SDG11 |
| CHM1258H | Reactions of Coordinated Ligands | Study of how the reactions at coordinated ligands change as the ligands, metal and metal oxidation state are changed. This knowledge provides insight into the functioning of homogenous catalysts. The material is based mainly on articles from journals.The preparation for this course would be undergraduate course(s) covering organometallic and transition metal chemistry. | Department of Chemistry | knowledge, transit | SDG4, SDG11 |
| CHM2532H | Research in Environmental Chemistry | Department of Chemistry | environmental | SDG13 | |
| CHM1105H | Separations, Chromatography, and Microfluidics | Separation science will be explored by building on a survey of fundamental physical principles to understand processes of extraction, and technologies such as solid phase microextraction, supercritical fluid extraction, immunoaffinity extraction and molecularly imprinted polymers. Plate and rate theory will be developed to consider various forms of gas and liquid chromatographic methods, including hyphenated techniques that bridge to information detectors such as mass spectrometers. New opportunities for chromatography and separations by movement to small scale size will be considered by focusing on microfluidics, electro-osmotic flow and chip based microdevice applications. Applications examples will focus on problems in life sciences, forensics and environmental chemistry. | Department of Chemistry | environmental | SDG13 |
| CHM1307H | Soft Materials for Life, Energy, and the Environment | In the framework of a dry lab, students will analyze and interpret characterization data, extending their existing knowledge of chemical fundamentals and experimental techniques to polymeric systems. Through a combination of lectures, dynamic group collaborations, and self-paced assignments, students will actively engage with peers to understand course materials (including published literature), explore how polymer innovations are commercialized, and develop a toolkit for leveraging instrumentation to investigate hypotheses in research | Department of Chemistry | knowledge, energy, labor, invest | SDG4, SDG7, SDG8, SDG9 |
| CHM1444H | Statistical Mechanics of Condensed Phases | The course will cover various topics relating to the structure and dynamics of systems in condensed phases. Possible subjects of study include phase transitions and critical phenomena, stochastic and microscopic descriptions of the dynamics in condensed phases both in and out of equilibrium, and recent progress in the development of fundamental principles in non-equilibrium systems. The course assumes an elementary knowledge of equilibrium and non-equilbrium statistical mechanics. | Department of Chemistry | knowledge, transit | SDG4, SDG11 |
| CHM1401H | Transport and Fate of Chemical Species in the Environment | Introduction to the physical environment. Fundamentals of chemical kinetics. Gas-phase reactions. Reactions in the environment. Reactions in the environment. Reactions in the environment. Chemical thermodynamics. Photochemistry. Environmental influences on chemistry. Phase partitioning. Phase partitioning. Sorption of organic contaminants to soils and sediments. NMR or OM characterization. | Department of Chemistry | environmental, species, species, soil | SDG13, SDG14, SDG15 |
| CHM1268H | X-Ray Crystallography | An introduction to single crystal X-ray crystallography as a method of determining the structure of small molecules. The principal theme will be a description of the X-ray experiment from obtaining the crystal through to publishing the final structure. The objective of the course is to give students a working knowledge of the single crystal X-ray experiment. This will allow students to become more involved in the Xray experiment and to read the crystallographic literature intelligently. Introduction to Crystals and Symmetry. Space groups (Triclinic, P2, P21, C2, Pc,P21/c, orthorhombic, tetragonal, others). Miller Indices, Reciprocal Lattices, and Diffraction. Intensity of Scattered X-rays, Data Acquisition, Data Reduction, and Structure Factors. Structure Solution, Structure Refinement, Evaluation of a Crystal Structure. | Department of Chemistry | knowledge | SDG4 |
| CIN1102H | KEY DEVELOPMENTS IN FILM HISTORY | This course will examine a limited number of important developments in the history of cinematic media. It will extend the in-depth study of these developments in technique, technology, and text to include considerations of the sociocultural forces, economics, theories of the cinematic and aesthetics that have played a role in their development, or in the ways in which we have studied them. The course will cover a wide range of distinct time periods, geographical areas, and stylistic tendencies, and will engage with a range of scholarly approaches to key developments in cinematic media. The course aims to ensure that students' knowledge of the history of film and media is enhanced, and that they have the opportunity to engage more critically with the issues surrounding the historical study of cinema and related media that are of interest and importance to them. | Cinema Studies Institute | knowledge | SDG4 |
| CIN3006H | Media and Philosophy | The category of aesthetic form known as melodrama holds a strange distinction: it is defined above all by its excessive relation to most traditional categories of form. To call a film, a play, or even a person melodramatic is to evoke a sense of gendered overindulgence that is emotional, moral, and aesthetic all at once—one that reflects not only on the quality of the work or the person in question, but on the sensibility and judgment of the implicitly reactive, feminized audience that enjoys it. In other words, the term melodrama has often served a pejorative function in western culture, indicating an “over-the-top” display of female artifice, affect, and stylization that exploits only base and irrational people and feelings. This rather unusual aspect of the form has made it notoriously difficult for scholars to define, but it has also positioned the unstable category of entertainment known as melodrama at the center of debates about the politics of popular aesthetic form. While an important body of literary theory ties the politics of melodramatic form to the emergence of modern democracy writ large, and regards it as a medium through which the oppressed have found new modes of expression when silenced, many other traditions of critical thought point to the role the form has played in the historical construction of those very same oppressions, and regard the form as an exploitation of mass sentiment with grave implications for the disenfranchised people whose suffering it so often thematizes. The pivotal role the form plays in the feminist and queer film theory of the 1980’s and 1990’s, and the debates around the politics of aesthetic form this moment launched for the field more broadly, only further underscore the intractable nature of this debate. What has never been seriously in question is the political significance of melodrama itself—that it carries some volatile yet fundamental bond with that which exceeds, expands, forms, or contains the very limits of the social and its sufferings. This course will undertake an intensive exploration of the nature of this bond and its implications for contemporary understandings of the relation between politics, aesthetics, and affect—especially as they delimit the terrain of modern liberal democracy and its values. On the one hand, we will seek to form a more rigorous grasp of the theoretical and philosophical arguments that underpin this relation as it is conceptualized today, taking melodrama as a particularly formative medium for the discourse of aesthetic politics more broadly—one that pushes the very concept of aesthetic form to its limit, allowing it to morph into different configurations over time. On the other hand, however, we will consider what this genealogical examination of the relation between politics and melodrama stands to teach us about a phenomenon of contemporary political culture and media that simultaneously reproduces and transforms the basic coordinates of this relation on the terrain of digital media technology: namely, the rise of what is pejoratively referred to as “cancel culture,” “call-out culture,” “clap-back culture,” and so on, and the equally extreme displays of emotional and moral outrage it elicits in conservative “shock” media. Although a wide range of emergent frameworks for the study of new media technologies insist on the obsolescence of formalistic and subject-oriented approaches, we will take the twisting, ever-transforming limit case of aesthetic form instantiated by melodrama, and the excessive dynamics of affect, form, and morality that define it as such, as an opportunity to explore more fully what it means to talk about the politics of popular form today. Screenings will range from works of classical Hollywood cinema and global art film to YouTube rants and television news broadcasts, but with an emphasis on cinematic texts; readings will likewise move between an array of disciplinary formations, including film studies, critical race theory, continental philosophy, and political theory, but with a steady emphasis on the meeting point of affect and form. Throughout all of it, we will try to make sense of the liminal relation between politics, affect, form that melodrama coordinates across these shifting configurations of popular discourse—and just as importantly, what to do about it now, both as scholars and political actors. | Cinema Studies Institute | gender, queer, female, feminis, conserv, conserv, democra, exploitation | SDG5, SDG14, SDG15, SDG16 |
| CIN2101H | PRESSURES ON THE CINEMATIC | This course examines a range of factors that shape and contest the field of cinema studies. It maintains a focus on pressures exerted on our conception of what constitutes “cinema” as they are inflected in current scholarly debates, including institutional pressures on steady and gainful employment in the field. Rapid changes in technology; shifts in modes of delivery; individual, embodied, and communal spectatorial practices, experiences and uses of cinema; globalization and industrial consolidation—all of these forces work to alter both the forms of cinematic media and their place in social, cultural, and political life. This course will study how cinema’s mutable nature remains a central issue in debates about medium specificity, the role and toll of digitalization, and the shapes and purposes of different viewing communities, among other topics. | Cinema Studies Institute | employment, globaliz, institut | SDG8, SDG9, SDG16 |
| CIN6153H | Race and Cinema | Black Studies is an intentionally undisciplined project that centers Black life as a way to, first, understand the relationship between Blackness and the humanist subject and, second, gather around alternatives ways of living in and knowing the world. This seminar aims to identify the generative possibilities of utilizing this collection of theoretical and analytic tools in cinema studies. We will explore key concepts in Black Studies including black feminist thought, debates between Afro-pessimism and black optimism, black geographies, and the Black Radical Tradition as a way to understand the political potential of film aesthetics and filmmaking as an artistic practice. As we develop a sense of Black Studies as a field with overlapping and diverging methods, objects of study, and aims, this course will consider the critique of disciplinarity that is intrinsic to the project and its implications for cinema studies as a field. | Cinema Studies Institute | feminis | SDG5 |
| CIN2999H | Research Seminar in Cinema Studies | This course is required of all second-year PhD students in the Cinema Studies Institute. Structured as a workshop, it aims to develop students' skills for surviving and thriving in the doctoral program, as researchers and teachers in the fields of cinema and media studies, and as professionals in the academy and beyond. | Cinema Studies Institute | institut | SDG16 |
| CIN1101H | THEORIES & PRACTICES OF CINEMA | Organized around a series of issues that have incited ongoing discussion and debate among scholars, cultural critics, and filmmakers, this course takes a topical approach to the study of film theory. In the process it both revisits some of the most canonical texts in the field and attends to more recent attempts to think through our contemporary moment, when digitality and transnationalism are radically changing the nature of film as well as the manner in which it is produced, distributed, exhibited, and viewed. Among those issues to be discussed are medium specificity, spectatorship, narrativity, affect, and the relationship between aesthetics, economics, and politics. | Cinema Studies Institute | nationalism | SDG16 |
| CIV1311H | Advanced and Sustainable Drinking Water Treatment | This course covers sustainability issues as they apply to the provision of safe drinking water. Water reclamation and reuse topics focus on strategies that allow wastewater to be treated for indirect potable reuse as well as many other purposes. Other major topics include: risk assessment associated with emerging pathogens and chemical constituents present in source waters, advanced drinking water treatment processes including membranes (UF, NF and RO), advanced oxidation and activated carbon. Throughout the course, case studies, application examples and numerical problems will be presented. | Department of Civil and Mineral Engineering | water, waste, reuse | SDG6, SDG12 |
| CIV1508H | Airport Planning and Engineering | The objective of this course is to provide an overview of the planning, design and operation of the airport component of a modern air/highway inter-modal transportation system including airside, terminal and groundside elements. Students will be introduced to current trends in the air transportation industry as these impact on air travel demand and the requirement for airport facilities and services. Aviation demand forecasting and management will be studied, as will aircraft and passenger characteristics. A central focus of the course will be airfield (runways and taxiways) and terminal design, both passenger and cargo. While Canadian standards will be used in all design examples and exercises, these are generally compatible with ICAO recommended practices and the analytic methods broadly applicable elsewhere. Case Studies will draw heavily on the current Master Plan being developed for Pickering Airport and the ongoing development program at Toronto's Lester B. Pearson International Airport. The course will conclude with a brief look at the critical environmental issues facing airports, particularly noise and water pollution, and at airport economics and finance. | Department of Civil and Mineral Engineering | pollution, water, environmental, pollut, pollut | SDG3, SDG6, SDG13, SDG14, SDG15 |
| CIV1504H | Applied Probability and Statistics for Civil Engineering | A lecture and tutorial course designed to build on the prerequisite introduction to probability in the form of applied probability and statistics with emphasis on techniques appropriate for investigating the random behaviour of complex civil engineering systems. Topics include: a review of probability theory; extreme value distributions; engineering reliability; conditional distributions; applications of common probability models; parameter estimation and confidence intervals; significance testing; elementary Bayesian analysis; simple stochastic processes. | Department of Civil and Mineral Engineering | invest | SDG9 |
| CIV1319H | Chemistry and Analysis of Water and Wastes | This course deals with the major chemical processes occurring in aqueous environments, in both natural systems and treatment systems. The topics covered include: chemical thermodynamics and kinetics; acid/base chemistry; quantitative equilibrium calculations; acid-base titrations; dissolved CO2 chemistry; mineral solution chemistry; complexation; redox reactions; and the solid-solution interface. The lectures are complemented by laboratory experiments in which students learn some of the standard analysis techniques of aquatic chemistry. | Department of Civil and Mineral Engineering | water, labor, waste, co2 | SDG6, SDG8, SDG12, SDG13 |
| CEM1004H | Cities as Complex Systems | Cities are “problems in organized complexity†(Jacobs, 1961). This course will explore this theme and its implications for city engineering and management in terms of: introduction to complex systems theory; exploration of cities as systems (physical, economic, social, etc.); holistic and reductionist approaches to 'a science of cities'; approaches to city planning and design in the face of complexity; challenges to sustainable design; and decision-making under uncertainty. Registration in this course is reserved for MEngCEM students. Other students wishing to register must request permission from the Office of Student Services. | Department of Civil and Mineral Engineering | cities, sustainable design | SDG11, SDG12 |
| CEM1000Y | Cities Engineering and Management Practicum | Department of Civil and Mineral Engineering | cities | SDG11 | |
| CIV1201H | Concrete Technology and Non-Destructive Testing Principles | This course is focused on theory, principle, practical application, standardization, benefits, and limitations of non-destructive testing (NDT) methods applied to steel reinforced concrete. Techniques to be covered include: condition assessment, surface hardness, penetration resistance, pullout, break-off test, maturity method, pull-off permeability, resonant frequency, UPV, magnetic/electrical, radioactive/nuclear, short pulse radar, acoustic emission, infrared thermography. A review of the role of statistics in experiments, testing and design of experiments in addition to application of significance testing, linear regression analysis and assessment of adequacy of regression models in context with non-destructive techniques will be covered. This course will also include the study of practical case studies and hands on usage of selected NDT testing equipment. | Department of Civil and Mineral Engineering | emission | SDG7 |
| CIV1175H | Design of Tubular Steel Structures | This course covers contemporary structural design with an extremely popular material Âtubular steel. An overview of international specifications and design guides is given and "stateÂ-of-the-art" limit states design procedures are presented, discussed and illustrated with worked examples. Offshore structures are given some treatment but the course concentrates on onshore structures made from manufactured tubing or Hollow Structural Sections (HSS). Specific topics deal with: materials, testing and properties; columns and poles; concrete filling; fire protection; fabrication, including bolting, welding and nailing; plastic analysis of connections; welded tube- to-tube connections; braced frames and bracing design; bolted connections; finite element analysis of tubular structures; truss design for 2D triangulated or Vierendeel trusses; 3D space frames; moment-resisting frames and connections; and fatigue of connections. | Department of Civil and Mineral Engineering | offshor | SDG12 |
| CIV1422H | Dynamic Response of Engineering Materials | Fundamental theories and applications of response and failure of engineering materials (e.g. rocks, concretes, steels, polymers and glass) under highly dynamic loading. Topics include elastic and plastic stress wave propagation, failure and fracture theory under rapidly varying loads, dynamic fracture toughness, nucleation and propagation of damage in materials and their theoretical and experimental quantification. Lectures will be supplemented by selected laboratory exercises involving the newly built state-of-the-art Split Hopkinson Pressure Bar facilities, to illustrate the physics of dynamic loading, strain-rate effects, and high velocity fracture in engineering materials. | Department of Civil and Mineral Engineering | labor | SDG8 |
| CIV1171H | Earthquake Engineering and Seismic Design | The objectives of the course are to acquaint graduate students and practicing engineers with the basics of earthquake engineering and seismic resistant design of structures. Upon successful completion of this course, participants will be able to interact with seismologists and understand the fundamentals behind seismic hazard maps contained in our codes, apply basic dynamics principles to seismic design, understand the seismic design philosophy that is implemented in all codes and apply the main steps that are involved in the seismic design of buildings made of steel or reinforced concrete. Special emphasis will be given to the real behavior of structures under seismic loading, more specifically the formation of ductile mechanisms, and the assessment of performance under different intensities of seismic input. Common pitfalls in seismic design will be extensively discussed, and the underlying assumptions and code requirements related to the detailing of a number of RC and steel lateral load resisting systems will be presented. | Department of Civil and Mineral Engineering | buildings | SDG9 |
| CEM1002H | Empirical Study of Cities | This course provides students with an introduction to the topic of cities, how they are measured, and the methods used to measure them. The strengths and limitations of various measures are examined including issues related the cost of collecting data and the challenges in ensuring its integrity. After reviewing the most commonly used statistical analysis methods, student will calculate and use metrics to compare cities in Canada, North America, and around the world. Metrics of interest include, but are not limited to, those related to city services, public health and well-being, environmental sustainability, and economic vitality. Registration in this course is reserved for MEngCEM students. Other students wishing to register must request permission from the Office of Student Services. | Department of Civil and Mineral Engineering | well-being, public health, cities, environmental | SDG3, SDG11, SDG13 |
| CIV1430H | Engineering Rock Mechanics | This course is aimed at students who have studied soil mechanics and geotechnical engineering at undergraduate level, and who wish to expand their knowledge to include rock mechanics and rock engineering. The course covers fundamental components of rock mechanics (in situ stress, discontinuities, intact rock, rock masses, heterogeneity) before moving on to rock engineering topics (rock excavation and stabilization, foundations and slopes, underground excavations). Course delivery is via lectures, tutorials, and laboratory sessions. | Department of Civil and Mineral Engineering | knowledge, labor, soil | SDG4, SDG8, SDG15 |
| CIV1506H | Freight Transportation and ITS Applications | Efficient movement of freight is crucial for national economic viability. This course introduces the structure of the freight industry and relates it to business logistics and planning of supply chains. Planning of freight services at the strategic, tactical, and operational levels is presented and models of international, inter-city, and urban freight movements are introduced. Shipper behavior related to mode choice, carrier selection, adoption of 3-PL and information technology options is considered. The course also introduces the role of advanced technologies (ITS) in improving freight operations, and the implications of e-commerce on planning of freight services. The course concludes by providing an overview of policy issues, data sources and needs, and the particularities of the Canadian freight transportation context. | Department of Civil and Mineral Engineering | urban, supply chain | SDG11, SDG12 |
| CIV1532H | Fundamentals of ITS and Traffic Management | This course focuses on Intelligent Transportation Systems (ITS) with emphasis on Advanced Traffic Control and Management Systems (ATMS) and applications of Artificial Intelligence (AI) in ATMS. Topics include: Overview and Introduction to ITS - Traffic Flow Modeling for ITS: Macroscopic, Microscopic and Mesoscopic - Transportation Networks Modeling and Traffic Assignment - Genetic Algorithms (GA) for Optimization (Artificial Intelligence Part I) - Applications of GA: Emergency Evacuation Optimization, Origin-Destination Estimation, Dynamic Congestion Pricing - Artificial Neural Networks (Artificial Intelligence Part II) - Applications of NN: Automated Incident Detection (AID), Short-Term Traffic Flow Forecasting, - Traffic Control and Optimization Theoretical Primer - Reinforcement Learning (Artificial Intelligence Part III) - Introduction to Deep Learning (Deep NN + RL) - Freeway Traffic Control and Optimization - Street Traffic Control and Optimization - Other Research Topics (time permitting), e.g. Modelling and Exploiting Vehicle Automation and Connectivity for 21s Century Traffic Control. | Department of Civil and Mineral Engineering | learning | SDG4 |
| APS1004H | Human Resource Management: An Engineering Perspective | This course analyzes the relationship between management and workers in an engineering (including construction and manufacturing) environment. The course takes a holistic and strategic view of how industrial relations affect the business environment. Students will study industrial relations from the context of engineering-related industries, economics, sociology, and psychology. Students will develop an historical appreciation and perspective of the evolution and development of labour relations through concepts presented by figures such as Adam Smith, Fredrick Taylor, Charles Deming, and J.M. Juran. The goal of the course is to provide a general manager with a thorough understanding of how they can develop a competitive advantage for their organization through effective and thoughtful human resource management practices. In the context of how they relate to engineering and industrial relations, the course topics include: organizational behaviour including methods of motivation, scientific management, quality control, employment and economics, employment as a social relation, unions and other forms of employee representation, internal labour markets, strategic planning and the formulation of human resource strategy, practices and policies. | Department of Civil and Mineral Engineering | employment, labour, worker | SDG8 |
| CIV1320H | Indoor Air Quality | Contaminants in indoor air have enormous impact on human health, productivity, building energy use and sustainability. This course focuses on important contaminants, fundamental tools and methodologies to measure and model the indoor environment, and on engineering solutions to improve indoor air quality. The course covers a rationale and motivation for the investigation of indoor contaminants, important contaminants and sources, the use of mass balances to assess indoor concentrations, fundamental transport and transformation processes that occur indoors, indoor exposure assessment, and methodologies to assess costs and benefits for technologies and techniques to improve indoor air. The course explicitly links the air inside of buildings to building materials, energy use, outdoor air quality, and human health. | Department of Civil and Mineral Engineering | energy, buildings, invest | SDG7, SDG9 |
| CEM1003H | Infrastructure and Urban Prosperity | The course explores the evolution of great cities over time, looking at form and function to understand urban economic growth and accumulation of wealth. Drawing from various strands of economic thought, topics include: value theory; quantification of urban wealth; microeconomics of real estate markets; infrastructure for competitive financial centres; macroeconomics of urban form; growth theory; and evolutionary economics applied to urban systems. Using current and historical examples of urban development, the implications of infrastructure planning and management on the health/wealth of cities is examined. Registration in this course is reserved for MEngCEM students. Other students wishing to register must request permission from the Office of Student Services. | Department of Civil and Mineral Engineering | economic growth, infrastructure, cities, urban | SDG8, SDG9, SDG11 |
| APS1031H | Infrastructure Planning | This course is a guided exploration of infrastructure planning through a fundamental understanding of first principles and discussion about their application to various aspects of the discipline. This will include strategic planning, cost, finance, risk, resilience, design and the different applications from facilities to utilities, disaster relief and policy development. Guest presentations by recognized Subject Matter Experts round out the practical appreciation with case studies. The course is accessible to undergraduates, while providing an essentially post-graduate perspective. Given the enormity of this field, detailed exploration of any of the lecture topics is not possible. Instead, students will be encouraged to read further into the topics of interest and directed to existing courses that explore the topic in greater detail. | Department of Civil and Mineral Engineering | infrastructure, resilien, accessib, resilience, resilience | SDG9, SDG11, SDG13, SDG15 |
| APS1025H | Infrastructure Protection | A fully integrated protection scheme is necessary to efficiently implement an Infrastructure Resilience Plan to assure operational survival following a catastrophic event. Building on the first principles of security integration and fortifications practice, illustrated with case studies through history, the students explore site security surveys, different tools, mitigation methods and models in common use and the assumptions and technology behind them in order to make informed decisions on how to approach and solve an infrastructure protection problem for the full range of event types. This is then practised in partnership with industry, analysing real security integration issues for real clients, to whom the students will present their protection schemes. | Department of Civil and Mineral Engineering | infrastructure, resilien, resilience, resilience | SDG9, SDG11, SDG13, SDG15 |
| APS1024H | Infrastructure Resilience Planning | Planning for resilience is a fundamental of strategic and operational planning of infrastructure and requires an in-depth understanding of the operation one wishes to make resilient, its context and operating environment. This course teaches resilience planning from first principles, including the development and application of international and Canadian infrastructure resilience and investment policy, demand and dependency management, all-hazards and mitigation strategies and its relationship to Enterprise Risk Management and Business Continuity Planning. | Department of Civil and Mineral Engineering | infrastructure, invest, resilien, resilience, resilience | SDG9, SDG11, SDG13, SDG15 |
| CIV1321H | Large Scale Infrastructure and Sustainability | The next 15 years will see major changes in the global infrastructure system. To meet local, national and international sustainability goals, this next generation of infrastructure must be planned, designed and built in new ways. Large scale infrastructure projects have impacts well beyond their stated primary purpose: they consume significant amounts of natural resources and, once built, change how we live, work and move. As key players in planning, designing, constructing and commissioning large infrastructure projects, engineers have a special responsibility to understand the myriad ways infrastructure interacts with our natural and social systems. This course will explore what sustainability means in the context of infrastructure development, examine infrastructure needs and sustainability at the global and project scale, and provide students with skills and techniques to have an impact on infrastructure sustainability in their future work. At the end of this course, students will be able to think critically about the wider impacts of large-scale infrastructure projects and use this knowledge alongside their technical engineering skills to develop better outcomes. Students will learn approaches and skills for analysing (and influencing) the sustainability of infrastructure systems at the project and system scale. | Department of Civil and Mineral Engineering | knowledge, infrastructure, consum, natural resource | SDG4, SDG9, SDG12 |
| CIV1302H | Low Impact Development and Stormwater Systems | Civil Engineering is the oldest branch of engineering. In ancient times, architects, engineers and planners were one and the same. In landscape design, these three disciplines are still closely linked particularly in the design and construction of green infrastructure, low impact develop and stormwater infrastructure. In this course the design of stormwater management systems will be taught with a multi-disciplinary approach. Impacts to the flow regime, water balances, flow paths, water quality and aquatic habitats will be discussed. The low impact development (LID) design approach will be examined as a tool for sustainable urban planning. Some topics covered in this course include: • Conventional systems (stormwater management ponds) • Vegetated stormwater systems (green roofs, bioretention) • Infiltration systems (permeable pavements, exfiltration cells • Treatment systems (oil-grit separators, filter strips) • Modelling approaches. • Sediment and erosion control and operational considerations. | Department of Civil and Mineral Engineering | water, stormwater management, low impact development, green infrastructure, infrastructure, urban, green infrastructure, low impact development, land, erosion | SDG6, SDG11, SDG9, SDG15 |
| CIV1262H | Microscopy Applied to Concrete and Geomaterials | This laboratory course covers visible light, electron, and x-ray microscopic methods for the characterization of concrete and geo-materials, including methods of sample preparation. Topics include fluorescent dye impregnation to characterize cracks/grain boundaries/pores, chemical staining procedures, image and quantitative chemical analysis using free software packages (ImageJ, MultiSpec, and DTSA-II). After taking this course students will be able to take a geologic or concrete sample through the entire process of stabilization, preparation (cutting, grinding, polishing) and examination by microscopic methods. | Department of Civil and Mineral Engineering | labor | SDG8 |
| APS1009H | Natural Resources Management | This course focuses on management of projects on Natural resources and offer graduate engineering students the opportunity to learn specific management skills and management tools, from a holistic view of issues related to the management of natural resource projects and enterprises, and the required knowledge to identify and develop sustainable solutions to the interdisciplinary challenges related to the sustainable management of natural resources projects. The course also considers the management of public enterprises that are in charge of planning and developing national resources and important sustainable national and regional natural resources projects, such as water, environment, energy, minerals resources, or biological resources, not only in Canada, but also internationally. This course will help students to develop the necessary skills and capabilities needed and required in real life from graduate engineers, to be able to work successfully in natural resources management and natural resources projects and enterprises, whether working with the public sector or private sector, or in P3-Public Private Partnership and projects or working with a non-governmental organization, These skills will enable the students to work with different stakeholders,thinking strategically and keeping in mind always, the social responsibility as a core of all the projects related to natural resources. The course utilizes lectures, guest speakers,class discussions and analysis on real cases, and requires students to write and present a final team project report. | Department of Civil and Mineral Engineering | knowledge, water, energy, natural resource | SDG4, SDG6, SDG7, SDG12 |
| CIV1308H | Physical and Chemical Treatment Processes | Theory and application of physical and chemical operations and processes for the treatment of water and wastewater. Specific processes covered include sedimentation, coagulation, filtration, and disinfection, with an overview of reactor theory. Laboratory experiments are designed to support and demonstrate the lecture material. | Department of Civil and Mineral Engineering | water, labor, waste | SDG6, SDG8, SDG12 |
| APS1001H | Project Management | Course intro here. Project management has evolved from being an accidental job title into being a chosen profession with career paths and a body of knowledge. This course covers most of the knowledge areas of the Project Management Institute: integration, scope, cost, time, risk, human resources, procurement and communications management. We take a practical, applied approach, with the “PMBOK Guide” textbook, in-class exercises, and a team paper on “lessons learned” from an actual project. This a completely asynchronous online course. | Department of Civil and Mineral Engineering | knowledge, institut | SDG4, SDG16 |
| CIV1252H | Repair and Maintenance of Concrete Structures | This course deals with the assessment maintenance and repair of concrete structures. Topics covered include: inspection and monitoring of concrete structures (including instrumentation and non-destructive testing); identification of material failure mechanisms; residual service life prediction; life cycle cost analysis; and methods of repair and rehabilitation. Case studies of problems in structures due to reinforcement corrosion, alkali-aggregate reaction and free-thaw cycling will be investigated in detail. Recent advances in inspection and repair techniques will be critically evaluated. | Department of Civil and Mineral Engineering | invest | SDG9 |
| APS5500H | Research Methods and Project Execution for Graduate Student Success | Successful completion of your graduate program relies on strong research, critical thinking and communication skills. These qualities will continue to help you achieve success as you transition into the workforce, whether you enter industry or pursue a career in academia. This course provides training in these areas while focusing on your current research project, simultaneously providing you with future training and immediately applicable strategies to help you complete your thesis research project. Through facilitated activity-based workshops you will develop your research and project management skills, acquire strategies to identify and articulate a research hypothesis, set research goals and plan your research approach (including quantification of results and validation of quantitative metrics), and share research findings via oral, written and graphical communication. | Department of Civil and Mineral Engineering | transit | SDG11 |
| CIV1420H | Soil Properties and Behaviour | The fundamental concepts of soil mechanics and foundation engineering presented at the undergraduate level will be further developed in the context of advanced topics including: undrained loading and soil liquefaction; coupled hydro-mechanical modeling using Biot theory; cemented soils; unsaturated soil mechanics; constitutive models and laboratory test methods; and field monitoring techniques. Extensive reading assignments will be given. Research papers, numerical modeling assignments, and class presentations will be used as the basis for evaluation. | Department of Civil and Mineral Engineering | labor, soil | SDG8, SDG15 |
| CIV1190H | Structures under Blast and Impact | The behaviour of structures subjected to accidental or intentional blast or impact loading is exemplified beginning from understanding the nature of threats and blast loading evaluation, to dynamic analysis and specific structural design considerations. Topics presented include: 1. Threat and risk assessment; 2. Explosive processes. Detonation and deflagration; 3. Explosion effects. Loads on structures; 4. Dynamic analysis of structures; 5. Material behaviour under high-strain rate loading; 6. Design of reinforced concrete structures; 7. Design of steel structures; 8. Behaviour of glazing systems; 9. Pressure-impulse diagrams; 10. Industrial explosions; 11. Design for impact loading; and 12. Progressive collapse. The course addresses the existing lack of expertise in the area of extreme loading on structures and resilience of critical infrastructure, at a time when the need for knowledge in protective design is continuously increasing worldwide. At the forefront of engineering science, the course is unique in Canada and enhances the area of Structural Engineering, in general, and Physical Infrastructure Protection, in particular. | Department of Civil and Mineral Engineering | knowledge, infrastructure, resilien, resilience, resilience | SDG4, SDG9, SDG11, SDG13, SDG15 |
| CEM1001H | The Challenges of Urban Policy-Making | Addressing societal and engineering challenges in the 21st century requires engineers to think holistically about the systems we design and build. Public policy often dictates what engineering projects are commissioned and what values are being optimized for in engineering practice (e.g. cost, beauty, environment, safety, equity). However, too few engineers understand the drivers of public policy, how public policy is developed, and the role it plays in engineering. Similarly, too few policy makers understand the applied science of engineering. The interplay between policy and civil engineering is particularly acute in the urban environment, where civil engineering works (transportation, housing, water services, libraries, etc.) are concentrated and where, in Canada, the public policies of three levels of government influence engineering practice. This seminar course challenges engineers to think about how public policy is made and how it guides the practice of engineering both directly and indirectly. Particular focus is placed on urban policy and urban engineering. The first month of the course will deal with the process of urban policy making examining how issues emerge, how important ideas are framed, priorities are established, and agendas are set and managed. Factors to be considered include the role of bureaucratic and political actors, organized interests and non-governmental groups, the importance and influence of networks, and the potential for new models and options for the engagement of stakeholders and citizens at large. The second and third month of the course will focus on the relationship between public policy and the practice of civil engineering. The focus of the course will be to examine the myriad ways public policy and priorities intersect with the development of the built environment. The relationship between public policy and engineering in housing, transport, energy and sustainability will be discussed. The focus of the course will be on Canadian cities with examples from cities located elsewhere in the high-income world; examples and experiences from other parts of the world are welcomed. Registration in this course is reserved for MEngCEM students. Other students wishing to register must request permission from the Office of Student Services. | Department of Civil and Mineral Engineering | equity, citizen, water, energy, equit, income, cities, urban, housing | SDG4, SDG6, SDG7, SDG10, SDG11 |
| CIV1535H | Transportation and Development | The land use - transportation interaction is the focus of this course. Basic concepts underlying urban spatial processes are introduced. Land use forecasting models used to project future land use (principally population and employment distributions) for input into transportation planning studies are presented. Models reviewed include the Lowry Model, econometric-based models and urban simulation techniques. The remainder of the course deals with the qualitative and quantitative assessment of impacts of major transportation facilities on land use patterns. A term project dealing with the analysis of the impact of a current transportation proposal within the Greater Toronto Area on adjacent land use constitutes an important component of the course work. | Department of Civil and Mineral Engineering | employment, urban, land use, land | SDG8, SDG11, SDG15 |
| CIV1538H | Transportation Demand Analysis | This course deals with the quantitative analysis and modeling of transportation demand for planning purposes. The course principally deals with urban passenger demand, but an introduction to freight and intercity travel demand is also provided. A theoretical framework for the study of transportation demand is developed from basic micro-economic principles of consumer behaviour. The primary modeling approaches considered are: disaggregate choice models; entropy-based models, and an introduction to the activity-based approach to travel demand modeling. An understanding of the theory of the demand for transportation is coupled with practical experience in the specification, estimation, and use of transportation demand models. | Department of Civil and Mineral Engineering | urban, consum | SDG11, SDG12 |
| CIV1540H | Urban Operations Research | This course focuses on quantitative methods and techniques for the analysis and modelling of urban transportation systems. Major topics include probabilistic modelling, queuing models of transport operations, network models, and simulation of transportation systems. The application of these methods to modelling various components of the transportation system (including road, transit and pedestrian facilities) is emphasized in this course. | Department of Civil and Mineral Engineering | urban, transit | SDG11 |
| CIV1303H | Water Resources Systems Modelling | Water resources systems are physically complex and the solution of appropriate mathematical models is computationally demanding. This course considers physical processes in water resource systems, their mathematical representation and numerical solutions. Newton's 2nd law and the equations of mass and energy conservation are developed and applied to closed-conduit, open-channel and groundwater flow problems. Procedures for efficient numerical solution of the governing equations are presented. Problems of non-linearity, sensitivity to data and computational complexity are introduced. | Department of Civil and Mineral Engineering | water, energy, conserv, conserv | SDG6, SDG7, SDG14, SDG15 |
| CIV1330H | Water, Sanitation, Hygiene and Global Health | This course focuses on water, sanitation and hygiene (WASH) in low-income settings from an engineering and environmental health perspective. With respect to water, the course will cover drinking water quality and quantity, water access, and appropriate water treatment and storage options. The course will cover aspects of sanitation promotion, sanitation in challenging environments, and fecal sludge management. Hygiene topics will include disease transmission, handwashing station design, and theory and practice of hygiene behaviour, education and behaviour change. Local and national governance in WASH will also be explored | Department of Civil and Mineral Engineering | low-income, mental health, global health, water, sanita, hygien, income, environmental, governance | SDG1, SDG3, SDG6, SDG10, SDG13, SDG16 |
| CLA5010H | Vergil | ‘Vergilius noster, qui non quid uerissime sed quid decentissime diceretur aspexit, nec agricolas docere uoluit sed legentes delectare.’ (Seneca the Younger, Ep. 86. 15). Ostensibly a handbook in verse intended to serve the practical needs of farmers, the Georgics offer a profound, if sometimes mysterious, meditation on the human condition and humanity’s place in nature, on love, loss and longing, on ethics and on politics, on creation and destruction. In form and style they bear witness to the remarkable transformation of Roman literature in the first century BC under the influence of the learned Greek poetry of the Hellenistic age. Their often melancholy tone, however, and their depiction of the fragility of all that Virgil considers valuable also bear the imprint of the terrible upheaval of the civil wars through which he and his contemporaries lived. Topics to explore include the nature, theory, and function of didactic poetry as a genre; Virgil’s engagement with his predecessors in the genre, both Latin and Greek; the poem’s negotiation of Roman politics and the establishment of a new regime; the astonishing variety and novelty of Virgil’s style; and the perennial question of whatever the ‘Aristaeus episode’ with which the poem concludes is actually ‘about’. Evaluation will be based on one or more class presentations, an assessment of one or more items of secondary literature, and a research paper. Advanced knowledge of Latin is indispensable, the ability to read scholarship in French and/or German and/or Italian desirable. | Department of Classics | knowledge | SDG4 |
| COL5136H | Aesthetics of Space, Place, and Power | This seminar provides an overview of scholarship in the spatial humanities, with a focus on the ways that theorizations of space and place have informed aesthetics, culture, and politics. The “spatial turn” in critical theory designates an increased focus on space, place and spatiality across various disciplines to emphasize a geographic dimension as an essential aspect of the production of culture and experience. In the first half of the course, we will read seminal theorists of space whose work reinserted spatiality as essential to the discursive constructions of the categories of modernity and postmodernity. We will then examine how their challenges to historicism transformed understandings of the space-time experience of global capitalism and provided frameworks for expanded and revised theorizations of colonialism and imperialism, gender and sexuality, urbanization and architectural history, geocriticism and ecocriticism, and literary studies. We will investigate how the spatial turn has in recent decades resulted in attempts to map new historical geographies of literary production, and we will consider the methodological implications the spatial turn has had on the transformation of theoretical interventions in literary studies, particularly in postcolonial theory. Authors will include Gaston Bachelard, Michel Foucault, Henri Lefebvre, Frantz Fanon, David Harvey, Fredric Jameson, Edward Said, Jean Rhys, Tayeb Salih, Nuruddin Farah, Amitav Ghosh, Assia Djebar, and Mahasweta Devi. | Centre for Comparative Literature | gender, capital, invest, urban, production | SDG5, SDG9, SDG11, SDG12 |
| COL5141H | Beyond the Anthropocene: New Directions in Environmental Humanities | The humanities have been instrumental in critiquing the idea of the Anthropocene and in interrogating questions of responsibility and human-nonhuman relations. It seems, however, that these examinations do not afford us tools that can respond to the scale and urgency of climate change. Youth mobilizations, worldwide protests, and the Extinction Rebellion enact different forms of response. What then, is the role of Environmental Humanities today? What will be next in the examinations and advances that emerge from scholars in the field? Is cultural and literary criticism effective in awakening activism and shifting societal norms? How is the scholarly field shifting in order to respond in a more timely fashion to climate change and loss of biodiversity? In this course, we will examine the work of scholars, critics, artists, and writers in order to navigate this shifting field. Focus will be given to the energy humanities, new materialisms, and climate fiction studies. | Centre for Comparative Literature | energy, climate, environmental, anthropocene, biodivers, biodivers | SDG7, SDG13, SDG14, SDG15 |
| JLV5143H | Censorship, Culture, Archive | This course looks at how and why states seek to control culture and how creative projects may disrupt the action of political and commercial forces. The course begins by considering totalitarian regimes and cultural policy, along with examples of art labeled “healthy” or “degenerate” in Nazi Germany and the USSR. Case studies from the Soviet Union, the Eastern bloc and post-Communist successor states illustrate how censorship, education and technology may be used to control cultural production and knowledge of the past. Seminar participants will look at the policy of Socialist Realism and consider official and unofficial art and literature to explore the potential for transforming culture into a site of resistance. Readings in theory of the archive will be used to support analysis of how nonconformist works complicate or subvert established views of the past and open new potentials for the future. The course will facilitate in-depth research of major examples of nonconformist poetry, art, fiction and archival projects from these countries and provide a basis for analysis of cultural resistance in other repressive contexts. | Centre for Comparative Literature | knowledge, production | SDG4, SDG12 |
| JCO5121H | Classics and Theory | This course takes a long-range view of Greek literary thought by focussing on orality and textuality as modes of discourse. Equally fundamental will be the concept of hypertextuality — the obsession and overproduction of text as exemplified by the profusion of specialist compendia, encyclopedia, and commentaries of the Imperial Greek period. Rather than approach orality, textuality, and hypertextuality teleologically, we explore their interdynamics, their potentialities and limits, the social and intellectual institutions and practices undergirding them, as well as the distinct forms of authority inherent in each mode. Some guiding questions include: How does occasional performed poetry already intimate the textual? Why do inscriptions and technical scholarly texts routinely take recourse to aspects of orality? Indeed, how do we purport to access Greek oral tradition when the evidence is largely, if not entirely, mediated by the textual? What happens to the speaking voice when rendered textual? We will read representative original Greek texts (not only selection of archaic poetry, historiography, philosophy, and public inscriptions and sacred laws, but also inscribed hymns, Totenpässe, curses and prayers recorded on various materials, and written oracles) to recover how the Greeks themselves theorized the oral, textual, and hypertextual. We will integrate into our discussions pertinent secondary scholarship from comparative literature, linguistics, anthropology, and the sociology of knowledge (e.g., Goody, Vansina, Ong, Havelock, Rosalind Thomas, Benveniste, Certeau, and Latour). | Centre for Comparative Literature | knowledge, production, institut | SDG4, SDG12, SDG16 |
| COL5135H | Climate Genres | In the era of the Capitalocene, we find ourselves increasingly seeking new forms through which to understand the effects of climate change, loss of biodiversity, and industrial agriculture. Many cultural producers across the globe are seeking new forms and genres to portray the scope and scale of anthropogenic climate change. This year, the course focuses on food security and agricultural systems, examining various genres from different geographic locations in order to discuss the limits and possibilities of communication, knowledge dissemination, affective response, prescription, or witnessing that each one affords. Genres such as fiction, solar punk, film documentary, manifesto, policy documents, memoir, lyric essay, nature writing, environmental reportage, critical and cultural theory, and visual art will be included. | Centre for Comparative Literature | agricultur, food security, knowledge, solar, capital, climate, environmental, anthropogenic, biodivers, biodivers | SDG2, SDG4, SDG7, SDG9, SDG13, SDG14, SDG15 |
| COL5133H | Comparative Modernisms | This course critically examines the spatial, temporal, and aesthetic parameters of global literary modernism. The “global” turn in modernist studies has expanded the spatial terrain of the field and the time of modernism itself. In this course, we will read a range of modernist fictions that break our geographical and temporal expectations of what qualifies as a modernist text. Our focus will be on how interpreting modernism as a movement of multidirectional flows and exchanges has fundamentally reconstituted the traditional canon and has redrawn notions of modernist style, genre and periodization. The course’s transnational approach considers how the contact zones of the colonized “periphery” were instrumental to the making of European modernism, and how interrogations of discourses of primitivism have been central to the project of “globalizing” modernist studies. In our examination of non-European modernisms, we will focus on the relationship between anti-colonialism and modernism and the ways that colonial intellectuals repurposed modernist notions of aesthetic autonomy to agitate against colonial domination. By reading modernist texts from a range of colonial literary traditions (African, Arabic, Caribbean), we will excavate how the aesthetic qualities of modernism have been redefined to accommodate anti-colonial and post-colonial literary modernisms. Colonial writers and artists appropriated indigenous cultural forms to stylistically dissociate their aesthetic production from European art and literature. Therefore, a significant component of the course addresses how stylistic qualities traditionally associated with modernist aesthetics—self-consciousness and interiority, formal adventurousness and textual obscurity, fragmentation and ambiguity—are reconstituted and often abandoned in modernist fictions of the colony and postcolony. | Centre for Comparative Literature | globaliz, indigenous, production, indigenous | SDG9, SDG10, SDG16, SDG12 |
| COL5101H | Diasporic Cities: Itinerant Narratives of Metropoles by Travellers and Expatriates | This course will look at six metropoles (Berlin, London, Paris, New York, St. Petersburg, Shanghai) from the perspectives of Japanese visitors such as Mori, Natsume, Nagai, Yokomitsu, Tanizaki, Gotô, Tawada, and Horie, and from those of natives and immigrants (e.g., Benjamin, Döblin, Nabokov, Woolf, Conrad, Rilke, Pushkin, Gogol, Shi). Those writers’ accounts of cities in the span of time between the late nineteenth century and late twentieth century are inflected by the itineraries of their movement before and after their experience of the cities and by their peripatetic as well as optical experience of urban spaces of varied historical, social, material and geopolitical conditions. They reveal cities not as cartographical spots but as sites in the traffic of bodies and sensations. The readings (all assigned are available in English, with additional materials to be introduced by the instructor) shall be arranged in such a way that participants can compare each city’s literary mediations by variably invested observers. Accompanying theoretical, critical and photographic texts (e.g., Apter, Atget, Benjamin, Brandt, Brassaï, Burgin, de Certeau, Doisneau, Gleber, Maeda, Ronis, Walker) shall define a conceptual framework for each session. | Centre for Comparative Literature | invest, cities, urban, metro | SDG9, SDG11 |
| COL5143H | Dramaturgies of the Dialectic Part I: Hegel: The End of Art and the Endgame of Theater | We’ll be thinking about some repercussions of Hegel’s infamous pronouncement of the “end of art.” Why does Hegel say that art “no longer counts” as the expression of truth and what does this obsolescence imply for the practice of philosophy and for political practice? We’ll look at the ways in which art, according to Hegel, stages its own undoing at every stage and in every art form (sculpture, painting, music, etc), but especially in theatre, which Hegel presents both as the “highest” art form and the scene of art’s ultimate undoing. Why does theater occupy this privileged position? And what comes next? We’ll be focusing on selected portions of Hegel’s Aesthetics and the Phenomenology of Spirit, alongside other contemporary writings, such as Lessing, Schelling, and Hölderlin. And we’ll be reading some of the plays –mostly, but not always, tragedies — they were watching (or at least reading, or imagining watching): Sophocles, Euripides, Schiller, Goethe, Diderot, Aristophanes. And finally, we’ll consider the peculiar afterlife of theatre in philosophy – as a scene of pedagogy, a performance, and a political spectacle. | Centre for Comparative Literature | pedagogy, privileged, gini | SDG4, SDG10 |
| COL5144H | Dramaturgies of the Dialectic Part II: Tragedy and Philosophy after Hegel | Philosophy has always had a special interest in tragedy, and has often used it as either a negative or positive foil (sometimes both at once) to construct its own self-image. Plato famously banned tragedy; Aristotle recouped it; German idealist philosophers saw in “the tragic” a mirror-image of philosophy’s own preoccupations; Nietzsche blamed philosophy for tragedy’s demise; Marx saw in tragedy’s own (tragic) slide into farce a symptom of practical-theoretical enervation. In this semester we’ll explore the entanglement of philosophy and tragedy after Hegel, and in the light of the failed 1848 revolutions, with focused attention on how later thinkers raise the political stakes of this entanglement. We’ll be exploring the links between tragedy and sovereignty; tragedy and revolution; tragedy and gender; the predicaments of decolonial tragedy; the relationship between genre and medium. Readings to include: Hegel, Phenomenology of Spirit and Sophocles, Antigone; Marx, Eighteenth Brumaire; Nietzsche, Birth of Tragedy; Brecht, Short Organon and selected plays; Benjamin, Origin of the German Trauerspiel and “What is Epic Theatre?”; Adorno, “Trying to Understand Endgame and Beckett’s Endgame; Eisenstein’s Notes towards his (unrealized) film version of Capital; C.L.R James, The Black Jacobins and his Toussaint Louverture (the play); Nicole Loraux, Mothers in Mourning; Judith Butler, Antigone’s Claim; Raymond Williams, Modern Tragedy | Centre for Comparative Literature | decolonial, gender, capital, sovereignty | SDG4, SDG5, SDG9, SDG16 |
| ETH1000H | Ethics of Artificial Intelligence in Context | This year-long, half-credit graduate course exposes students to advanced methods employed in the analysis of ethical issues related to the production, dissemination, and application of AI in a variety of contexts. A diverse team of speakers from a range of academic disciplines including, for instance, computer science; criminology; engineering; law; literary studies; media studies; philosophy; or political science, will model various methodological approaches and modes of analysis. | Centre for Comparative Literature | production | SDG12 |
| JFC5025H | Feminism and Postmodernism: Theory and Practice | This course will examine the complex and controversial relationship between feminism and postmodernism, as this encounter is staged in both theoretical and fictional writings. While many of the «canonical» theoretical texts on postmodernism were penned by male scholars (Lyotard, Baudrillard, Vattimo, Hassan, Scarpetta, etc.), who largely ignored questions of feminism, gender, and women’s artistic practices, feminist critics (Jardine, Butler, Suleiman, Nicholson, Yeatman, and others) soon intervened in the debate. As these latter theoreticians demonstrated, many of the notions characterizing postmodern theories and literary texts were in fact concerns common to feminist thought : the crisis of patriarchal master narratives and the ensuing emphasis on localized, small narratives; the criticism of binary, hierarchical oppositions (center/margin, life /art, culture /nature, mind/body, masculine/feminine); the endeavour to privilege the heterogeneous, the plural, and the hybrid; and the problematization of the subject, of representation, and of language. Doubtful as to whether disseminated subjects are capable of agency and effective political action, other feminist scholars (di Stefano, Hartsock) still question the possibilities of constructive intersections between feminism and postmodernism. Drawing on the principal feminist theories in the postmodern debate, we will study the contentious theoretical issues outlined above, before turning to an analysis of an international corpus of postmodern literary narratives written by women, which construct « strategic subjectivities » (Kaplan) and « forms of common action » (Mouffe), combining ethical perspectives and aesthetic experimentation. Our close readings of these texts will pay careful attention to textual devices typical of postmodern texts (see Hutcheon), such as the extensive use of intertextuality, the recycling and rewriting of mythological, religious, and historical figures and events, the questioning of major binary oppositions underpinning Western thought, genre hybridity, the representation of the author in the text, and so on. Since this course will deal with feminist theories of postmodernism, as well as with feminist supplements to and criticisms of postmodern thought, it would be most helpful for students to have some prior knowledge of « male » theories of postmodernism (see certain references listed below) before beginning the course, although this is not a prerequisite. | Centre for Comparative Literature | knowledge, gender, women, feminis, recycl | SDG4, SDG5, SDG12 |
| COL5032H | Feminist Approaches to Medieval Literature | This course will explore how feminist theory has influenced the way medieval literature is read. The pluralistic and shifting nature of a feminist theoretical orientation which struggles with the politics of subject and gender identity, race, class, sexuality and the body is particularly apt for the exploration of the medieval literary text whose instability and variability render it resistant to critical authority and open to multiple readings. We will attempt to understand how gender structures medieval thought and its literary expression through selective readings from a variety of feminist theoretical perspectives such as psychoanalytic theory, French feminism, and postmodern theory of the body. The main focus of the course, however, will be on opening up medieval literary texts to new meanings. Texts to be studied will be drawn from a wide crosssection of medieval literary discourses such as epic, romance, courtly lyric, fabliaux, Marian literature, hagiography and drama and will include examples from writings by medieval women such as The Book of Margery Kempe, and Christine de Pizan’s The Book of the City of Ladies. | Centre for Comparative Literature | gender, women, feminis | SDG5 |
| COL5117H | Freud and Psychoanalysis | In this seminar, we will examine the writings of Sigmund Freud in their historical context, starting with the intellectual and political milieu of fin-de-siècle Vienna that set the stage for the invention of psychoanalysis. From here we will investigate aspects of Freud’s entire career, grouped roughly in four stages: his early 1890s writings on hysteria and his experiments with hypnosis, leading to his discovery of the “talking cure” and eventually the “secret of dreams” (The Interpretation of Dreams); his 1900s creation of the major concepts of sexual theory (his early case studies as well as Three Essays on the Theory of Sexuality); his central writings before, during and after World War I, from Totem and Taboo and The Uncanny through to his seminal work on shell shock, repetition compulsion, and the death drive in Beyond the Pleasure Principle; and his attempts to diagnose wide-ranging pathologies of society and culture in the late 1920s and 1930s (e.g., The Future of an Illusion, Civilization and Its Discontents, and Moses and Monotheism). The goal is to present a broad critical introduction to Freud’s work and to investigate key concepts of psychoanalytic theory. | Centre for Comparative Literature | invest | SDG9 |
| JFC1813H | Literature of Contact and Anthropological Thought 16th-18th Century | This course analyzes the link between contact literature (travel literature, discovery literature, colonial literature) and the establishment of modernity and its discourses of knowledge. Taking into account the philosophical and political debates between the 16th and 18th century, the course seeks to account for the European expansion, in particular the colonization of the Americas, and the emergence of discourses of knowledge about other cultures. Two aspects ought to be singled out here: the knowledge produced about «others» and the new consciousness of Europe’s own identity which was profoundly transformed in this very contact. The course follows the hypothesis that the philosophical and modern definition of modern Man is itself a result of the contact between Europe and its others. The discussions of the texts privilege epistemological aspects and anthropological and political thought. More precisely, the goal is to trace the various ways the emergence of the modern subject is tied to its construction of alterity. Literary texts for example will therefore be questioned about their social and political dimensions within the episteme of the time. A prominent issue will be the intercultural dynamic between the 16th and 18th centuries between Europe and the rest of the globe, but also within Europe itself. The development of new discourses of knowledge will involve texts of very different nature : literary, ethnographic, political, philosophical, historical, etc. Other aspects to be discussed are the issue of literary genres and canon formation, the conditions which make anthropological writing possible and the conceptualization of the «other» (ethnicity, race, religion, gender, etc.) | Centre for Comparative Literature | knowledge, gender | SDG4, SDG5 |
| COL5125H | Literature, Trauma, Modernity | In this course, we will examine literary representations of trauma from the early nineteenth century (the Industrial Revolution and the Napoleonic Wars) to the aftermath of World War I, when “shell shock” brought trauma irrevocably into the public eye. We will begin by examining the discourse of unrepresentability and doubt in nineteenth-century and early twentieth-century medical literature, especially in Freudian psychoanalysis: if we can find no somatic source for trauma, how do we know that it exists? We will then investigate how the literature of this period – “modernism” – both reacted to and helped to shape this discourse. Rarely focusing explicitly on traumatic events, this literature only hints at traumatic occurrences – foregrounding instead the problem of representability at the heart of the modern age. Just as the traumatized body no longer points back to a physical pathology, so too does language itself seem to be severed from the object it aims to describe. | Centre for Comparative Literature | invest | SDG9 |
| COL5145H | Poetics of Personhood | “Poetics of Personhood” considers a problem raised several decades ago by Barbara Johnson, which remains under-studied: what is the relationship between the poetic person and the legal person? Students in this course will examine theories of personhood, drawing on Enlightenment and liberal accounts by John Locke, John Stuart Mill, G.W.F. Hegel, and C.B. MacPherson; and critiques of personhood leveraged within the interdisciplines of critical race theory and Black studies by Sylvia Wynter, Cheryl I. Harris, Hortense Spillers, and Alexander Weheliye. Alongside these, we will read key texts on lyric poetry that consider the place of the person within this genre: selected critics will include John Emil Vincent, Jonathan Culler, Virginia Jackson, and others. The course will culminate with three case studies of poems drawn from different national/linguistic traditions: possible texts include Zong! by M. NourbeSe Philip (Tobago/Canada), Freedom & Prostitution by Cassandra Troyan (US/Sweden), and Ban en Banlieue by Bhanu Kapil (India/UK). | Centre for Comparative Literature | gini | SDG10 |
| COL5124H | Public Reading: Literature and the Formation of Critical Publics | This course considers the formation of publics and public intellectuals, according to some leading theorists. We will examine the nature of a public, its constitution and elaboration through shared texts, private reading, public interventions, media and social networks. Participants will be encouraged to look critically at assumptions about public vs. private, author vs. reader, and producer vs. consumer, as we think about how autonomy and a critical stance toward power could be forged in historical contexts and in the contemporary globalized world of social networks. We will talk about how filiation and affiliation work, consider the way citizenship and membership in a community are constituted, and ask what publics might mean for the past and future of democracy. | Centre for Comparative Literature | citizen, labor, globaliz, consum, democra | SDG4, SDG8, SDG9, SDG12, SDG16 |
| COL5127H | Queer Ethics & Aesthetics of Existence | This course examines recent work in Queer Theory, Philosophy, Literature, and Visual Culture, in which questions of ethics and aesthetics are of principal concern in thinking about friendship; sexual pleasure; intimacy; decision; anonymity and identity; social encounters and relations. We will read works by: Leo Bersani, Tom Roach, Tim Dean, William Haver, Michel Foucault, Herve Guibert, Jean-Luc Nancy, Lauren Berlant, and others. | Centre for Comparative Literature | queer | SDG5 |
| JCD5135H | Race, Politics and Jewishness | This course will trace the complicated history of Jewish racialization from the Spanish conception of limpieza de sangre (“the cleanness of blood”) to the “whitening” of (some) Jewish Americans and Jewish racial positioning today; we will also follow the tensions and coalitions of Jews and other racialized others, including Indigenous peoples, Palestinians, and Black, paying particular attention to Jewish-Black relations from the slave trade to the labor movement, the Women’s March, and Black Lives Matter. Alongside these historical studies, we will collaboratively build a theoretical apparatus for understanding the often-charged nexus between Jewish Studies and Critical Race Theory, reading Max Weinreich’s mobilization of the W.E.B. Du Bois’s “double consciousness”, Frantz Fanon’s dialogue with Sartre’s Anti-Semite and Jew, the controversy around Nadia Abu El-Haj’s The Genealogical Science, and Jewish responses to Frank Wilderson III’s Afropessimism. We will watch Al Jolson’s 1927 The Jazz Singer and Anna Deveare Smith’s 1992 Fires in the Mirror, and read early-twentieth-century Yiddish anti-lynching poetry, Toni Morrison’s 1977 Song of Solomon, and Philip Roth’s 2000 The Human Stain. Other readings include selections from the following books: - Henry Goldschmidt, Race and Religion among the Chosen Peoples of Crown Heights (2008) - Geraldine Heng, England and the Jews: How Religion and Violence Created the First Racial State in the West (2018) - Maria Elena Martinez, Genealogical Fictions: Limpieza de Sangre, Religion, and Gender in Colonial Mexico (2008) - Noah Tamarkin, Genetic Afterlives: Black Jewish Indigeneity in South Africa (2020) - Frank Wilderson III, Afropessimism (2020) | Centre for Comparative Literature | gender, women, labor, trade, indigenous, land, indigenous, violence | SDG5, SDG8, SDG10, SDG16, SDG15 |
| COL5122H | Text and Digital Media | This course examines new forms of textualities and textual practices that are emerging in the digital era. It highlights an understudied dimension of the text, i.e. the medium that forms its material and technological infrastructure such as scroll, codex, book, CD, e-book, the Internet, and smartphone. The course starts with a historical investigation into the printed text and print culture. Then it moves on to the question of how digital technologies shape reading and writing as well as other text-based cultural practices. While the course revolves around the mediality of the text, it distances itself from technological determinism by stressing the facts that digital technologies are always embedded in and shaped by historically specific political, social, and cultural conditions. This course is designed for students who are interested in questions and issues related to literary production in the digital era and more generally the materiality of the text. Theoretical and scholarly works we will engage with in this course include, but not limited to, Understanding Media: Extensions of Man (McLuhan, 1964), The Nature of the Book: Print and Knowledge in the Making (Adrian Johns, 2000), Writing Machines (N. Katherine Hayles, 2002), Writing Space: Computers, Hypertext, and the Remediation of Print (Jay David Bolter, 2001), Bodies in Code: Interfaces with Digital Media (Mark Hansen, 2006), The Interface Effect (Alexander R. Galloway), The Language of New Media (Lev Manovich, 2002), Expressive Processing: Digital Fictions, Computer Games, and Software Studies (Noah Wardrip-Fruin, 2009). | Centre for Comparative Literature | knowledge, remediation, infrastructure, invest, internet, production | SDG4, SDG6, SDG9, SDG12 |
| COL5142H | Women and Sex and Talk | This seminar reads a series of contemporary novels and short stories by women authors in the context of current discussions and debates on intimacy and violence; misogyny; desire, fantasy, and the pornographic. The course will consider the ambiguity of desire and pleasure’s contradictions; transgression and consent; rape; female friendship; sex talk; the stories of young women; and readership and audience. African-American, Indigenous, Canadian, Irish, Moroccan, and American authors will be read: Roxanne Gay, Kathleen Collins, Katherena Vermette, Miriam Toews, Eimear McBride, Leila Slimani, Diane Williams, Jamie Quatro, and Mary Gaitskill, amongst others. The focus will be on stories that are intentionally unsettling and operate without clear moral lessons. What is it that fiction can do, that non-fiction cannot, precisely when absent of general accusation, but instead is filled with detailed observations of the “inconsistencies and incoherence” of sex? | Centre for Comparative Literature | women, female, indigenous, indigenous, violence | SDG5, SDG10, SDG16 |
| COL5146H | Written in Blood: Caribbean Readings in Conflict and Healing | Blood, both as subject and method, provides highly productive opportunities for reading the Caribbean. Blood, bloodlines, bloodshed and bloodwork are indispensable as conceptual conduits through which to explore the complex histories and intricate cultural processes which constitute the Caribbean. Working with blood as the principal investigate strategy, this course will examine the pivotal role that questions of genealogy and violence occupy in the literatures of the English, French and Spanish Caribbean. We will also study Caribbean literary responses to imperialist medical discourses and colonialist approaches to epidemiology which located the Caribbean of the nineteenth century as a pernicious site of disease, a locus of bad blood. Reading the Caribbean through blood invites comparative reflection on other societies within the global south whose literatures bear witness to similar histories of cultural or political violence. Additionally, this method facilitates reading connections between wider experiences of conflict and the restorative potential of cultural production. The course will focus on specific Caribbean histories, but it will also engage with a wide range of related fields such as memory studies, peace studies, trauma studies and the medical humanities. Alongside the main literary texts, we will read essays by scholars such as Frantz Fanon, Achille Mbembe, Hannah Arednt and Hortense Spillers. Key texts to be studied include Abeng, (Michelle Cliff), Sweet Diamond Dust (Roasario Ferré), The Book of Night Women (Marlon James), The Drifting of Spirits (Gisèle Pineau), Love, Anger, Madness (Marie Vieux-Chauvet) and Cecilia Valdés (Cirilo Villaverde) [trans. by Helen Lane]. | Centre for Comparative Literature | peace, women, invest, production, peace, violence | SDG4, SDG16, SDG5, SDG9, SDG12 |
| CRI1020H | Law and State Power: Theoretical Perspectives | This seminar surveys core readings in sociolegal studies, including classical sociological approaches to law and legal institutions, as well as more contemporary approaches to studying the relationship between law and society. A central focus of this research is the divide between the “law on the books” and the “law in action,” but rather than focusing on specific empirical effects, much of this seminar will focus on specific empirical effects, much of this seminar will focus on the production of law, the ubiquitous place of law and its relationship to other social institutions, and the often competing processes through which law comes to “know.” Readings tentatively include the production and evolution of law, legal decision-making, the constitutive ways in which law shapes everyday life, law and globalization, law as a professional project, and legal knowledge as the product of (often competing) claims to authority and expertise. | Centre for Criminology and Sociolegal Studies | knowledge, globaliz, production, institut | SDG4, SDG9, SDG12, SDG16 |
| CRI3220H | Organized Crime and Corruption | The course will examine selected topics in organized crime (OC) and corruption, including the definition of OC and corruption; criminal structures within OC, related phenomena, including terrorism, white collar crime, gendered organized crime, mutual legal assistance to target transnational organized crime; money laundering, the prosecution of organized crime, and countermeasures and policies to combat corruption and OC. | Centre for Criminology and Sociolegal Studies | gender, corrupt, organized crime, terroris | SDG5, SDG16 |
| CRI3240H | Penology | This course is designed to give students an overview of the sociology of punishment. It will provide students with a theoretical foundation in the sociology of punishment/penology and explore contemporary innovations and developments since the golden age of prison sociology. This course moves beyond a strict analysis of imprisonment to explore the broader meaning and role of punishment in modern society. In this vein, we will explore the empirical realities of the nature of punishment (e.g., sites, targets) and the experience of punishment (including how it is gendered and racialized). In moving beyond conviction and sentenced imprisonment, students will have a greater capacity to engage with the realities and contradictions in punishment. We will treat the seminar room as a “learning community” – so sharing thoughts, points of disagreement, and engaging in discussion (also with me!) is crucial for learning. Being in graduate school, you are expected to come to class prepared and ready to share your critical thoughts on the assigned readings. | Centre for Criminology and Sociolegal Studies | learning, gender | SDG4, SDG5 |
| CRI3130H | Policing | Police will be examined as one of the state institutions providing normative regulation and social order in connection with other institutions like politics, economy, and culture. The course will include three main parts: i) Police: origin, structure and functioning, ii) Police in changing social environment and iii) Police: continuous change and innovation. Students will receive knowledge on the origin and short history of the police, its structure and operation as well as about major challenges, organized crime, and terrorism. Last developments such as community, private and problem-oriented policing, a problem of reforming also will be examining. Additionally to Canadian police during this course police of some other well-established, developing and transition countries will be studied with the focus on comparative policing. | Centre for Criminology and Sociolegal Studies | knowledge, transit, institut, organized crime, terroris | SDG4, SDG11, SDG16 |
| CRI3110H | Qualitative Research Methods | Qualitative methods for social science research entail systematic collection and analysis of data found in observations, interactions, and texts. Qualitative research methods generally are inductive, interpretive and labor intensive, and involve small samples and populations situated in a specific context. They also tend to require deeper and longer-term engagement with participants than most studies using quantitative methods. Qualitative research may allow understanding and explanation of some complexities of human practice, thought, and experience that elude enumeration or statistical analysis; it also may help discover new problems or provide scientific insights that work beyond the prediction of particular outcomes. In this course, we will examine and practice using various qualitative methods to consider how different approaches may be applied to answer specific questions, and to better understand and appreciate their potential contributions to building social theory and empirical knowledge. | Centre for Criminology and Sociolegal Studies | knowledge, labor | SDG4, SDG8 |
| CRI3355H | Sentencing | This course examines various aspects of the Canadian sentencing system. While this course is primarily legal in its orientation, the aim is to augment the discussion of sentencing issues with philosophical and criminological literature. The course commences with a consideration of the philosophical dimensions of sentencing and an examination of certain empirical issues, such as problems in assessing the efficacy of deterrence theory. During the course, considerable emphasis is placed on legislative and judicial approaches to the sentencing function and the procedural aspects of the Canadian sentencing system. Other topics for consideration include: the role of the victim, social context, sentencing Indigenous offenders, anti-Black racism, mandatory minimum sentences, and plea arrangements. The course also offers the opportunity to attend a busy plea court and a discussion a provincial court judge. | Centre for Criminology and Sociolegal Studies | racism, indigenous, indigenous, judic | SDG4, SDG10, SDG16 |
| CRI3356H | Youth Crime and Youth Justice | This course examines contemporary issues in youth culture, youth crime and youth justice. The course will begin by discussing the definition of “youth” and how this concept has changed through time. The course will then address a number of contemporary youth-related topics including: 1) Trends in youth crime and reporting to the police; 2) The impact of television, movies and video games on youth behaviour; 3) The relationship between Hip Hop music, youth resistance and youth violence; 3) The causes and consequences of street gangs; 4) Race, policing and criminal justice; 5) Perceptions of social injustice, youth radicalization and crime; 6) Cyberbulling; 7) Sexting and Youth Gender Relations; 8) Recent developments in youth justice; and 9) The implementation of evidence-based youth punishment and crime prevention policies. | Centre for Criminology and Sociolegal Studies | gender, injustice, criminal justice, violence | SDG5, SDG16 |
| CSB1021H | Cell Biology of Gastrulation LEC 0107 | Gastrulation in different animals, including invertebrates and vertebrates, is used to illustrate biological processes and to discuss basic concepts in animal development. This course will explore cell behaviours that occur during migration, tissue rearrangement and spreading as well as tissue separation. In addition to discussing these cell behaviours in the context of gastrulation, we will explore other contexts in which these same or similar behaviours also occur. | Department of Cell and Systems Biology | animal, animal | SDG14, SDG15 |
| CSB1472H | Computational Genomics and Bioinformatics | Recent technological advances have driven a revolution in genomics research that has had a direct impact on both fundamental research as well as direct application in nearly biological disciplines. These advances have made the generation of genomic data relatively straightforward and inexpensive; nevertheless, the data are meaningless if they cannot be properly analyzed. Computational genomics and bioinformatics are the tools we use to extract biological information from complex genomic data. CSB1472 will teach you the fundamentals of analyzing genomic data. This course emphasizes understanding how core bioinformatic analyses work, the strengths and weaknesses of related methods, and the important parameters embedded in these analyses. CSB1472 is not an applied methods course, nor a course to for developing new bioinformatic tools, but rather a course designed to provide you with a basic understanding of the principles underlying genome analyses. We will examine the fundamentals of sequence alignment, phylogenetic analyses, genome annotation, gene prediction, and gene expression data analysis. Theoretical, applied, and statistical issues will be addressed. The material is presented as an inverted course. Lectures are pre-recorded and available prior to class. Class time is devoted to review of the lecture material, discussion of the primary literature related to the course material, and hands-on analysis laboratories. | Department of Cell and Systems Biology | labor | SDG8 |
| CSB1020H | Current Techniques in Neuroscience LEC 0124 | This course will examine emerging cutting-edge techniques that are revolutionizing fundamental neuroscience research. Techniques to be investigated include: optogenetics, chemogenetics, current strategies for cell-type-specific transgene expression and virus-based circuit tracing, large scale electrophysiology, next generation fluorescent indicators, new imaging techniques such as two photo imaging and super-resolution microscopy. Students will take an active role in researching these techniques and presenting their theoretical foundations as well as practical applications, including advantages and disadvantages, to the class. | Department of Cell and Systems Biology | invest | SDG9 |
| CSB1020H | Data Visualization and Advanced Graphics in R LEC 0141 | This is an intermediate to advanced level introduction to R and the packages associated with visualizing large or complex data sets. Participants are strongly encouraged to have prior experience in R (i.e., Introduction to R, CSB1020). Individuals who complete the course will be able to manipulate and prepare large datasets to produce publication-quality graphics. The goal of this course is to introduce the proper use and interpretation of simple, popular and complex data visualizations. Topics will include A deep dive into building relatable figures with the ggplot package. Analysis and visualization of large datasets from differential expression experiments. Popular visualization methods and packages for genes and genome analysis. Each class will consist of a short introductory section followed by ‘code-along’ hands-on learning that will gradually build up the lecture’s topic(s). Students are expected to have access to a computer during class and are encouraged to ask questions while coding-along with the instructor. A homework assessment will be assigned after each class to reinforce the skills learned. The course will be provided through Quercus using Bb-collaborate. | Department of Cell and Systems Biology | learning, labor | SDG4, SDG8 |
| CSB1021H | Fundamentals of Genomic Data Science LEC 0131 | The rise of next-generation genomics has changed the way we think about, study, and employ genetic data, enabling applications that were, until recently, merely the stuff of science fiction. These advances have dramatically increased both the size and scope of biological datasets, and consequently, increased the need for basic computational literacy for nearly all biologists. This course is designed to serve as an introduction to genomic data science for students who do not have a background in bioinformatics. Students in the course will learn to perform several basic genomic data analyses using Galaxy, an open, web-based platform that incorporates multiple bioinformatics tools into a friendly Graphical User Interface (GUI). Students will then learn to scale up these genomic analyses using the Unix command line to tackle larger and more complex datasets. During the course, students will learn how to: Use Galaxy and command line tools to process and manipulate data Use the Integrative Genomics Viewer to visualize genomes Work in a Unix terminal Install bioinformatics software Connect and work on remote servers Understand common genomics file formats Perform de novo genome assembly, reference-based genome assembly, genome annotation, variant calling, and RNA-seq data analysis. The course will take advantage of online resources for background material, while spending class time analyzing real data sets. Students are expected to have a basic understanding of genomics and molecular biology, but no prior computational knowledge is required. Each class will consist of a short introductory section followed by ‘code-along’ hands-on learning that will gradually build up the lecture’s topic(s). Students are expected to have access to a computer during class and are encouraged to ask questions while coding-along with the instructor. A homework assessment will be assigned after each class to reinforce the skills learned. The course will be provided through Quercus using Bb-collaborate. | Department of Cell and Systems Biology | knowledge, learning, labor | SDG4, SDG8 |
| CSB1020H | Introduction to Python LEC 0140 | This is a beginner’s introduction to R and the Jupyter Notebook environment for individuals with no prior experience or background. Individuals who complete the course will be able to: Work with the Jupyter Notebook environment and navigate the R programming language. Understand data structures and data types. Import data into R and manipulate data frames. Transform ‘messy’ datasets into ‘tidy’ datasets. Make exploratory plots as well as publication-quality graphics. Use string searching and manipulation to clean data. Perform basic statistical tests and run a regression model. Use flow control and build branching code. Each class will consist of a short introductory section followed by ‘code-along’ hands-on learning that will gradually build up the lecture’s topic(s). Students are expected to have access to a computer during class and are encouraged to ask questions while coding-along with the instructor. A homework assessment will be assigned after each class to reinforce the skills learned and a final project will test overall knowledge and application. The course will be provided through Quercus using Bb-collaborate. | Department of Cell and Systems Biology | knowledge, learning, labor | SDG4, SDG8 |
| CSB1021H | Introduction to Python LEC 0140 | This is a beginner’s introduction to Python for data science applications. The course is intended for students with no computer science background who want to develop the skills needed to analyze their own data. Students who complete this course will be able to: Perform data analysis in Python using the Jupyter Notebook environment. Understand Python data structures and data types. Manipulate Python objects such as lists, data frames, and dictionaries. Import data into Python and transform ‘messy’ datasets into ‘tidy’ datasets. Use flow control to develop branching code. Use regular expression and string manipulation to explore and clean data. Make exploratory plots. Each class will consist of a short introductory section followed by ‘code-along’ hands-on learning that will gradually build up the lecture’s topic(s). Students are expected to have access to a computer during class and are encouraged to ask questions while coding-along with the instructor. A homework assessment will be assigned after each class to reinforce the skills learned and a final project will test overall knowledge and application. The course will be provided through Quercus using Bb-collaborate. | Department of Cell and Systems Biology | knowledge, learning, labor | SDG4, SDG8 |
| CSB1025H | Methods in Genomics and Proteomics | Genomics and proteomics have revolutionized biological research. It is now theoretically possible to fully characterize the structure, organization, regulation and interaction of all genes, proteins and small bioactive molecules in an organism. CSB 1025H/S is an intensive and rigorous laboratory course that will teach students how to produce and analyze data that are central to the fields of genomics and proteomics. The course is divided into three modules, the first of which focuses on genomics, the second on transcriptomics, and the third on proteomics. Each module begins with at least two wet labs where students generate data and end with computer labs where students analyze the data. In this way students will learn how to conduct an experiment from beginning to end. Techniques taught include DNA and RNA extraction, shotgun library construction, PCR, DNA sequencing, expression profiling using microarrays, 2D-gel proteome analysis, mass spectrometry and associated bioinformatics analyses such as sequence analysis and assembly, and statistical analysis of microarray and mass spectrometry data. This is an advanced laboratory and computer-based course, and assumes a strong background in molecular genetics and some prior laboratory experience. | Department of Cell and Systems Biology | labor | SDG8 |
| CSB1482H | Readings in Genome Biology and Bioinformatics | This course will focus on close reading and detailed discussion of landmark papers in genome biology and bioinformatics. Focus will be on the context of the paper, technological developments exploited (or reported) and impact on the field. Topics include: comparative, population and functional genomics, single cell genomic technologies, genome browsers, alignment and clustering algorithms. Evaluation will be focused on class discussion and presentations. | Department of Cell and Systems Biology | land | SDG15 |
| CSB1021H | Structural Biology in Drug Development & Biotechnology LEC 0144 | Biological, disease, and drug mechanisms are all determined by the three-dimensional arrangement of atoms within biological macromolecules. Therefore, knowledge of molecular structure is fundamental to protein engineering and the development of new therapeutics and vaccines. This course will cover the application of structural biology methods to drug development and biotechnology. Students will be introduced to the modern tools of protein structure determination including Cryo electron microscopy, X-ray crystallography, and NMR through lectures and tutorials. Lectures will focus on theory, techniques, and the advantages and limitations of each method. The applications of these methods to the pharmaceutical and biotechnology industries including protein engineering, target selection and drugability, lead identification and optimization, rational drug design, and drug mechanism of action will be explored through student presentations and discussions. | Department of Cell and Systems Biology | vaccine, knowledge | SDG3, SDG4 |
| CSB1021H | The Biology of COVID-19 LEC 0143 | In December 2019, there was a coronavirus outbreak in Wuhan China that lead to the global pandemic disease COVID-19 with hundreds of millions of people infected and millions of deaths. The pandemic has had a tremendous effect on worldwide economies, employment, education, social activity, and human health and wellbeing just to name a few. This course aims to give students a good understanding of: virology including the SARS-CoV2 virus that causes COVID-19; innate and acquired immunology and how our immune system combats viral infections; and vaccines including the leading vaccines being developed against SARS-CoV2. The course will cover some the basics of epidemiology with an emphasis on the epidemiology COVID-19. Several lectures will also be spent on COVID-19 itself including the science behind the tests for the virus, disease symptoms and etiology, and various treatments. | Department of Cell and Systems Biology | wellbeing, vaccine, employment | SDG3, SDG8 |
| CSC2501H | Computational Linguistics | Computational linguistics and the processing of language by computer. Topics include: context-free grammars; chart parsing, statistical parsing; semantics and semantic interpretation; ambiguity resolution techniques; reference resolution. Emphasis on statistical learning methods for lexical, syntactic, and semantic knowledge. | Department of Computer Science | knowledge, learning | SDG4 |
| CSC2612H | Computing and Global Development | This course will introduce students to the challenges and opportunities in computational initiatives to address problems in international development. They will learn the Sustainable Development Goals (SDGs) and the history of computational initiatives to achieve them. The students will have weekly reading assignments and in-class design/discussion sessions. They will be asked to submit one midterm paper at the middle of the semester. The students will also submit a project at the end of the course. The final grade will be based on the reading responses, in-class participation in the discussions, midterm paper, and final project. | Department of Computer Science | sustainable development, sustainable development | SDG8, SDG11 |
| CSC2547H | Current Algorithms and Techniques in Machine Learning | To fully understand a scene, a computer needs a rich, 3-dimensional representation of the world. Such representations have been developed for computer graphics programs, so it is natural to use similar representations in scene understanding programs. The main difference is that scene understanding is the inverse of computer graphics: whereas computer graphics generates a 2-dimensional image from a 3-dimensional representation, scene understanding infers a 3-dimensional representation from a 2-dimensional image. Note that once a 3-dimensional representation has been inferred, it should be possible to answer many common-sense questions about an image. It should also be possible to use a graphics program to regenerate the image from the 3-dimensional representation, and moreover, to generate modified versions of the image, in which objects have been moved or rotated and illumination or camera positions have changed. This view of scene understanding is known as inverse graphics. Inverting the graphics process to generate a 3-dimensional representation of an image is a difficult, non-deterministic problem. This course approaches it with machine learning. That is, we investigate techniques for learning programs that do inverse graphics, as well as related techniques for overcoming the limitations of convolutional neural networks for vision. This is an advanced graduate course in machine learning. It includes some lectures, especially at the beginning, but is primarily a seminar course in which students will read and present papers from the literature. There will also be a course project and possibly some assignments. The goal is to bring students to the state of the art in this exciting field. Tentative topics include generative and discriminative models for vision, convolutional and deconvolutional neural nets, variational inference and autoencoders, capsule networks, group symmetries and equivariance, visual attention mechanisms, vision transformers, differentiable renderers, and applications. Mathematical maturity is required. | Department of Computer Science | learning, invest | SDG4, SDG9 |
| CSC2526H | HCI: Topics in Ubiquitous Computing | This course will examine the growing prominence of mobile health over the past twenty years. After briefly discussing various definitions of mobile health, we will focus our attention on how people are using the sensors embedded in ubiquitous and novel devices to capture indicators of physical and mental health. More specifically, we will study how sensors are being used to measure physiological signals, psychomotor function, and disease-specific symptoms. We will also explore the how human factors play an important role in these technologies. This course requires an undergraduate-level understanding of machine learning and programming, although familiarity with computer vision, signal processing, and human-computer interaction will also be beneficial. Beyond weekly readings, students will be expected to complete and present a course project at the end of the term. | Department of Computer Science | mental health, learning | SDG3, SDG4 |
| CSC2537H | Information Visualization | This course will study techniques and algorithms for creating effective visualizations based on principles from graphic design, visual art, perceptual psychology, and cognitive science. The course is targeted both towards students interested in using visualization in their own work, as well as students interested in learning about cutting edge research in the field. Students will conduct reading and critical analysis of scientific research papers, that will be discussed in class. A final project will make‐up most of the grade, while student presentation and critical analysis skills will also be emphasized. | Department of Computer Science | learning | SDG4 |
| CSC2515H | Introduction to Machine Learning | Machine learning (ML) is a set of techniques that allow computers to learn from data and experience, rather than requiring humans to specify the desired behaviour manually. This course introduces the main concepts and ideas in ML, and provides an overview of many commonly used machine learning algorithms. It also serves as a foundation for more advanced ML courses. The students will learn about ML problems (supervised, unsupervised, and reinforcement learning), models (linear and nonlinear, including neural networks), loss functions (squared error, cross entropy, hinge, exponential), bias and variance tradeoff, ensemble methods (bagging and boosting), optimization techniques in ML, probabilistic viewpoint of ML, etc. | Department of Computer Science | learning, trade | SDG4, SDG10 |
| CSC2502H | Knowledge Representation and Reasoning | Representing knowledge symbolically in a form suitable for automated reasoning, and associated reasoning methods. Topics from: first-order logic, entailment, the resolution method, Horn clauses, procedural representations, production systems, description logics, inheritance networks, defaults and probabilities, tractable reasoning, abductive explanation, the representation of action, planning. | Department of Computer Science | knowledge, production | SDG4, SDG12 |
| CSC2516H | Neural Networks and Deep Learning | It is very hard to hand-design programs to solve many real-world problems, e.g. distinguishing images of cats vs. dogs. Machine learning algorithms allow computers to learn from example data, and produce a program that does the job. Neural networks are a class of machine learning algorithms originally inspired by the brain, but which have recently have seen a lot of success at practical applications. They’re at the heart of production systems at companies like Google and Facebook for image processing, speech-to-text, and language understanding. This course gives an overview of both the foundational ideas and the recent advances in neural net algorithms. | Department of Computer Science | learning, production | SDG4, SDG12 |
| CSC2224H | Parallel Computer Architecture and Programming | The goal of this course is to build a strong understanding of the fundamentals of the architecture of parallel computers and efficient programming for them. We will examine how architectures are designed to exploit and extract different types of parallelism. The focus will be on fundamentals, tradeoffs in parallel architecture design, and cutting-edge research. Architectures studied may include parallel microprocessors, GPUs and FPGAs. | Department of Computer Science | trade | SDG10 |
| CSC2506H | Probabilistic Learning and Reasoning | An introduction to probability as a means of representing and reasoning with uncertain knowledge. Qualitative and quantitative specification of probability distributions using probabilistic graphical models. Algorithms for inference and probabilistic reasoning with graphical models. Statistical approaches and algorithms for learning probability models from empirical data. Applications of these models in artificial intelligence and machine learning. | Department of Computer Science | knowledge, learning | SDG4 |
| CSC2532H | Statistical Learning Theory | This course covers several topics in classical learning theory. Required background for this course includes probability, linear algebra, and multivariate calculus. Minor coding will be required, i.e., the course will provide guidance for verifying the mathematical concepts using numerical experiments/simulations. Topics include: - Asymptotic statistics - Uniform Convergence - Generalization and complexity measures - Kernel Methods - Online Learning - Sampling and optimization | Department of Computer Science | learning | SDG4 |
| CSC2702H | Technical Entrepreneurship | This course introduces fundamental concepts from business and management that are relevant to technical entrepreneurs who are starting their own business or bringing new ideas and products to fruition within existing ones. The course is structured around case studies and discussion with leading practitioners from industry. The specific topics covered will vary from offering to offering, but will usually include marketing, product planning, short-term and long-term business plans, intellectual property rights, product liability, project management, human resource management, and basic accounting principles. | Department of Computer Science | entrepreneur | SDG8 |
| CSC2527H | The Business of Software | This course will examine the growing prominence of mobile health over the past twenty years. After briefly discussing various definitions of mobile health, we will focus our attention on how people are using the sensors embedded in ubiquitous and novel devices to capture indicators of physical and mental health. More specifically, we will study how sensors are being used to measure physiological signals, psychomotor function, and disease-specific symptoms. We will also explore the how human factors play an important role in these technologies. This course requires an undergraduate-level understanding of machine learning and programming, although familiarity with computer vision, signal processing, and human-computer interaction will also be beneficial. Beyond weekly readings, students will be expected to complete and present a course project at the end of the term. CSC2527H/CSC454H1 — The Business of Software This course introduces you to the nature, structure, and dynamics of the contemporary software industry. It focuses on the key factors involved in ideating, hypothesizing, validating, and executing a viable and investable/return driven business model to launch a sustainable, scalable and profitable tech-based (software and/or hardware) business venture as a company founder or as an employee of an established company. The course will be a team effort of four students per team. The scope of the course does not include not-for-profit or charity business models. Course objectives include a meaningful understanding of: The high-technology business environment in general and the software industry in particular. The business concepts and principles behind creating and launching a successful tech venture. How to produce, present, and critique business proposals and plans for ventures, and how to develop business simulation and forecasting models in support of these plans. How to converse with and present to investors, executives, judging panels, incubators and accelerators. Upon successful completion of the course, you will have first-hand experience of the stages, processes, and challenges involved in transforming an idea into an investable and scalable business venture, and will be ideally positioned to begin launching your own tech venture. In this course, you will learn techniques and methodologies that will give you a distinct career advantage after graduation, whether or not you intend to work in a tech field. It is designed to give you a true-to-life experience of the thought processes behind successful tech business ventures, which apply whether you are planning on creating your own startup or working for an established employer. You and your team will devise a cool, innovative solution to a significant market problem. This will involve researching your customer base, forming and testing hypotheses, and producing a value proposition that will form the basis for your business model. You will investigate your customer base and market by identifying the key activities, resources and partners needed for fulfillment. This process culminates in a business model that both makes sense in a financial context and resonates with a venture capital (VC) or funding audience—the kind of audience who will eventually be visiting the class to critique your final product and business model. This course sets very high standards for you because the business world demands nothing less. We have an obligation to ensure that your business education is thorough and demanding, and only students who are exceptionally dedicated and committed to developing mastery over the techniques and methodologies in this course will excel. To apply to take the course please follow this link www.dcsil.ca/student-courses. | Department of Computer Science | mental health, learning, capital, invest | SDG3, SDG4, SDG9 |
| CSC2559H | Trustworthy Machine Learning | The deployment of machine learning in real-world systems calls for a set of complementary technologies that will ensure that machine learning is trustworthy. Here, the notion of trust is used in its broad meaning: the course covers different topics in emerging research areas related to the broader study of security and privacy in machine learning. Students will learn about attacks against computer systems leveraging machine learning, as well as defense techniques to mitigate such attacks. The course assumes students already have a basic understanding of machine learning. Students will familiarize themselves with the emerging body of literature from different research communities investigating these questions. The class is designed to help students explore new research directions and applications. | Department of Computer Science | learning, invest | SDG4, SDG9 |
| CTL1321H | Aboriginal Civilization: Language, Culture and Identity | This course is designed for both Aboriginal and non-Aboriginal educators and professional practitioners and examines Aboriginal (FNMI) perspectives on language, culture, and identity while looking at how this knowledge can inform teacher and professional practices to the benefit of all learners. In relation to developing culturally relevant and responsive curriculum, pedagogies and professional practices we will explore some of the tangled historical, socio-cultural and - political issues. We will also develop an understanding of FNMI peoples as a complete civilization (a complete way of being in the world) that includes the complex interplay of various aspects of civilization such as culture, literacies, language, arts, architecture, spiritual practices, and philosophical themes. Educators and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues through discussions and hands-on learning opportunities in order to move forward and be able to create more inclusive, fulfilling learning environments in both urban and rural contexts. | Department of Curriculum, Teaching and Learning | knowledge, learning, urban, rural | SDG4, SDG11 |
| CTL3039H | Academic English Research and Acquisition | This course is designed primarily for graduate students whose first language or dominant language is not Standard English. In this course students will use an action research approach to analyze their own progress in actively acquiring Academic English proficiency. They will learn about the research, theories, and practices which inform our understanding of academic language skills necessary for success in graduate studies, and how they are acquired by learners of English as a Second Language. This will be achieved through a combination of critically reviewing scholarly articles/lectures on the acquisition of academic English proficiency and the sub-skills this comprises, applying second language acquisition research methods in a self-study project, and engaging in collaborative learning to develop graduate level academic language and literacies. Learning outcomes are assessed on the basis of students’ progress, self-evaluations, peer-to-peer feedback, and language acquisition; as such, grades for the class are credit/no credit only. | Department of Curriculum, Teaching and Learning | learning, labor | SDG4, SDG8 |
| CTL1223H | Activist Science & Technology Education | This course, open to Masters and Doctoral students in education, addresses theory and practice regarding relationships among various powerful individuals and groups in societies (e.g., corporations, transnational organizations, banks, financiers, politicians, think tanks, technologies, advertisements) and fields of professional science and technology regarding the extent to which they may contribute to the wellbeing of individuals, societies and environments. Attention also is paid to citizens' roles in conducting research and using findings to inform socio-political actions to influence powerful people/groups and fields of science and technology promoting a better world. | Department of Curriculum, Teaching and Learning | wellbeing, citizen | SDG3, SDG4 |
| CTL7009H | Anti-discriminatory Education | This course inquires into a range of equity issues including: teacher candidates' (TC) own biases, dispositions, ideas and positionality; relationships between and among students, teachers, community, administrators and families; the ways in which systemic oppressions operate within K-12 schooling in Ontario and beyond; and the interlocking social, economic and political (re)production of inequalities (including but not limited to race, indigeneity, class, gender, sexuality, ability, language, age and religion). The course develops TC capacity to interrogate and challenge multiple forms of discriminatory practices within education, seeking to develop TC's understandings of theories and practices of pedagogies of liberation within daily life in schools. This course is normally open only to students in the Teaching program. | Department of Curriculum, Teaching and Learning | equity, gender, equit, equalit, anti-discriminatory, production | SDG4, SDG5, SDG10, SDG12 |
| CTL1011H | Anti-Oppression Education in School Settings | In this course we will identify ways that systems of oppression and oppressive educational practices manifest themselves in school settings - for example, within interactions between teachers and students; administrators and students; students and students; students and the curriculum; teachers and the curriculum; administrators and teachers; teachers and parents; parents and administrators - and we will discuss how we can use these spaces or locate new ones to do anti-oppressive educational work in school settings. Emphasis in the course will be placed on integrating anti-oppressive educational theory with anti-oppressive educational practice. We will attempt to link our discussions of practice to theory and our discussions of theory to practice. | Department of Curriculum, Teaching and Learning | anti-oppression, anti-oppressive | SDG4, SDG10 |
| CTL1064H | Applied Theatre and Performance in Sites of Learning | This course will examine the research of, and different approaches to, applied and socially engaged theatre. Practitioners engaged in forms of applied theatre, such as drama in education, theatre for development, Verbatim theatre, participatory theatre etc. often believe creating and witnessing theatrical events can make a difference to the way people interact with one another and with the world at large. The 'social turn' in theatre is understood politically, artistically, and educationally to be in the service of social change, although there is certainly no single nor consistent ideological position that supports the expansive use of theatre in classrooms and communities. Theatre has been consistently used in formal and informal educational settings as a way to galvanize participation and make learning more relational, or more a student/participant-centred rather than teacher/facilitator- centred proposition. In addition to exploring the educational value of applied theatre in a range of contexts and through a variety of interventions and intentions, the course will also contemplate the ethics and poetics of representation in performance and in research. | Department of Curriculum, Teaching and Learning | learning, social change | SDG4, SDG16 |
| CTL7013H | Arts in Education | An introduction to research-informed teaching and professional learning in Music Education, Visual Arts Education, and Health and Physical Education for students in grades 4 to 10. For each of these disciplines, the course explores Ministry curriculum, lesson design and planning, pedagogy, assessment and evaluation, and research in light of contemporary educational theory and practice. This course is normally open only to students in the Teaching Program. | Department of Curriculum, Teaching and Learning | pedagogy, learning | SDG4 |
| CTL1100H | Arts in Urban Schools | This course explores different approaches to the arts in urban schools, with a focus on how the arts might play a role in teaching for equity and social justice. Using a critical lens, students will explore the role that the arts might play pedagogically and in the curriculum in urban schools. Among other themes, students will explore how to incorporate the arts for teaching in non-arts classrooms, critical issues in curriculum and instruction in various arts disciplines, as well as non-curricular and community-based approaches to the arts in school related contexts. Students will have an opportunity to explore different artistic disciplines and consider how they might incorporate the arts as a strategy in teaching for social change. | Department of Curriculum, Teaching and Learning | equity, equit, urban, social justice, social change | SDG4, SDG10, SDG11, SDG16 |
| CTL7007H | Authentic Assessment | This course presents an overview of the basic concepts, practices, and current research associated with effective assessment and evaluation in Ontario classrooms. Teacher candidates will develop an understanding of Ontario curriculum and policy documents as relevant to the professional obligations of student assessment and evaluation, grading and reporting. Examination of effective strategies of assessment for, as, and of learning is at the core of this course. Drawing on current research, attention may be given to topics such as validity and reliability, assessment tool design, success criteria, quality feedback, performance assessment, authentic assessment, portfolios, self-evaluation, data gathering and management, standardized testing in provincial or large-scale assessments, as well as assessment related beliefs, attitudes, and issues of psychological well-being. Related issues of equity and a critical stance are infused and discussed throughout the course. | Department of Curriculum, Teaching and Learning | well-being, learning, equity, equit | SDG3, SDG4, SDG10 |
| CTL1616H | Blended Learning: Issues and Applications | This course examines current issues and applications of blended learning, where some learning is facilitated in a face-to-face environment and some is facilitated within a digital environment. Purposeful and pedagogically sound methods of digital teaching and learning in a blended learning environment are explored. This course examines applications and issues related to blended learning at all levels of education. Underlying this examination are the theoretical frameworks of constructivist learning and TPACK, and the issue of technology transience as it affects the design and incorporation of a digital learning environment. The digital tools available to facilitate blended learning are explored from the perspective of how such applications can support, inform and enhance the design of digital learning environments and methods of teaching. Included in the course is a discussion of related terminology, the current state and trends of blended learning, and future predictions about teaching in digital environments that facilitate blended learning. Assessment, competencies, Universal Design for Learning and inclusion in blended learning are also examined. The readings will focus on the theoretical ideas themselves, along with the integration of digital tools and instructional methods to support student learning in a blended learning environment. The key, overarching question we’ll be considering in this course is: In times of technology transience, how can we best support student learning in blended learning environments? In other words, how do we design blended learning opportunities in ways that reflect what we know about how people communicate and learn through digital interactions? | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1899H | C&P Doctoral Proseminar in Curriculum & Pedagogy | The proseminar half-course will be organized into three-hour sessions. These sessions will often involve two parts, which may be organized in any order from week to week. First, some classes will feature a member of the Curriculum and Pedagogy (C&P) faculty who will be asked to introduce her or his research to the students and to speak to the question of how her or his work is situated within curriculum studies. Invited faculty will be able to choose one or two readings for that week, in order to give students an introduction to their work prior to the class. Second, each class session will focus on a topic of interest to doctoral students related to academic work in general and doctoral work in particular. The course will introduce students to the details of being a PhD student in C&P and will provide a forum for exchanging resources and ideas among students. In tandem, the proseminar will provide students with an introduction to academic life in general, including issues such as conferences, publications, teaching experience, academic job markets, etc. | Department of Curriculum, Teaching and Learning | pedagogy | SDG4 |
| CTL7011H | Child and Adolescent Development and Learning | This course addresses issues and developmental changes in children and the factors involved in child development. Infancy, the preschool period, early school years, intermediate years, and adolescence are covered. This course is normally open only to students in the Teaching program. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3031H | Children's Literature within a Multicultural Context | This course explores ways to bring children, cultural diversity and literature together in an interactive manner. Stories - whether traditional folktales or contemporary multicultural works - not only help define a child's identity and understanding of self, but also allow others to look into, appreciate, and embrace another culture. Class discussions revolve around an annotated bibliography of articles and books concerned with multicultural children's literature prepared specifically for the course and designed primarily for teachers in mainstream as well as ESL (English as a Second Language) and heritage language classes. The practical aim is for teachers to learn how to take advantage of the cultural diversity and interests that children of varied backgrounds bring to the classroom and to explore themes in folklore in order to open up the world of literature to all their students. The focus is to develop strategies for engaging students in classrooms in meaningful dialogue about diversity using the medium of personal interaction with the multicultural text. Throughout the course, we focus on how to encourage students to share their own cultural stories and ''border cross'' from one world to another. Particular emphasis is placed on the relevance of multicultural children's literature to minority students' self-esteem and literacy formation and to the school's relationship to minority and majority communities in addition to its relevance in confronting issues of human rights and social justice. | Department of Curriculum, Teaching and Learning | minorit, social justice, human rights | SDG10, SDG16 |
| CTL3411H | Cinema and Historical Literacy | This course considers how viewers "read" historical cinema. Its focus is on the divergent demands of the production of historical films and the ways in which those demands distort (or just change) historical events in order to produce a consumer product. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper. | Department of Curriculum, Teaching and Learning | consum, production | SDG12 |
| CTL1325H | Citizenship Education, Pedagogy, and School Communities | This course is designed to explore and analyze evolving and contrasting characterizations of citizenship education in school communities, primarily in Canada. Particular attention is given to the ways in which teachers translate varying theoretical perspectives and curricular intentions into pedagogical practice as they address such themes as informed citizenship, civic identity, civic literacy, controversial public issues, and community engagement and activism. Instruction for this course includes a mixture of directed and interactive presentations, discussion, and inquiry modes. In doing so, candidates are provided with opportunities to deepen their language of conceptualization, their skills of analysis and critique, and their research abilities. Candidates will also be encouraged to take a personal stance on curricular and pedagogical perspectives in relation to citizenship education. | Department of Curriculum, Teaching and Learning | pedagogy, citizen | SDG4 |
| CTL1427H | Commemorating Canada, 1800's - 1900's | This course will examine historical literature that looks at the different ways in which historical commemorations and historical memory have been forged, the hegemonic meanings of the past created by elites, and the contestation of those meanings by those often formally excluded from these processes: women, members of ethnic and racialized groups, and the working classes. We will look at areas such as state commemorations and the creation of 'tradition', the development of museums, historical tourism, and the designation of monuments and battlefields as sites of national memory. The course will conclude with an exploration of current debates over the place of 'history' in the schools and universities. | Department of Curriculum, Teaching and Learning | women | SDG5 |
| CTL3100H | Communication and Second Language Learning in the Workplace | A huge proportion of workers in Canada utilize at least one language which is not their mother tongue in order to carry out their work. In this course, we will investigate a wide variety of questions and topics related to second language speakers and learners in the workplace. What is workplace communication? Who does it? Why? What impact do factors have on the conversations that occur in the workplace, including: - second language ability - sociolinguistic competence - intercultural communication - one's institutional role (e.g., employee, employer, supervisor, entry-level worker) - type of workplace (e.g., medical, legal, university, warehouse, construction, etc. - types of speech events that occur (e.g., meetings, interviews, email memos, internet chatrooms, lectures, workplace ESL classes, etc.) We will use sociolinguistic tools to understand workplace settings and to investigate what makes for successful multicultural/intercultural workplace interactions. We will analyze authentic examples of written and spoken language in a variety of workplace settings. | Department of Curriculum, Teaching and Learning | learning, worker, invest, internet, institut | SDG4, SDG8, SDG9, SDG16 |
| CTL1608H | Constructive Learning and Design of Online Environment | This course will examine the theory and research that underlies constructivist learning and its historical and philosophical roots. The educational applications that have developed out of these ideas, like problem based learning, collaborative learning and knowledge building will be explored in regards to how such concepts can inform and enhance the design of online environments and methods of teaching. We will look at different learning environments, both research projects and applications current in the field that instantiate various elements of these ideas. | Department of Curriculum, Teaching and Learning | knowledge, learning, labor | SDG4, SDG8 |
| CTL1016H | Cooperative Learning Research and Practice | This course provides for practical experience of as well as understanding of innovative practices in cooperative learning (CL). We explore rationales for and current developments (synergy, shared leadership). Topics include: What is CL (principles, attributes); how to organize CL (structures and strategies); how does CL work (basic elements, types of groups); teacher and student roles; benefits (positive interdependence, individual accountability, social skills, cohesion); evaluation (forms and criteria); obstacles and problems; starting and applying CL in your classroom (teachers' practical knowledge; collegiality; parental involvement); independent learning and collaborative inquiry; Ministry and Board requirements; and resources and materials Group (response trios) projects and joint seminars. | Department of Curriculum, Teaching and Learning | knowledge, learning, labor | SDG4, SDG8 |
| CTL1047H | Course-Self-Assessment | This course examines the concept of self-assessment and its relationship to learning and other psychological constructs, construction and validation of self-assessment measures, psychometric properties of self-assessment, how learners assess their learning, and how teachers and professionals in social and health services assess the quality and effects of their practices. The course emphasizes practice as well as theory and research. Some of the topics include methods of self-assessment; cognitive processes; psychometric issues and sources of bias in self-assessment; correlates of self-assessment; learner self-assessment and teacher or professional self-assessment. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1099H | Critical approaches to arts-based research | This course examines how creative practices can be employed to generate innovative research in the humanities and social sciences. Course participants will analyze current debates on representation, rationale, and ethics, and in particular they will examine how arts-based practices/processes can move educational research towards more critical, democratic, and participatory forms of research by attending to issues of social justice and equity. | Department of Curriculum, Teaching and Learning | equity, equit, social justice, democra | SDG4, SDG10, SDG16 |
| CTL3035H | Critical Literacy in Action | This course focuses on critical literacy and the theories that underpin it. Throughout the course participants are asked to explore issues raised by critical literacy in relation to their own circumstances, particularly as these pertain to educational issues within society. This course challenges participants to develop critical questions with application to personal/professional contexts. Video clips of interviews with renowned scholars in literacy studies form the basis of this interactive course. Major questions discussed throughout the course are: What is literacy? What is critical literacy? What is the history of critical literacy? - What is so critical about critical literacy? What are the theoretical underpinnings of critical literacy? How do critical literacies converge and diverge with multiliteracies? What does critical literacy look like in practice? Graduate students will be asked to generate additional critical questions that contribute to individual or collective critical inquiry projects such as a critical literature review, a thesis research project or a curriculum analysis that investigates burning questions about critical literacies. | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL3008H | Critical Pedagogy, Language, and Cultural Diversity | Linguistic and cultural diversity have always characterized human societies and have usually played a central role in mediating power relations between dominant and subordinate groups. In recent years, theorists working within the framework of Critical Pedagogy have begun to describe how societal power relations are manifested in schools both through interpersonal interactions and the hidden curriculum. In particular, theory has focused on how language use and language learning interact with dimensions such as class, race, ethnicity, and gender in mediating power relations within the educational system. The course will focus on this body of theory and research and explore its applications to current educational issues related to minority students in both Canadian and international contexts. | Department of Curriculum, Teaching and Learning | pedagogy, learning, gender, minorit | SDG4, SDG5, SDG10 |
| CTL1049H | Critical Practitioner Research in Education | This course explores inquiry as a methodological stance on practice, a framework for investigating and addressing critical issues in school, classroom, and community-based research. What Cochran-Smith and Lytle (2001; 2009) have theorized as an inquiry stance invites educators to regard educational projects as sites of knowledge generation, occurring within social, historical, cultural, and political contexts. With its emphasis on the intimate relationship between knowledge and practice, this concept foregrounds the role that practitioners can play—individually and collectively—in generating understandings, rich conceptualizations, in the service of enacting new educational possibilities. Taking an inquiry stance involves constructively problematizing conventional educational arrangements, interrogating how knowledge is constructed, evaluated and used in various settings, and re-imagining the roles practitioners might play in actualizing change in their work contexts. Drawing on this notion of inquiry as stance, this course will explore what it means to be a practitioner researcher in educational institutions and community-based organizations. This course is intended for MA and PhD students interested in exploring the possibilities and the potential of developing new understandings and research within actual educational contexts that they shape daily. This may include a range of initiatives, from developing small-scale studies to inform ongoing practice to developing larger research projects, including practitioner inquiry dissertations. The course will pay particular attention to the conceptual and experiential frameworks that practitioners bring to site-based educational research. We will consider critical practitioner research in relation to other methodological approaches as well as educational conversations about the nature of research, with special consideration of how research might shape practice and inform policy and the potential contributions practitioners can make. | Department of Curriculum, Teaching and Learning | knowledge, invest, gini, institut | SDG4, SDG9, SDG10, SDG16 |
| CTL1304H | Cultural Studies and Education | The study and concept of ''culture'' has emerged from a number of different disciplines over the past century. ''Cultural studies'' is a recent synthesis and critical re-evaluation of some of these approaches, one with important implications for educators in the area of the humanities. Through a discussion of key texts and issues generated within this tradition, the course examines struc- turalist, ethnographic, feminist, and postmodern versions of cultural studies in order to understand how these approaches reformulate an educational practice concerned with contemporary culture. | Department of Curriculum, Teaching and Learning | feminis | SDG5 |
| CTL1218H | Culture and Cognition in Mathematics, Science and Technology Education | This course explores the fundamentally cultural nature of all learning, but specifically learning of mathematics, science, and technology disciplines. The course is roughly split into three major sections. We begin with a brief overview of cultural-historical approaches to understanding learning and cognition. These theoretical frameworks begin with the assumption that cognition is fundamentally social and cultural, always grounded in activity, practices and communities. Secondly, we will focus on empirical research on mathematical, scientific and technological thinking in various contexts, ranging from elementary school mathematics classes to grocery shopping to carpet laying to theoretical physics. Finally, using the theoretical and empirical work as a foundation, we will study approaches to instruction based on the assumption that all learning is cultural. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1209H | Current Issues in Science and Technology Education | The course focuses on the design of effective strategies for exploring students' personal frameworks of meaning in science and addresses issues of contemporary international debate about science and technology education, including the ''Science for All'' movement, the ''new'' psychology of learning, the language of science and technology education, politicization of science and technology education, the role of laboratory work, computers in science education, and issues in environmental and health education. | Department of Curriculum, Teaching and Learning | health education, learning, labor, environmental | SDG3, SDG4, SDG8, SDG13 |
| CTL1817H | Current Issues in Teacher Education | This course examines various issues of teacher education, including the longstanding criticisms (e.g. program is disjointed) while others are more recent concerns (e.g. defining a knowledge base for teachers). Specific topics will be examined in light of the current context of education with an effort to understand the complexity of becoming a teacher. This course will systematically examine the current research on teacher education. We will consider teacher education both within Canada and internationally. We will systematically work through various topics by reading widely, discussing issues, and trying to determine ways to reform and renew teacher education. | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL7087H | Curriculum and Teaching in Drama and Dance | This course develops an awareness of and practice in the arts as a means of personal development and as a learning technique. The philosophy and practice of Dance and Drama in education will be explored. The possibilities of conceptual development and expansion of THE CREATIVE PROCESS through the art of Dance and Drama with a particular focus on the cognitive, social, and artistic development of the child. This course is designed to assist teachers in the Primary/Junior Division in the development, implementation and assessment/evaluation of Dance and Drama focused learning experiences. Candidates will participate in work that involves games, movement, tableau, role-playing, storytelling, playmaking, writing in role, improvisation, interpretation and presentation. They will learn to explore the elements of dance through creative movement that may be inspired by picture books, visual images, and artworks and music. Candidates will also explore various forms of global dance and genres. Current theories of arts in education will be incorporated as participants plan drama lessons, consider expectation(s) and implement assessment strategies as outlined in the Ministry documents. The use of Dance, Drama and Music as art forms as well as an INTEGRATIVE methodology for learning across the curriculum will provide a framework for the course. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7033Y | Curriculum and Teaching in Dramatic Arts - Intermediate/Secondary | This course prepares teacher candidates to be effective instructors of dramatic arts the Intermediate/Secondary level. During this course, you will learn about the Ontario dramatic arts curriculum, lesson planning, assessment, and techniques for preparing learning experiences that foster creativity and nurture artistic growth. You will also study pedagogical practices related to each of the three inter-related strands of the Intermediate/Secondary drama curriculum: 1. Creating and Presenting; 2. Reflecting, Responding, and Analyzing; and 3. Foundations. The impact of different dramatic styles and traditions, drawn from different social and cultural contexts, will also be examined. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7034Y | Curriculum and Teaching in French as a Second Language - Intermediate/Secondary | This course will help teacher candidates develop the skills, knowledge, and professionalism expected of beginning core French teachers at the Intermediate and Senior levels. We will focus on: methods and techniques to facilitate the teaching/learning of listening, speaking, reading and writing as interrelated processes integrating grammar, vocabulary, pronunciation, culture, language awareness, learning strategies, media, technology, literature, and a variety of assessment strategies into lesson plans and long-term teaching units which reflect current Ministry of Education guidelines; electronic conferencing to support a collegial learning environment; the creation of a professional electronic portfolio. Candidates will be involved in reflective and active learning. This course is offered in French. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CTL7031Y | Curriculum and Teaching in Health and Physical Education - Intermediate/Secondary | This course examines the underlying principles of teaching Health and Physical Education in the Intermediate/ Senior division for the 21st century learner by drawing on current research, current philosophies and the overarching goals of Health and Physical Education. This course of study prepares future teachers to enable their students to acquire the knowledge, skills and attitudes necessary to become both physically and health literate in order to lead healthy active lives and promote healthy active living for others. Attention will be paid to the importance of supporting students in making positive personal health choices, enhancing their personal fitness and further developing movement skills, strategies and tactics to promote their participation in a wide variety of physical activities. Effective teaching strategies and practices in Health and Physical Education will be addressed. The importance of quality instruction as it fits into a comprehensive school health model will also be explored. | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL7021Y | Curriculum and Teaching in History - Intermediate/Senior | This course will introduce candidates to the methodologies and issues relevant to teaching History in Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment techniques and approaches to curriculum design will be explored. Adapting the history program to meet the needs of a diverse student body will be highlighted. Course methods include demonstrations, interactive sessions, small group activities and field studies. Assignments will require candidates to develop practical applications and to link theory and practice. This course is normally open only to students in the Master of Teaching program. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7051H | Curriculum and Teaching in Junior/Intermediate French (Second Language) | This course will help teacher candidates develop the skills, knowledge, and professionalism expected of beginning core French teachers at the junior/ intermediate levels. We will focus on: Methods and techniques to facilitate the teaching/ learning of listening, speaking, reading and writing as interrelated processes. Integrating grammar, vocabulary, pronunciation, culture, language awareness, learning strategies, media, technology, literature, and a variety of assessment strategies into lesson plans and long-term teaching units which reflect current Ministry of Education guidelines. Candidates will be involved in reflective and active learning. This course is offered in French. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CTL7052H | Curriculum and Teaching in Junior/Intermediate Geography | The purpose of this course is to introduce teacher candidates to basic knowledge, skills/techniques, attitudes and methodologies applicable in the successful teaching of geography and social studies at the J/I level. The course will, therefore, deal with both the practical and theoretical issues related to the teaching of geography and environmental education in Ontario's schools. The course is an enabling process to help you develop your own teaching and learning beliefs through experiencing and experimenting with the ways geography's concepts and skills can help students learn. It stresses that reflection and analysis about their own teaching are critical elements in the life-long developmental process of being teacher first, geographer second. Geography is not a collection of arcane information. Rather, it is the study of spatial aspects of human existence. People everywhere need to know about the nature of their world and their place in it. Geography has more to do with asking questions and solving problems than it does with memorization of isolated facts. So what exactly is Geography? It is an integrative discipline that brings together the physical and human dimensions of the world in the study of people, places, and environments. Its subject matter is Earth's surface and the processes that shape it, the relationships between people and environments, and the connections between people and places. The world facing students on graduating will be more crowded, the physical environment more threatened, and the global economy more competitive and interconnected. Understanding that world, that environment, and that economy will require high levels of competency in Geography, because Geography means a sensitivity to location, to scale, to movement, to patterns, to resources and conflicts, to maps and geographics. | Department of Curriculum, Teaching and Learning | knowledge, learning, environmental education, environmental | SDG4, SDG13 |
| CTL7058H | Curriculum and Teaching in Junior/Intermediate Science - General | This course is designed to prepare teachers of science in the intermediate division (Grades 7-10). It explores the teaching of selected units in all four strands from the Ontario Science and Technology Curriculum guideline. Attention is paid to the skills of lesson planning, laboratory techniques, teaching strategies, and assessment and resources, through workshops, lectures and lab activities. This course will consider important contexts as they relate to science and technology in education as outlined in: Acting Today, Shaping Tomorrow - A Policy Framework for Environmental Education in Ontario Schools (a policy document on Environmental Education and ways to infuse Environment and Sustainability education into our classrooms) Equity and Inclusive Education in Ontario Schools, 2009: (guidelines for school boards- Equity and inclusive education aims to understand, identify, address, and eliminate the biases, barriers, and power dynamics that limit students' prospects for learning, growing and fully contributing to society) Growing Success, 2010; Explore the seven fundamental principles and what they mean for instructional decisions Connecting the Dots, Key Learning Strategies for Environmental Education, Citizenship and Sustainability. These learning strategies involve students as engaged learners, learning within the context of their communities and addressing relevant, local issues | Department of Curriculum, Teaching and Learning | learning, equity, citizen, sustainability education, environmental education, labor, equit, environmental | SDG4, SDG8, SDG10, SDG13 |
| CTL7059H | Curriculum and Teaching in Junior/Intermediate Visual Arts | The focus of the course is on becoming visual arts teachers in the intermediate grades. The course is structured to intersect theory, practice, and studio work in order to explore a) contemporary art and elementary education; b) contemporary issues in pedagogy; c) lesson planning at the elementary level d) the above in relation to Ministry guidelines, assessment, and curriculum development. | Department of Curriculum, Teaching and Learning | pedagogy | SDG4 |
| CTL7022Y | Curriculum and Teaching in Mathematics - Secondary | This course will introduce candidates to the methodologies and issues relevant to teaching Mathematics in Ontario in the Intermediate and Senior divisions (Grades 7-12). A variety of teaching/learning strategies, assessment techniques and approaches to curriculum design will be explored. Course methods include discussion of objectives, teaching methods, instructional materials, testing and evaluation, and selected topics from the Ontario Ministry of Education Guidelines. This course is normally open only to students in the Master of Teaching program. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7086H | Curriculum and Teaching in Music and Dance | This course develops an awareness of and practice in the arts as a means of personal development and as a learning technique. The philosophy and practice of Music and Dance in education will be explored. The possibilities of conceptual development and expansion of THE CREATIVE PROCESS through the art of Music and Dance with a particular focus on the cognitive, social, and artistic development of the child. This course is designed to assist teachers in the Primary/Junior Division in the development, implementation and assessment/evaluation of Music and Dance focused learning experiences. Candidates will explore music through singing, movement, musical games, playing instruments (recorder, percussion, djembes and boomwhackers) and developing their listening skills while at the same time creating, composing and improvising. Current theories of arts in education will be incorporated as participants plan lessons, consider expectation(s) and implement assessment strategies as outlined in the Ministry documents. The use of Music and Dance as art as well as an INTEGRATIVE methodology for learning across the curriculum will provide a framework for the course. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7017H | Curriculum and Teaching in Music, Dance and Drama | An introduction to research-informed teaching and professional learning in Music, Dance and Drama Education for students in grades K to 6. For each of these disciplines, the course explores Ministry curriculum, lesson design and planning, pedagogy, assessment and evaluation, and research in light of contemporary educational theory and practice. This course is normally open only to students in the Teaching Program. | Department of Curriculum, Teaching and Learning | pedagogy, learning | SDG4 |
| CTL7029Y | Curriculum and Teaching in Music: Instrumental - Intermediate/Senior | In this course, you will acquire the knowledge, skills/techniques, attitudes and methodologies necessary to be effective teachers of geography at the Intermediate/Senior level. You will study the Ontario geography curriculum, learn how to prepare effective geography lessons, develop a repertoire of different pedagogical strategies, examine a variety of assessment techniques, and extend your knowledge of practical and theoretical issues related to the teaching of geography in Ontario's schools. As you engage with the material in this course, you will be expected to take an active and reflective stance toward your growth as a geography teacher. | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL7030Y | Curriculum and Teaching in Music: Vocal - Intermediate/Senior | This course investigates approaches to music learning, teaching, and assessment through vocal performance, composition, conducting, listening, analysis and creative problem solving. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-12. A range of music education philosophic orientations, Ministry of Education policies, music technologies, research-informed pedagogies, and those emerging the field are considered while learning to design of curriculum lessons and units. Recent research questioning the music education paradigm of the past 25 years is examined. A practitioner research stance is the basis for all assignments, which curriculum development, and practical learning in Japanese lesson study format as well as philosophic writing. | Department of Curriculum, Teaching and Learning | learning, invest | SDG4, SDG9 |
| CTL7089H | Curriculum and Teaching in Physical Education | As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Health & Physical Education (HPE) to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of HPE, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Health & Physical Education (2010), core concepts and teaching techniques, methods for integrating HPE with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching HPE may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning. | Department of Curriculum, Teaching and Learning | knowledge, learning, environmental education, indigenous, environmental, social justice, indigenous | SDG4, SDG10, SDG16, SDG13 |
| CTL7041Y | Curriculum and Teaching in Religious Education (Catholic Schools)- Intermediate/Senior | Primarily intended to prepare teachers of Religious Education in Catholic secondary schools, the focus of the course is the discipline of Religious Education rather than religious doctrine. This course examines contemporary theories and issues of pedagogy, analyzes present guidelines and support materials, and addresses teaching models and assessment practices relevant to the field of Religious Education. It asks students to present research-based findings from explorations of theorists, strategies, and resources in the discipline of Religious Education. In particular, graduates from this program will have a strong sense of how Catholic Social Teachings can animate the Religious Education curriculum. | Department of Curriculum, Teaching and Learning | pedagogy | SDG4 |
| CTL7018H | Curriculum and Teaching in Science and Environmental Education | This course provides a practical and conceptual introduction to the teaching of Science Education and Environmental Education in PJ and JI. This course consists of lectures, discussions, learning activities and workshops designed to emphasize the expectations, pedagogy, methodology and content of Science and Technology, and Environmental Education across the curriculum in the primary, junior and intermediate (PJ, JI) grades, based on the Ministry of Education curriculum found in The Ontario Curriculum, Grades 1-8, Science and Technology (2007), The Ontario Curriculum, Grades 9 & 10, Science (2008) and Ministry policy, Acting Today, Shaping Tomorrow (2009). As an overview, it will introduce theory and practices from a range of related fields, including Science and Technology Education, Environmental Education (EE), Outdoor Education, and Ecojustice Education, drawing on concepts such as Inquiry-based Learning, Sustainability, Systems-Thinking, Equity, Interdisciplinary Design, and Integration. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning, effective use of teaching resources, digital technology, assessment/evaluation strategies, and an exploration of related educational research literature. | Department of Curriculum, Teaching and Learning | pedagogy, learning, equity, environmental education, ecojustice education, equit, environmental, ecojustice | SDG4, SDG10, SDG13, SDG16 |
| CTL7023Y | Curriculum and Teaching in Science: Biology - Intermediate/Senior | This course will introduce candidates to the methodologies and issues relevant to teaching Biology in Ontario in the Intermediate and Senior divisions (Grades 7-12). The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools. This course is normally open only to students in the Master of Teaching program. | Department of Curriculum, Teaching and Learning | learning, labor | SDG4, SDG8 |
| CTL7024Y | Curriculum and Teaching in Science: Chemistry - Intermediate/Senior | The I/S Science-Chemistry course provides a practical and conceptual introduction to the teaching of Intermediate Science (Grades 7 to 10 Science) and Senior Chemistry (Grades 11 and 12 Chemistry). This course consists of a series of lectures, seminars and laboratory workshops designed to emphasize the research in teaching and learning of chemistry The course expectations, pedagogy, methodology and content of science in the intermediate and senior grades are guided by the Ministry of Education curriculum policy documents: The Ontario Curriculum, Grades 1-8, Science and Technology (2007), The Ontario Curriculum, Grades 9 & 10, Science (2008) and The Ontario Curriculum Grades 11 & 12 Science(2008). The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and candidates will be encouraged to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools. | Department of Curriculum, Teaching and Learning | pedagogy, learning, labor | SDG4, SDG8 |
| CTL7026Y | Curriculum and Teaching in Science: General - Intermediate/Senior | This course provides a practical and conceptual introduction to the teaching of Intermediate and senior Science. It consists of a series of lectures, seminars, and laboratory workshops designed to emphasize the expectations, pedagogy, methodology, and content of science. The course is designed to assist students to explore: the teaching and learning process, the pedagogical considerations in teaching science; and the challenges of teaching science as a curriculum subject in schools with a diverse student population and research in science education. It is also designed to help develop the knowledge and skills of curriculum development within the context of curriculum theory and to support personal reflection within the context of contemporary classrooms or other education settings. | Department of Curriculum, Teaching and Learning | pedagogy, knowledge, learning, labor | SDG4, SDG8 |
| CTL7025Y | Curriculum and Teaching in Science: Physics - Intermediate/Senior | Designed to prepare teachers of Science in the Intermediate and Senior Divisions (Grades 7-10 Science and Grades 11-12 Physics), this course deals with the Overall and Specific Expectations of the Ontario Science Curriculum. The course provides opportunities to develop a practical understanding of instructional methods and skills through unit and lesson planning in a variety of classroom contexts. Furthermore, candidates will be introduced to safe laboratory work, the effective selection and use of resources, the integration of technology into teaching, a variety of assessment/evaluation strategies, and to creating an inclusive and motivating learning environment. Throughout the program, efforts are made to integrate theoretical ideas and perspectives from the educational research literature with teaching and learning practices in schools. | Department of Curriculum, Teaching and Learning | learning, labor | SDG4, SDG8 |
| CTL7027Y | Curriculum and Teaching in Social Science: General - Intermediate/Senior | This course is designed to prepare teacher candidates to teach students Social Science at the Grade 7-10 level in a thoughtful and interactive way. It focuses on Social Science at the Intermediate level. Teacher candidates will explore a variety of teaching techniques, which are useful in teaching and assessing today's students as they experience the current Social Science curriculum. Teacher candidates will also have an opportunity to engage in inquiry and examine unique ways for presenting Social Science content. Examining classroom practice and methods, curriculum and program materials are an important component of the process. As well, the interdependence of these components, their link with theory and contemporary issues will be considered. Techniques such as discussion, presentations, inquiry, and active participation that incorporate individual and group learning will be employed. Opportunities for sharing of ideas and experiences from field placements will be provided in the context of the classroom setting. Two important ideas that will be emphasized throughout the program are: how to make Social Science meaningful for children, and how to promote positive attitudes. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7072H | Curriculum and Teaching in Social Studies and Indigenous Education | The Curriculum and Instruction in Social Studies and Aboriginal Education course explores the shared histories of Indigenous and settler relationships across Turtle Island and, while recognizing the US/Canadian divisions as colonial constructs, will focus more specifically on the Canadian context. This course provides a practical and conceptual introduction to the teaching of Social Studies (Grades 4-6), History and Geography (7-10) within the context of Aboriginal (First Nations, Métis and Inuit) understandings. This course consists of a series of seminars and workshops designed to emphasize the expectations, pedagogy, methodology and content integrating both Social studies and Aboriginal Studies in the junior/intermediate grades. The course provides opportunities to develop practical understandings relating to instructional methods and skills through unit and lesson planning, including practical assessment strategies, in a variety of classroom contexts as well as the incorporation of Indigenous and Western knowledges and understandings. It seeks answers to questions of identity, meaning-making, complex issues concerning community and nation, past and present. It looks to bring local histories and traditional ecological knowledges- and to provide a template for understanding the complex interplay relating to constructions of identity (personal, local, and national) and sovereignty. | Department of Curriculum, Teaching and Learning | pedagogy, knowledge, knowledges, settler, indigenous, ecolog, land, indigenous, sovereignty | SDG4, SDG10, SDG16, SDG15 |
| CTL7088H | Curriculum and Teaching in Visual Arts | As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Visual Arts Education to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of Art Education, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Arts (2009), core concepts and teaching techniques, methods for integrating Art Education with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching Art Education may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning methodology for learning across the curriculum will provide a framework for the course. | Department of Curriculum, Teaching and Learning | knowledge, learning, environmental education, indigenous, environmental, social justice, indigenous | SDG4, SDG10, SDG16, SDG13 |
| CTL7071H | Curriculum and Teaching in Visual Arts and Physical Education | As a part of the Curriculum & Instruction course, this module is designed to introduce you to strategies and approaches for teaching Visual Arts Education and Health & Physical Education (HPE) to Primary and/or Junior learners. This course is designed to help OISE MT students (re)discover the theory and practice of Art Education and HPE, as well as understand and apply the knowledge, skills and attitudes necessary for effective teaching and learning that meets the diverse needs of students. Over the course you will become more competent and confident in working with learning tools and resources in each of these areas of the curriculum; developing lesson themes and ideas; and devising questions and learning activities for students. You will become familiar with the Ontario Ministry of Education curriculum policy documents: The Arts (2009), and Health & Physical Education (2010), core concepts and teaching techniques, methods for integrating Art Education and HPE with other disciplines, including social justice, environmental education and indigenous approaches to knowing. Current ways of thinking about and teaching Art Education and HPE may differ significantly from when beginning teachers were students; therefore one of the aims of the course is to introduce new ways of thinking about these disciplines and their role in contemporary approaches to teaching and learning. | Department of Curriculum, Teaching and Learning | knowledge, learning, environmental education, indigenous, environmental, social justice, indigenous | SDG4, SDG10, SDG16, SDG13 |
| CTL1808H | Curriculum Innovation in Teacher Education | This course critically explores innovations in teacher education associated with promoting coherence, maintaining relevance, addressing complexity, and serving increasingly diverse communities. Program content, designs, practices, pedagogies, partnerships and policies developed in response to enduring challenges and competing conceptions of 'learning to teach' will be examined. Students will be encouraged to consider and develop potential innovations to initial and ongoing teacher learning that are supported by evidence and research. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1224H | Curriculum Issues in Science Education | This course aims to illuminate contemporary Canadian and international debate in science education by providing insights into the nature of curriculum change through a critical analysis of episodes in science curriculum history. Students will have an opportunity to explore K-12 school science curricula at global, national, provincial, and classroom levels. The course has a metacognitive focus where students are encouraged to reflect on their own learning processes as well as those of science learners in other contexts. The course is framed by the question: How can an examination of the ways that science education has developed and been mobilised in different classroom contexts inform our focus for the future of science education? | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1212H | Curriculum Making in Science: Some Considerations in the History, Philosophy and Sociology of Science | This course will address some key issues in the philosophy and the sociology of science and their implications for science education at the elementary and secondary levels. Attention will also be directed towards (i) a critical appraisal of the role of the history of science in science education , and (ii) a consideration of pseudosciences and their role, and the distortion and misuse of science for sociopolitical goals. Course members will have the opportunity to explore ways in which lab work, computer-mediated learning, language activities and historical case studies can be used to present a more authentic view of science, scientific development and scientific practice. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1622H | Data Gathering and Assessment in Online Courses | Formative and summative assessment are critical components of teaching and learning. This course introduces you to the theory and practice of assessing students online. Key topics include: a) the goals of assessment; b) systematic practices for the development of assessment instruments; c) the strengths and weaknesses of different online assessment instruments and their suitability for different instructional goals; d) how to effectively communicate online assessment criteria and procedures; and e) how to design online assessments to be fair, culturally-sensitive, equitable and effective. During the course, you will use an assortment of free web-based tools to develop, test, and refine assessment instruments of your own design. This course will explore assessment strategies both for use in elementary and / or secondary contexts and in adult education contexts. | Department of Curriculum, Teaching and Learning | equitable, learning, equitable, equit | SDG4, SDG10 |
| CTL1312H | Democratic Citizen Education: Comparative International Perspectives | What social identities and roles are included in the ‘citizenships’ to be taught in various political and social contexts, and why? How might democratic citizenship be taught and learned? This course examines contrasting approaches to political (governance), social and cultural (identity and justice), local and transnational education for democracy (democratization), in light of comparative international and Canadian scholarship. The course addresses implicit and explicit citizenship curriculum/ teaching, primarily in relation to youth and state-funded formal (school) education. Themes include: agency in relation to social structures; participation in social institutions and collective decisions; territory and environment; social conflict, dissent and peacebuilding; diversely-positioned identities (gender, culture, nation…), values and motivations, rights, relationships, community and justice. Participants will learn to analyze and assess educational proposals and experiences in relation to theory, research, and their own democratic education goals. This course serves as a core course for the Institute's graduate studies specialization in comparative, international, and development education. | Department of Curriculum, Teaching and Learning | peace, citizen, gender, institut, governance, peace, democra | SDG4, SDG16, SDG5 |
| CTL1621H | Design and Development of Online Content, Media and Artifacts | This course involves a combination of theory and project design. Students will be introduced to key educational theories that inform how we design instructional media: cognitive load theory, dual coding theory, and Mayer’s Cognitive Theory of Multimedia Learning. Using the ADDIE model as an overarching framework, this course will focus on techniques for designing and developing educational media, including how to make effective use of colour, text, audio, video and different interface elements (menus, buttons, icons, etc.). The course will also examine principles of accessibility and the University Design for Learning (UDL) standards, which students will incorporate in their final projects. | Department of Curriculum, Teaching and Learning | learning, of colour, accessib | SDG4, SDG10, SDG11 |
| CTL1625H | Digital Media and Practices for a Knowledge Society | A visionary document put out by UNESCO stated ‘Nobody should be excluded from knowledge societies, where knowledge is a public good, available to each and every individual.’ Standing in the way of that vision is education’s failure to democratize knowledge. The rich-get-richer story of modern times is as true for education as for the economy; those who enter with more knowledge leave with disproportionately more. In the meantime, a free, plentiful and equalizing resource—students’ capacity to work creatively with ideas—remains underdeveloped. Taking advantage of this resource requires that education adopt cultural norms that are prevalent in innovative, knowledge-creating organizations of all sorts: collective responsibility for community, not simply personal knowledge; sustained idea improvement; a “surpassing ourselves” mindset; and students taking charge at levels customarily reserved for teachers, curriculum, and technology designers. This class will function as a workshop to advance innovative knowledge practices and digital media attuned to UNESCO’s vision of an inclusive knowledge society. | Department of Curriculum, Teaching and Learning | knowledge, democra | SDG4, SDG16 |
| CTL3007H | Discourse Analysis | This seminar focuses on discourse and discourse analysis, and their application to the field of second language education. We will review various approaches to discourse analysis, such as pragmatics, ethnomethodology, conversation analysis, interactional analysis, critical discourse analysis. We will consider language and discourse from the perspective of political economy and the construction of identities. Attention will also be paid to gender, gender performance and sexuality as identity constructs, as these are interrelated with language use and language acquisition. | Department of Curriculum, Teaching and Learning | gender | SDG5 |
| CTL1330H | Education and Peacebuilding in Conflict Zones: International Comparative Perspectives | This course examines education's role in exacerbating, mitigating, or transforming direct and indirect (systemic) violence, and in building sustainable democratic justice and peace, in different kinds of conflict zones around the world (such as divided and post-colonial societies, post-war reconstruction, refugee education, and societies suffering escalated gang criminality). We address conflict, justice, relational and peace-building learning opportunities and dilemmas embedded in various curricula and local/international initiatives. Themes include: education in 'emergency' and 'fragile state' contexts; securitization and colonization vs. humanization and restorative/transformative justice in education; history education for violence or peace; education for human rights and social cohesion; inter-group contact and integrated schooling; conflict resolution capability development; and teacher development for democratic peacebuilding. Participants will gain competence and confidence in conflict (transformation) analysis and in applying contrasting theories to contrasting examples of practice. | Department of Curriculum, Teaching and Learning | learning, peace, refugee, peace, human rights, democra, violence | SDG4, SDG16, SDG10 |
| CTL1060H | Education and Social Development | This course examines the linkages between education, both formal and non-formal, and the social development of nations, with particular focus on the process of educational policy formation for both developing nations and developing sub-areas within richer nations. The course aims to acquaint students with the main competing ''theories'' or conceptualizations of the development process and, through examination of a representative set of recent empirical studies and ''state of the art'' papers, to develop an understanding of the relationships between educational activities and programs and various aspects of social development, with an overall focus on problems of social inequality. The overarching objective is to help develop a better understanding of how, in confronting a particular educational policy problem, one's own theoretical preconceptions, data about the particular jurisdiction, and comparative data about the problem at hand interact to produce a policy judgment. | Department of Curriculum, Teaching and Learning | inequality, equalit | SDG10 |
| CTL1221H | Education for Human Goals Local and Global: How's Science Education Helping? | The role of science education in positively impacting life conditions globally is perhaps the most intriguing and urgent problem for science education. In this regard, a recurring theme in local and international deliberations on science education is the role of school science in social, economic, and cultural conditions, that is, in everyday life. This course will facilitate a systematic analysis of the role of school science in everyday life along five themes: The context for the issues that pertain to science education and social economic development; Emergent constructs for school science; How people learn and knowledge transfer; The realities of science teaching and learning; The notion of knowledge, school science, other sciences, and social economic development; and, Historical reflections and critique of the science education endeavor. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CRE1001H | Education, francophonies et diversite | This seminar proposes to study, from a range of perspectives, Francophone minorities within local, national and international spaces. It will discuss the processes of minoritization and exclusion existing within and towards francophone minorities. The study of issues structuring the French-speaking space is an opportunity to bring to light the transformative processes that have taken shape, have been contested, and which have succeeded each other as debates have evolved over time and to identify the actors involved, their motivations, the context of their actions and the categories of classification that emerged from these debates. Similarly, the study of linguistic minorities has led to the exploration of a large number of theoretical concepts and advances stemming from various disciplines and traditions. This seminar will thus serve as a forum for examining how to achieve a better understanding of the issues facing linguistic minorities and to formulate new research questions by using various theoretical orientations and putting them to work. | Department of Curriculum, Teaching and Learning | minorit | SDG10 |
| CTL1609H | Educational Applications of Computer-Mediated Communication | A survey of the use of computers for human communication for educational purposes. Applications and issues of teaching and learning in the online environment, related to all levels of education, are examined. The course is conducted via OISE's computer conferencing system. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7006H | Educational Research 1 | Educational Research 1 is a graduate seminar designed to foster MT candidates’ research literacy and deepen their understanding of the role that research plays in the field of education. Candidates learn how to access, interpret, synthesize, and critically evaluate research literature. This course is designed to develop candidates’ identities as teacher-researchers who engage in critical inquiry as a key component of their professional practice. Research for educational equity and social justice is integral to the course. The course facilitates examination of the politics of knowledge production and use, as well as citation practices. Candidates learn how to examine power dynamics between researcher and researched, and are guided toward deepening their understanding of researcher subjectivities and research as relational. Candidates are provided with opportunities to critically reflect on how their positionality shapes their identities and practices as teacher-researchers. Throughout the course, candidates review the research literature in an area of education that interests them. The culminating assignment of the course is a 3750-5000-word research paper. Educational Research 1 (CTL7006H) is a prerequisite for Educational Research 2 (CTL7015H). | Department of Curriculum, Teaching and Learning | knowledge, equity, equit, production, social justice | SDG4, SDG10, SDG12, SDG16 |
| CTL7015H | Educational Research 2 | In Educational Research 2 candidates draw on the research literacy they developed in CTL 7006 to learn some of the foundational skills of doing research. They conduct a small-scale qualitative research study using either semi-structured interviews or document analysis methods. Special attention is given to the topics of research design, data collection, data analysis, and mobilizing knowledge in one’s own practice and beyond. Students deepen their understanding of how their own positionalities and experiences affect their identities as teacher-researchers. The course format includes a combination of whole class instruction, research methods workshops, and independent work periods. The culminating assignments of the course include a 3750-5000-word research paper and a presentation at the annual MT Research Conference. | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL3025H | Educational Sociolinguistics | This course addresses the influences of community, home, school, and cultural heritage on (second) language acquisition and language use. Social and educational implications of language variation are addressed, particularly as they relate to language policy and social and linguistic change. Factors such as gender, ethnicity, race, and socioeconomic background are studied as they relate to language use and perception. The current status of different language minority groups is considered, and related cultural and pedagogical issues are raised. Students will acquire an understanding of basic concepts, findings, issues, and research methods in sociolinguistics as they relate to second and foreign language learning, teaching, and use. They will develop a sociolinguistic perspective for the teaching and learning of second and foreign languages and obtain experience in the use of sociolinguistic techniques for the description of language in society as it pertains to second language learning, teaching, and use. | Department of Curriculum, Teaching and Learning | socioeconomic, learning, gender, minorit | SDG1, SDG4, SDG5, SDG10 |
| CTL1120H | Effective Teaching Strategies in Elementary Mathematics Education: Research and Practice | During this highly interactive course, graduate students will investigate in depth, current research on effective teaching strategies in elementary mathematics focusing on student communication and its implications for classroom practice. This course will also provide opportunities for graduate students to deepen their understanding of the research literature through hands-on activities, student work samples, and classroom-researched videos. We will examine the research related to student discourse and communication in order to explore not only students' understanding of mathematical concepts, but also the use of mathematical language and the social interactions that take place between students. No experience in teaching mathematics or previous coursework related to mathematics is required. | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL7050H | English (First Language) | This course engages students in the practices, resources and theories of English/Language Arts to prepare them for teaching in the intermediate grades (Grades 7-10). Explorations of written, visual and virtual texts such as literature, media, and technology define the content. Since language is fundamental to thinking and learning, students engage in reading, writing, viewing, talking and representing strategies as the practical grounding for understanding and reflecting on English/Language Arts practices, and for creating sound language curricula. The content, methodologies, evaluation and skill requirements of the course will be linked to Ontario Ministry of Education and Training guidelines. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1222H | Environmental Studies in Science, Mathematics and Technology Education | In this course we will explore teaching and learning about environmental education (EE) through science, mathematics and technology education. Environmental education is a particularly timely topic given the recent changes to Ontario curriculum and the renewed interest in environmental issues nationally and internationally. Central to this course is a commitment to a teaching and learning continuum that includes the use of schools, school grounds, the local and broader community, and outdoor education centres. All of these 'places' become contexts in which educators can explore environmental education. In this course, we will attempt to link our discussions to the theory and practice of EE education. Specifically, we will examine the notion of environmental literacy and citizenship, current changes in Ontario curriculum and policy, the relationship between EE and nature, sustainable development and social justice, place-based education, outdoor education, and EE and Indigenous knowledges. The course also examines the philosophical and ideological orientations and competing frameworks that underpin the EE movement in Canada and elsewhere, and identifies some of the theoretical and practical problems surrounding its implementation. | Department of Curriculum, Teaching and Learning | knowledge, learning, knowledges, citizen, environmental education, place-based education, sustainable development, indigenous, sustainable development, environmental, social justice, indigenous | SDG4, SDG8, SDG11, SDG10, SDG16, SDG13 |
| CTL1214H | Equity Issues in Science Education | This course deals with issues of gender bias, Eurocentrism and other forms of bias and distortion in science and science-technology education. It seeks a generalized approach to equity issues and examines ways in which border crossings into the subcultures of science and science education can be eased for all those who currently experience difficulties. | Department of Curriculum, Teaching and Learning | equity, gender, equit | SDG4, SDG5, SDG10 |
| CTL1122H | Exploring the Praxis of Environmental & Sustainability Education | This course explores the theory and practice (praxis) of Environmental and Sustainability Education (ESE) in school and community settings. Students will investigate the historical roots, theoretical foundations and pedagogical traditions of ESE from personal and organizational perspectives, contextualizing these in recent developments in research, policy, and practice in Canada and internationally. The praxis of ESE will be situated in relation to equity, social justice, Indigenous ways of knowing, health and wellbeing, and transformative learning. Students will use this as a starting point to explore and develop practices in ESE in classrooms and community settings as a means to better position and integrate ESE in their own work as educators and researchers. | Department of Curriculum, Teaching and Learning | wellbeing, learning, equity, sustainability education, invest, equit, indigenous, environmental, social justice, indigenous | SDG3, SDG4, SDG9, SDG10, SDG16, SDG13 |
| CTL3036H | Expressive Writing: Practice and Pedagogy | This course focuses on the pragmatics of expressive writing in a range of pedagogical settings. Students will experience the ways in which a range of styles and modes of expressive writing operate in various prose forms including personal narratives, arguments, evaluations, interviews, and reports. Students will consider the implications of this expressivist pedagogy for educational practice from elementary to post-secondary learning. Students will work both independently and collaboratively. Assessment will be portfolio-based. | Department of Curriculum, Teaching and Learning | pedagogy, learning, labor | SDG4, SDG8 |
| CTL3000H | Foundations of Bilingual and Multicultural Education | Foundation course for the Language and Literacies Education Program, also open to students from other programs. The course is offered for students particularly concerned with issues of second language instruction, education for minority populations, and pluralism in education, defined in terms of language, culture (including religion), or ethno-racial origin. The emphasis is on study of major foundational writings that have shaped current thinking about these topics and on deriving implications for reflective teaching practice. Registration preference given to LLE students. | Department of Curriculum, Teaching and Learning | minorit | SDG10 |
| CTL1000H | Foundations of Curriculum & Pedagogy | This is a required course for master's students (and doctoral students who did not take it in their masters programs). The aim of this course is to apply theory and research to the study of curriculum and teaching. The course (a) provides a language for conceptualizing educational questions; (b) reviews the major themes in the literature; c) provides a framework for thinking about curriculum changes and change; and (d) assists students in developing critical and analytical skills appropriate to the scholarly discussion of curriculum and teaching problems. | Department of Curriculum, Teaching and Learning | pedagogy | SDG4 |
| CTL1620H | Foundations of Online Teaching and Learning | This course examines the theoretical foundations of teaching and learning, and how that theory informs the design and delivery of online instruction. The course utilizes a textbook that is entitled, “How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice” by Paul A. Kirschner and Carl Hendrick (2020). Kirschner and Hendrick’s book is organized around a set of 28 significant studies in educational psychology that illuminate different aspects of how learning takes place. Each week, students in this course will read one or two of these seminal articles and discuss its implications for online education. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7014H | Fundamentals of Teaching and Learning | This course will explore the complexity of schools and place of the school in the community. Practical issues around lesson planning, unit planning, classroom management, and the class as a community are addressed. This course provides a practical and conceptual introduction to the teaching of students and will introduce student teachers to many of the philosophies, methods, and materials relevant to teaching. It provides opportunities to develop an understanding of the process of becoming a teacher, insight into the role of ethics in research, and to acquire the skills and attitudes to be a thoughtful and reflective practitioner. In these respects, this course enables the student teacher to build a foundation for continuing professional growth as an individual and as a member of the teaching community. This course is normally open only to students in the Teaching program. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1119H | Gaining Confidence in Mathematics: A Holistic Approach to Rebuilding Math Knowledge and Overcoming Anxiety | It has been well documented that many adults experience mathematics anxiety, possibly due to the traditional way they have been taught math in their own schooling. This course utilizes a holistic approach in helping elementary teachers to reconstruct their foundational math knowledge and overcome their anxieties. Utilizing reform-based approaches, participants will work in small groups on selected mathematics problems and hands-on explorations at an appropriate level of difficulty. Journal writing, group reflection and guided visualization activities will be used to help participants become aware of, and start dealing with their emotional and cognitive blocks in relation to mathematics. Such work opens the door to accessing one's mathematical intuition and creativity. A discussion of how the strategies used in the course, or reported in the literature, can be adapted for mathematics-anxious students will also be included. | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL1313H | Gender Equity in the Classroom | This course is designed for practising educators to develop and enhance their knowledge of how gender is produced in our educational system. It examines the different stages of the educational system: elementary, secondary, community college and university. The classroom is the focus because it is the central work setting of educational institutions. What happens in the classroom is not simply the result of what a teacher does but involves interactions between and among students and between teachers and students. The classroom has its own dynamic and is also interconnected to outside relationships with parents, friends, educational officials etc. The course has as its main objectives to examine the dynamics of inequality in the classroom and to discuss and develop strategies for change. While the primary focus is on gender inequality, course readings also draw on resources that make visible the intersections of gender with other inequalities based on race, class and sexual orientation. | Department of Curriculum, Teaching and Learning | knowledge, equity, gender, inequality, equit, equalit, institut | SDG4, SDG5, SDG10, SDG16 |
| CTL1065H | Gender, Sexuality and Schooling | This course will focus on matters of equity, inclusion, and school reform as these pertain to differences of sexual orientation and gender identity among students in elementary and secondary schools. Course content and instruction will focus on understanding and addressing educational and schooling issues confronting lesbian, gay, bisexual, transgendered, and queer (LGBTQ) students. It will also explore strategies and resources for challenging homophobia, heterosexism, and transphobia in classrooms and schools. We will examine the ways homophobia, heterosexism, and transphobia intersect with multiple identities, other forms of oppression and our history of white settler colonialism. We will also examine curriculum materials and community support services that promote sensitivity, visibility and social justice. | Department of Curriculum, Teaching and Learning | settler, equity, gender, queer, lgbtq, transgender, equit, social justice | SDG4, SDG5, SDG10, SDG16 |
| CTL1430H | Gendered Colonialisms, Imperialisms and Nationalisms in History | This course explores the ways in which gender relations have been an integral part of colonial and imperial expansion and national identities, from the mid-18th to the mid-20th centuries. We examine both how gender relations helped structure these historical developments and how gender relations were subject to change in various colonial contexts (including 'settler societies' such as Canada). The course readings explore the uneven and historically contingent ways in which processes of colonial and national expansion created new forms of gender asymmetry in both colony and metropole. | Department of Curriculum, Teaching and Learning | settler, gender, metro, nationalism | SDG4, SDG5, SDG11, SDG16 |
| CTL7053H | Health and Physical Education | This course of study prepares future teachers to design and deliver contemporary Intermediate level (grades 7-10) Health and Physical Education programs. It is consistent with the national and provincial trend towards de-emphasizing competitive team sports and focuses on wellness and the process of guiding youngsters to develop the knowledge, skills and attitudes that lead one to become physically active for a lifetime. Participants relate social, cultural, economic and political factors to teaching and student learning and their ability to work collaboratively within the school setting, systems and the community. One of the aims of the course is to introduce new ways of thinking about Health and Physical Education and its role in schools, thereby supporting beginning teachers as they construct their vision for teaching Health and Physical Education. The importance of quality instruction as it fits into a comprehensive school health model will also be explored. | Department of Curriculum, Teaching and Learning | knowledge, learning, labor | SDG4, SDG8 |
| CTL1307H | Identity Construction and Education of Minorities | The course is designed to examine the contradictory role of the school as an agent of linguistic and social reproduction in a school system where students are from diverse linguistic and cultural origins. In this context, the majority-minorities dichotomy will be critically examined. The course will focus particularly on how school contributes to the students' identity construction process. In this critical examination, identity will be understood as a socially constructed notion. Key-concepts such as identity, ethnicity, minority, race, culture and language will be first analyzed. The process of identity construction will then be examined within the educational context of Ontario. | Department of Curriculum, Teaching and Learning | minorit, production | SDG10, SDG12 |
| CTL1623H | Immersive Technology in Education | This course deals with the appropriate use of immersive technology (virtual reality, augmented reality, 360° video, 3D learning environments) as it pertains to curricula and education. This course examines the novel role of immersive technology as tools for educators and students to engage, enhance, and extend curricula beyond conventional methods. Also included is a discussion of issues related to educational trends and initiatives, theoretical frameworks, as well as subject and classroom integration. The major emphasis is on assessing the specific academic context (of students, the teacher, the learning environment, and curriculum objectives) that immersive technology can address in an educational and safe manner. This course will consist of twelve (12) lessons which will offer a variety of study methodologies, approaches, and activities: online videoconferencing with lectures, small-group student discussions, and student-led tech insights. Student reflection exercises will be conducted via online peer feedback forms, academic readings, online discussion forums, and exploration of digital resources. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7073H | Indigenous Experiences of Racism and Settler Colonialism in Canada: An Introduction | With a focus on teacher preparation, this course seeks to understand the experiences of Indigenous people in Canada with regard to racism and settler colonialism, focusing on implications for classroom-based, programmatic, and pedagogical practice and reform. Because schooling has a historical and contemporary role in facilitating racism and settler colonialism, especially through the creation of residential schools, this course encourages teachers to become familiar with the consequences of this ongoing history, and to learn strategies to rethink relationships between schools and Indigenous learners and communities. | Department of Curriculum, Teaching and Learning | settler, racism, indigenous, indigenous | SDG4, SDG10, SDG16 |
| CTL3798H | Individual Reading & Research in Language and Literacies Education: Master's Level | Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student. While course credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic. A student wishing to propose an Individual Reading and Research course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin. | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL1624H | Instructional Design: Beyond the Lecture | Instructional design is important aspect of education. Today, we see many job postings for instructional designers in both the education and the corporate sectors. This course aims to equip students with both the foundational knowledge and skills necessary to become a successful instructional designer in the 21st century. The course will provide students with a comprehensive understanding of instructional design using technology in flex-mode, and fully online delivery modes. Students will have the opportunity to apply their understanding of instructional design principles through the assessed learning experiences. Online discussions will explore current issues in instructional design, and assessed learning experiences will provide students with individual and collaborative opportunities to develop their instructional design skill set. | Department of Curriculum, Teaching and Learning | knowledge, learning, labor | SDG4, SDG8 |
| CTL1217H | Integrating Science, Mathematics and Technology Curricula | This course focuses on curriculum issues associated with integrating school science, mathematics and technology. Participants will examine the contemporary literature on curriculum integration. Topics include the history of curriculum integration and school subjects, theoretical and practical models for integration, strategies for teaching in an integrated fashion, student learning in integrated school settings, models for school organization, and curriculum implementation issues. During the course, participants will be required to interview a colleague, and to arrange access to a classroom or instructional setting to conduct some action research on their own integrated teaching practices. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7060H | Intermediate Teaching Subject - Drama | This course of study prepares future teachers to design and deliver contemporary dramatic arts instruction for Intermediate level (grades 7-10) learners. Teacher candidates will examine both the research on adolescent development and strategies for effective dramatic arts pedagogies. The course will also explore how teachers can promote student engagement and how to foster a positive, supportive classroom culture. Special attention will be given to such topics as role playing, improvisation, techniques for infusing drama in other disciplines, and the special role that the dramatic arts can play in examining issues of equity, inclusivity and diversity. | Department of Curriculum, Teaching and Learning | equity, equit | SDG4, SDG10 |
| CTL7054H | Intermediate Teaching Subject - History | The purpose of this course is to introduce teacher candidates to basic knowledge, skills/techniques, attitudes and methodologies applicable in the successful teaching of History. The course will, therefore, deal with both the practical and theoretical issues related to the teaching of History in Ontario's schools. The course is an enabling process to help you develop your own teaching and learning beliefs through experiencing and experimenting with the ways history's concepts and skills can help students learn. It stresses that reflection and analysis about their own teaching are critical elements in the life-long developmental process of being teacher first, historian second. History is not a collection of arcane information. People everywhere need to know about the nature of their world and their place in it. History has more to do with asking questions and solving problems than it does with memorization of isolated facts. A primary objective of the course is to equip you with practical, innovative strategies around which to build an effective history program. As well, you will be exposed to a wide variety of learning resources that can be used to enhance classroom learning. In the end you will leave the course well prepared to deliver an exciting and success-based history curriculum to a diversity of learners. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CTL7055H | Intermediate Teaching Subjects - Mathematics | This course is designed to prepare teacher candidates to teach students mathematics at the Grade 7-10 level in a thoughtful and interactive way. It focuses on mathematics at the Intermediate level. Teacher candidates will explore a variety of teaching techniques, which are useful in teaching and assessing today's students as they experience the current mathematics curriculum. Teacher candidates will also have an opportunity to engage in inquiry and examine unique ways for presenting mathematics content. Examining classroom practice and methods, curriculum and program materials are an important component of the process. As well, the interdependence of these components, their link with theory and contemporary issues will be considered. Techniques such as discussion, presentations, inquiry, and active participation that incorporate individual and group learning will be employed. Opportunities for sharing of ideas and experiences from field placements will be provided in the context of the classroom setting. Two important ideas that will be emphasized throughout the program are: how to make mathematics meaningful for children, and how to promote positive attitudes. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1320H | Introduction to Aboriginal Land-centered Education: Historical and Contemporary Perspectives | This course is designed as an introductory course for both Aboriginal (FNMI) and non-Aboriginal educators and professional practitioners focusing on issues related to teaching and learning in Aboriginal contexts in both urban and rural communities in Canada and more generally across Turtle Island (North America). We will be examining Indigenous ways of knowing and consider the ways this knowledge may inform teaching and professional practices for the benefit of all. Historical, social, and political issues as well as cultural, spiritual and philosophical themes will be examined in relation to developing culturally relevant and responsive curricula, pedagogies and practices. There is a particular emphasis placed on understandings of land and culture as it relates to constructions of the self in relation to education. The course is constructed around three modules. The first module focuses on exploring historical, social and political contexts, background and related factors that have and continue to influence current realities of FNMI students in Canada. The second module of the course focuses on examining where we are now – here in this time – particularly with regard to educational considerations which includes constructions of the self and community engagement. The third module explores some of the ways we might all move forward together in respectful relationships. | Department of Curriculum, Teaching and Learning | knowledge, learning, indigenous, urban, rural, land, indigenous | SDG4, SDG10, SDG16, SDG11, SDG15 |
| CTL1615H | Introduction to AI in Education | While many recognize that forms of artificial intelligence (AI) technology is increasingly infused in our everyday lives, AI’s role in education (K-12, higher education and corporate) is less clear. Some are predicting that AI will enhance teaching and learning by complimenting instructional and assessment practices through big data collection, machine learning and sophisticated prediction. Some see the promise of AI through the fulfillment of support roles such as through the use of chat-bots and intelligent tutors. Others are concerned about the impact of AI on educators and learners, particularly related to security/privacy and data collection, ambiguous decision making/inherent bias, job loss and loss of control. AI is showing promise in the area of research tools, too. In this course, we explore the implications of AI in education (AEID). Included in the course is a discussion of related terminology and core concepts, the history and current state of AIED, practical considerations, current applications and future predictions about the impact of AI on the educational field. The readings will focus on a variety of theoretical concepts and will explore the integration of and implications of AIED. The key, overarching questions we’ll be considering in this course are: What definitions, terminology and core concepts of AI are important to understand as they relate to education? How do we stay current with AI developments in education? What are the implications of AI integration in education today and in the future? | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1602H | Introduction to Computers in Education | An overview of the uses of computers in education and consideration of critical issues of those uses; recommended as a first course in this area. Current practice and research in the use of computers to guide instruction are examined. Includes aspects of computer-aided learning: computers in the schools, computer-managed instruction, computer assisted instruction, internet resources, computer mediated communication, virtual reality, and artificial intelligence applications. Specific topics change each year. It is strongly recommended that this course be taken early in the student's program. | Department of Curriculum, Teaching and Learning | learning, internet | SDG4, SDG9 |
| CTL1332H | Introduction to Decolonization in Education | The purpose of this course is to introduce concepts and ideas related to processes of colonization and struggles for decolonization. The course seeks to engage in a reflection process of what it means to decolonize and to teach for decolonization, particularly when doing educational work within a settler colonial context. The course will focus on introducing selected foundational texts from decolonial thinkers and considering specific decolonization movements from different parts of the world. The course will gravitate around what Edward Said might call a “contrapuntal” reading of key texts from scholars of color about the topic of colonization and decolonization, which will weave around a process of reflection on how we are all impacted in and affected by ongoing colonization. This will involve a consideration of what we mean by colonization, and what are different colonial modes to impose particular knowledge frameworks in order to secure control over land as well as human and natural resources. The aim of the course is to begin to develop an initial understanding of what education for decolonization might mean by engaging “classic” texts while reflecting on how we are implicated in and/or impacted by colonization. | Department of Curriculum, Teaching and Learning | knowledge, decolonial, settler, of color, decolonization, natural resource, land | SDG4, SDG10, SDG12, SDG15 |
| CTL1603H | Introduction to Knowledge Building | This course examines the role that knowledge building can play in school and work settings. We will review the distinction between knowledge building and learning, analyze recent knowledge building literature, and discuss socio-cultural, logistical and design considerations when constructing an online Knowledge Building community. Students will visit and study existing Knowledge Building communities as one of the course assignments. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CTL1018H | Introduction to Qualitative Inquiry in Curriculum, Teaching, and Learning | Experiential learning for students new to qualitative inquiry is provided through a broad introduction to qualitative approaches from beginning to end. A range of approaches relating to students' theoretical frameworks are explored. Thesis students are encouraged to pilot their thesis research. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7008H | Introduction to Special Education and Mental Health | In this course, teacher candidates are introduced to topics/core content related to both Special Education and Mental Health and Well-Being. Teacher candidates will consider Special Education from the perspective of the general classroom teacher. From this perspective, special education is not "special" but is effective teaching that benefits all students in the class. Teacher candidates will consider Mental Health as pertaining to students' resilience, social/emotional well-being and mental wellness. This course is designed to promote critical and reflective thinking and learning about topics related to supporting a diverse range of learners, including students identified as requiring special education support. Specifically, this course will support teacher candidates to: (1) examine their own beliefs and practices related to supporting student learning, (2) understand and utilize a strength-based approach and teaching strategies for differentiation, accommodation, and modification to plan for and assess learning needs, (3) understand the relationship among mental health, well-being and achievement and view student well-being as inclusive of physical, cognitive/mental, social and emotional well-being, (4) identify ways to support students' mental health and well-being and identify students who require more intensive intervention (4) develop the capacities to work with families and other professionals in support of students, (5) demonstrate the knowledge, skills, attitudes, and confidence necessary to effectively promote success for students with a broad range of experiences, needs and abilities, including students with exceptionalities, (6) develop the knowledge and skills pertaining to First Nation, Métis, and Inuit ways of thinking about the kinds of differences associated with special education needs. This course will pay particular attention to current research in planning for inclusion through Universal Design for Learning (UDL), differentiated instruction (DI), and response to intervention (RTI) and how these can inform teachers' responses to students; various ways of being, learning, and showing understanding in the classroom. | Department of Curriculum, Teaching and Learning | well-being, mental health, mental wellness, knowledge, learning, cities, resilien, resilience, resilience | SDG3, SDG4, SDG11, SDG13, SDG15 |
| CTL7074H | Issues in Educational Law, Policy and Ethics | As a required course in a professional program, there are both professional and academic rationales underpinning this course. Teachers and high schools are governed by a range of shifting and variably interpreted legal, policy and ethical mandates which have been produced in a range of historical, political and institutional contexts. One key aim of this course is to assure that teacher candidates are aware of their professional and legal rights and responsibilities, as defined by national and provincial legislation, local school board policy, and professional advisories. Another aim of the course is to explore ethical nuances and challenges in teaching while aiming to interpret and respond to relevant legislation that helps to define the teacher's professional role. Using academic research literature, policy documents, and case studies, the course blends theory with the consideration of practical in-school situations in order to enable teacher candidates to analyse policy, ethical and legal tensions in teaching. The course thus aims to rigorously explore teachers' professional contexts so as to inform their daily practice through thoughtful ethical reflection in light of legal and policy considerations. | Department of Curriculum, Teaching and Learning | institut | SDG16 |
| CTL7085H | Issues in Literacy | In this course, current issues related to literacy instruction and their theoretical underpinnings will be explored. We will examine research related to this issues and how the impact they can have on classroom programming. Candidates will have an opportunity to discuss their personal beliefs and views about literacy education as they bridge theory with practice. Instruction in this course will include lecture, written response, group activities, and group investigations. | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL7084H | Issues in Numeracy | In this course, current issues related to mathematics instruction and their theoretical underpinnings will be explored. We will examine research related to this issues and how the impact they can have on classroom programming. Candidates will have an opportunity to discuss their personal beliefs and views about mathematics education as they bridge theory with practice. Instruction in this course will include lecture, written response, group activities, and group investigations. | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL7012H | Issues in Secondary Education | There are both professional and academic rationales underpinning this course. Teachers and high schools are governed by a range of shifting and variably interpreted legal, policy and ethical mandates which have been produced in a range of historical, political and institutional contexts. One key aim of this course is to assure that teacher candidates are aware of their professional and legal rights and responsibilities, as defined by national and provincial legislation, local school board policy, and professional advisories. Another aim of the course is to explore ethical nuances and challenges in teaching while aiming to interpret and respond to relevant legislation that helps to define the teacher's professional role. Using academic research literature, policy documents, and case studies, the course blends theory with the consideration of practical in-school situations in order to enable teacher candidates to analyse policy, ethical and legal tensions in teaching. The course thus aims to rigorously explore teachers' professional contexts so as to inform their daily practice through thoughtful ethical reflection in light of legal and policy considerations. | Department of Curriculum, Teaching and Learning | secondary education, institut | SDG4, SDG16 |
| CTL1331H | Land-centred Approaches to Research and Community Engagement | Indigenous research is a dynamic, collaborative and rapidly expanding field of study and practice. This course invites students to explore and apply their growing understandings of the relationship between Indigenous research and community engagement through an in-depth review of relevant literature, independent study and group work, critical engagement, and experiential learning. This course a theoretical, conceptual and applied exploration of Indigenous approaches to conducting research and engages in topics dealing with ideological, socio-cultural -political, and ethical issues that inform Indigenous Land-centered (capital “L”) research and community engagement across various landscapes, community, and educational contexts including but not limited to philosophies, frameworks, protocols, and practices. This course also examines specific topics such as research ownership, process and outcomes framed around the 5 R’s (relationship, respect, relevance, reciprocity and responsibility) in relation to Indigenous research from Land-centred and place-specific philosophical contexts. The course also includes an exploration of the governance by Indigenous communities of their own research and ethical review processes. In relation to developing culturally relevant, responsive and emergent research processes we will explore some of the various ways to do research and engage respectfully and meaningful with Indigenous communities. Educators, researchers, and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues concerning emergent, responsive, and respectful Indigenous research and community engagement through discussions and hands-on learning opportunities in both urban and rural contexts. There is a particular emphasis placed on philosophical nature of Land in relation to Indigenous research and community engagement together with constructions of the self in relationship to diverse research contexts. This course uses relevant research articles, activities, and various forms of media to foster an understanding of the pertinent literature and to assist students in engaging with some of the realities that face both Indigenous and non-Indigenous people across Turtle Island as they endeavour to engage in respectful and meaningful research. The course brings together a variety of decolonizing and anti-oppressive approaches to understanding the contexts of doing research so that educators, researchers and professional practitioners will come away with a better understanding of Indigenous research and the issues affecting insider/outsider researchers, as well as some better tools that can help develop and implement more inclusive, meaningful, fulfilling, and culturally relevant research in both urban and rural contexts and places both within Turtle Island and across the great waters. The course will explore understandings of what it means to conduct research with Indigenous peoples on the issues of pressing concern to communities across diverse contexts and asks what it means to decolonize research. It will also apply socio-cultural and socio-political frameworks to both theoretical and applied issues. | Department of Curriculum, Teaching and Learning | learning, water, labor, capital, indigenous, anti-oppressive, urban, rural, land, governance, indigenous | SDG4, SDG6, SDG8, SDG9, SDG10, SDG16, SDG11, SDG15 |
| CTL3015H | Language and Literacies Education in Multilingual Contexts | A seminar to examine research on literacy education in second, foreign, or minority languages in subject or medium of instruction programs. Psychological and social perspectives are explored in relation to commonalities among and differences between second-language teaching in various kinds of world contexts. | Department of Curriculum, Teaching and Learning | minorit | SDG10 |
| CTL3101H | Language Awareness for Language Educators | This courses explores the nature of language: its rule-governed structure, its variety and its universal characteristics, the way it is acquired by native speakers and additional language learners, its role in society, its role in creating, sustaining, and enhancing power, and its role in informal and institutional education. The aim of the course is to consider (i) language awareness and use in first, second, and foreign language education; (ii) the special need for language awareness in L2 contexts; and (iii) the role of language awareness in teacher development and program administration. Students will relate course concepts to their own language learning and teaching experiences, and will carry out observational/empirical tasks to apply their learning to the real world. | Department of Curriculum, Teaching and Learning | learning, institut | SDG4, SDG16 |
| CTL3024H | Language Teacher Education | In this course the many dimensions of second and foreign language teacher education will be explored. The course will focus on four main areas including 1) the foundations of second language teacher education, 2) initial teacher preparation, 3) in-service education and on-going professional development as well as 4) activities and procedures for second language teacher education. Consideration will be given to the specific needs of different types of second language teachers working in either traditional or non-traditional learning environments with learners of different ages. The implications of responding to these diverse needs for second language teacher education will also be explored. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1031H | Language, Culture, and Identity: Using the Literary Text in Teacher Development | The literary text is used as a vehicle for reflection on issues of language and ethnic identity maintenance and for allowing students an opportunity to live vicariously in other ethnocultural worlds. The focus is on autobiographical narrative within diversity as a means to our understanding of the ''self'' in relation to the ''other''. The course examines the complex implications of understanding teacher development as autobiographical/biographical text. We then extend this epistemological investigation into more broadly conceived notions of meaning-making that incorporate aesthetic and moral dimensions within the multicultural/anti-racist/anti-bias teacher educational enterprise. | Department of Curriculum, Teaching and Learning | invest, anti-racist | SDG9, SDG10 |
| CTL1322H | Literacies of Land: Narrative, Storying and Literature | This course is designed for both Aboriginal and non-Aboriginal educators and professional practitioners and examines Aboriginal (FNMI) perspectives on literacies grounded in understandings of Land (capital "L") while looking at how these literacies can inform teacher and professional practices to the benefit of all learners. In relation to developing culturally relevant and responsive curriculum, pedagogies and professional practices we will explore some of the various literacies and ways to support literacy success in classrooms. We will explore culturally aligned texts, stories, and oral narratives together with symbolically rich themes that support literacies of land as living and emergent. Educators and professional practitioners will come away with enhanced critical thinking skills and active engagement with the issues concerning literacies through discussions and hands-on learning opportunities in order to move forward and be able to create more inclusive, fulfilling learning environments in both urban and rural contexts. | Department of Curriculum, Teaching and Learning | learning, capital, urban, rural, land | SDG4, SDG9, SDG11, SDG15 |
| CTL3033H | Literacy Research Methodologies | An exploration of the relationships between theory, research findings, course members' teaching experiences. Course members contribute their teaching experience as a context in which the group discusses ideas drawn as far as possible from original sources read and reported on. The topic, language and learning, cuts across various areas commonly taught in the school curriculum and embraces original work in a number of disciplines (e.g., philosophy, linguistics, psychology, sociology, literary criticism). | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1219H | Making Secondary Mathematics Meaningful | Various approaches to making mathematics meaningful for, and accessible to intermediate and senior level students will be examined in the light of recent developments in the field and the Ontario mathematics curriculum guidelines. Throughout the course, we will focus on the question 'making mathematics meaningful for whom,' so an equity focus will pervade each week's readings and discussions. Topics may include: Streaming and school structures, the use of open-ended problems, identity issues, building on community knowledge, classroom discourse, and assessment. | Department of Curriculum, Teaching and Learning | knowledge, equity, equit, accessib | SDG4, SDG10, SDG11 |
| CTL7099Y | Master of Teaching Research Project | The Master of Teaching Research Project is designed to provide a deeper exploration of the interrelationships between educational theory, research, and practice. The overarching goal of this project is to engage students in an in-depth analysis of issues related to curriculum, teaching, and learning through systematic research. The MTRP has value both for students who are intending to pursue a career in classroom teaching, and for students who are planning to pursue doctoral studies. The Project involves the identification of a research problem, a literature review, data collection, data analysis, the construction of a formal report, which is published in a public online repository, and a formal presentation. As part of this process, students develop a variety of research-related skills, including the ability to formulate effective research questions, conduct interviews, review the academic and professional literatures, analyze data, and present research findings. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7100H | Mathematics Concepts for Elementary Teacher Candidates | This course equips students with the math knowledge and skills needed by Primary/Junior and Junior/Intermediate teachers. A strong foundation in math content knowledge is necessary for teachers to build pedagogical content knowledge capacities. Students will develop an understanding of numeracy concepts in: quantity relationships, operational sense and proportional reasoning. The course will build on problem solving content skills in multiplication, division, order of operations, fractions, decimals, percentages, ratios, integers, exponents, manipulating expressions and solving algebraic equations. Students will be immersed in meta-cognition as math learners and will reflect on their own math strengths, needs and learning styles. The course will offer various math pedagogies, such as math games and hands-on activities suitable for elementary classes. At the beginning of the course, teacher candidates may opt into taking a math proficiency test geared at the grade 8 and 9 level. Students who earn a minimum achievement of 90% on the test will earn an immediate CR grade for CTL 7100H and will be excused from the remainder of the course. This test is most appropriate for teacher candidates who have a major or minor in math for their undergraduate degree. | Department of Curriculum, Teaching and Learning | knowledge, learning, cities | SDG4, SDG11 |
| CTL1225H | Mathematics Education: Linking Research and Practice | In mathematics education today, policymakers, teachers, and researchers all agree that it is critical to link research to teaching practices in our schools. This means conducting research that is directly relevant to the everyday dilemmas of mathematics teachers and supporting teachers to adopt practices that research has shown to be effective. In this course, we draw from a recent publication by the National Council of Teachers of Mathematics, that outlines ten key questions that teachers put forward to guide researchers in their work. Topics include: assessment, curriculum, culturally relevant mathematics pedagogy, student thinking, effective algebra teaching, teacher professional development, influence of technology on mathematical learning, effective teaching with technology, interventions for struggling students, and helping students engage in ‘productive struggle.’ We will also investigate various theoretical and conceptual frameworks for mathematics education. | Department of Curriculum, Teaching and Learning | pedagogy, learning, invest | SDG4, SDG9 |
| CTL1819H | Multicultural Literature in the Schools: Critical Perspectives and Practices | In this course, we examine multiple and multicultural books. We examine the multicultural literature (what we read) as well as critically analyzing (how we read) these texts. Critical (indications of class, race and gender relations); multicultural (acknowledges the diversity in cultural experiences) analysis and social action/justice (what and how we act on these analyses) will guide our work together. The new knowledge constructed will inform how we create and develop critical perspectives and practices with students in the schools. | Department of Curriculum, Teaching and Learning | knowledge, knowledges, gender | SDG4, SDG5 |
| CTL1033H | Multicultural Perspectives in Teacher Development: Reflective Practicum | This course will focus on the dynamics of multiculturalism within the individual classroom and their implications for teacher development. It is intended to examine how teachers can prepare themselves in a more fundamental way to reflect on their underlying personal attitudes toward the multicultural micro-society of their classrooms. Discussions will be concerned with the interaction between personal life histories and the shaping of assumptions about the teaching-learning experience, especially in the multicultural context. The course will have a ''hands-on'' component, where students (whether practising teachers or teacher/researchers) will have the opportunity to become participant-observers and reflect upon issues of cultural and linguistic diversity within the classroom. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3805H | Multilingualism and plurilingualism | This course will examine several forms of linguistic diversity at the individual and community level as well as their impact on language and identity construction. Through the class, students will discuss and understand the emerging notion of plurilingualism as distinct from multilingualism and analyze it from three different scientific points of view: cognitive, sociological/sociocultural and pedagogical. The course will adopt a global perspective in investigating language diversity and its implications in different geographical areas and historical times. The course is at doctoral level but it is open to Master's students (with permission of the instructor). | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL7056H | Music - Instrumental | These courses investigate approaches to music learning, teaching, and assessment through instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching. | Department of Curriculum, Teaching and Learning | learning, invest | SDG4, SDG9 |
| CTL7057H | Music - Vocal | These courses investigate approaches to music learning, teaching, and assessment through vocal and instrumental performance, conducting, listening, analysis and creative problem solving; and personal experience with music and technology (MIDI) and media arts. Candidates will develop a repertoire of diverse teaching and assessment strategies appropriate for Ontario students in grades 7-10. Current music education philosophies, Ministry of Education and Training policy and best practices from the field will be the basis for the designing of curriculum lessons and units. Assignments involve practical applications of methodology and frequent personal reflections on music teaching. | Department of Curriculum, Teaching and Learning | learning, invest | SDG4, SDG9 |
| CTL1809H | Narrative and Story in Research and Professional Practice | The course examines narrative and storytelling approaches to the study of educational experience in research and professional practice. Narrative is explored as a fundamental form of experience and as a collection of methods used for the study of experience and the representation of meanings. Course participants will engage in narrative self-study research, collaborative research with colleagues, and in the review of narrative theses and literature. The course examines narrative and storytelling approaches to the study of educational experience in research and professional practice. Narrative is explored as a fundamental form of experience and as a collection of methods used for the study of experience and the representation of meanings. Course participants will engage in narrative self-study research, collaborative research with colleagues, and in the review of narrative theses and literature. | Department of Curriculum, Teaching and Learning | labor | SDG8 |
| CTL3034H | New Literacies: Making Multiple Meanings | "New Literacies: Making Multiple Meanings" is a graduate seminar for masters and doctoral students interested in exploring issues and research literature in the field of literacy. This course takes up the notion that literacy is not singular, but multiple and ideological: diverse social practices that are embedded in local contexts. The course is designed as a collaborative inquiry into uses and associations that "literacy" has in particular educational projects and contexts. Using a seminar format, we will look at theoretical and empirical literature as well as examples from practice to explore the social functions of literacy in work, home, and school settings, with an eye toward how these conversations and ideas can be useful for researching, theorizing, and teaching in our own areas of interest. We examine new and historical developments in New Literacy Studies, multiliteracies, multimodality, critical literacy, as well as practitioner and activist traditions, and other work that considers literacy in relation to critical, social, political, technological, and educational factors. | Department of Curriculum, Teaching and Learning | labor | SDG8 |
| CTL1063H | Pedagogies of Solidarity | Taking as a starting point a conception of pedagogy that centres relational encounters, this course seeks to consider the question of how to enter into relationships with others that seek to transform the very terms that define such relationships. The course explores how the concept of solidarity has been used to both explain the nature of social relationships between groups and individuals, as well as how it has been mobilized as a strategy for political work. In both counts, solidarity plays a key pedagogical role because it seeks to either sustain or challenge particular social arrangements. The course takes education and educational experience as a particular site for thinking through solidarity as both explanation and strategy, and considers a range of educational situations, including the classroom, to consider the complexities of solidarity as ethical encounters in pedagogical relations. | Department of Curriculum, Teaching and Learning | pedagogy | SDG4 |
| CTL3003H | Planning and Organizing the Second Language Curriculum | This course deals with current theory and practice in the development of the second language curriculum -- the planning, needs analysis, objectives, content, structure, and evaluation of second language programs for preschoolers to adults. The course is not an introduction to language teaching methods, but rather assumes that participants have taken such a course previously and/or have significant language teaching experience, which they now wish to consolidate -- by studying fundamental issues, current theory and research, recent publications and curriculum initiatives -- to develop their professional knowledge and capacities in this area. | Department of Curriculum, Teaching and Learning | knowledge, cities | SDG4, SDG11 |
| CTL1104H | Play, Drama, and Arts Education | The examination of current topics or problems in play, drama, and arts education as related to curriculum studies. Issues will be identified from all age levels of education as well as from dramatic play, each of the arts disciplines, and aesthetic education as a whole. Students will address one specific topic through self-directed learning and present the results in an appropriate form. Topics vary from year to year depending upon interests of course members. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3038H | Play, Language and Literacy in Primary Classrooms | This course brings together research and practice in primary classrooms, introducing sociolinguistic and sociocultural perspectives on young children’s oral language and literacy (with a focus on writing and other symbolic representation), and play-based pedagogy supporting literacy. In addition to contributing to ongoing online conversations about readings, students will learn a story well enough to tell it to an audience and discuss the play-based pedagogical possibilities of the story. Students will also develop a creative collaborative curriculum activity intended to support young children’s oral language and literacy. | Department of Curriculum, Teaching and Learning | pedagogy, labor | SDG4, SDG8 |
| CTL1448H | Popular Culture and the Social History of Education II | This course examines a range of themes in the history of education and popular culture, drawn primarily from nineteenth and twentieth-century Canadian history. Topics that will be covered include the impact of popular forms of amusement and education: theatre, tourism, public parades and festivals, and commercial exhibitions and museums. We also will explore the relationship of various levels of the state and of capitalism to popular culture and the relation of "high" culture to mass culture. This course will pay attention to the influences of gender, race and ethnicity, class, and sexuality in shaping and, at times, challenging, particular forms of popular culture. | Department of Curriculum, Teaching and Learning | gender, capital | SDG5, SDG9 |
| CTL1024H | Poststructuralism and Education | This course will examine the foundations of educational thought from the perspectives of Jacques Derrida, Jean-Francois Lyotard, Luce Irigaray, Hélène Cixous, Michel Foucault, Roland Barthes, Gilles Deleuze, Julia Kristeva, Emmanuel Levinas, and Jean Baudrillard. Educational implications and applications of poststructural philosophy will be stressed in relation to the discursive and non-discursive limits of the scene of teaching. | Department of Curriculum, Teaching and Learning | land | SDG15 |
| CTL1797H | Practicum in Curriculum & Pedagogy: Masters Level | Supervised experience in an area of fieldwork, under the direction of faculty and field personnel. | Department of Curriculum, Teaching and Learning | pedagogy | SDG4 |
| CTL3797H | Practicum in Language and Literacies Education: Master's Level | An individualized course linking research and theory in Language and Literacies Education (LLE) with practical fieldwork supervised by a professor. Credit is not given for the fieldwork per se, but rather for the academic work related to it. Academic assignments related to the field work are established collaboratively between the student and professor supervising the course, and evaluated accordingly, in a manner similar to an individual reading and research course (e.g., CTL 3998H). A student wishing to propose a Practicum course must prepare a rationale, syllabus, and bibliography for the course, and obtain the written approval of a supervising professor and of the graduate coordinator in LLE one month prior to the start of the academic term in which the course is to begin. | Department of Curriculum, Teaching and Learning | labor | SDG8 |
| CTL3026H | Pragmatics in Language Education | This course examines theories, research methods, and substantive findings about second language speakers' and learners' pragmatic style and development. Themes to be explored include the relationship between pragmatic and grammatical development, the role of different learning environments (such as study abroad, EFL vs. ESL), options and effects of instruction, individual differences, institutional discourse, cross-cultural politeness studies, electronic communication, and the interrelation of social context, identity, and L2 pragmatic learning. Through the class, students will understand basic concepts, findings, issues, and research methods in interlanguage and cross-cultural pragmatics; develop perspectives on the teaching and learning of second and foreign languages as pertains to the acquisition of pragmatic competence; and investigate in detail a topic related to the field of interlanguage pragmatics. | Department of Curriculum, Teaching and Learning | learning, invest, institut | SDG4, SDG9, SDG16 |
| CTL1812H | Professional Ethics of Teaching and Schooling | Current educational literature reflects increasing attention to the practical and philosophical significance of ethical decision-making as a central aspect of the professionalism and accountability of teachers in their role as moral agents. This course will examine, through in part the use of case studies, some of the ethical complexities, dilemmas, and controversial issues that arise within the overall context of the school. It will raise questions about ethical concerns that occur as a result of teachers' daily work with students, colleagues, administrators, and parents. The course will consider the nature of professional ethics in education and associated concepts of the moral climate of schools. It will explore theoretical and empirical knowledge in the field of applied educational ethics and the moral/ethical dimensions of teaching and schooling. | Department of Curriculum, Teaching and Learning | knowledge, climate | SDG4, SDG13 |
| CTL1048H | Qualitative Methodology: Challenges and Innovation | Working within a broad discussion of methodology and the problems of theory and praxis particular to a 'global', postmodern, and neoliberal era, this course invites students to work through methodological dilemmas, choices and experiments within the context of their own research projects and in conversation with a variety of qualitative methodologists. Readings will propose critical, creative, and collaborative solutions to a range of contemporary qualitative methodology concerns in the field of education today. In particular, the problematics of gender and race, the impact of neoliberal politics on workers and learners, the tensions of local and global, the competing epistemologies of art and science, structural and post-structural, the ethical relations between researchers and research participants, the challenges of 'representation', the struggles over claims to truth are some of the subjects to be addressed in the discussion of research design and methodology. | Department of Curriculum, Teaching and Learning | gender, labor, worker | SDG5, SDG8 |
| CTL3413H | Reading Cinema and Cultural Identity | This course is concerned with the ways in which historical films treat the subject of identity. In this regard, it has four sub-sections: power/gender, class struggle, inter- and intra-cultural connections, and appearances and reality. Each class has an introduction by the professor, viewing the film, and a discussion period. Students write weekly reports and a term paper. | Department of Curriculum, Teaching and Learning | gender | SDG5 |
| CTL1319H | Religious Education: Comparative and International Perspectives | This course presents and examines various international and comparative perspectives on religious education within and across Buddhist, Christian, Hindu, Islamic, and Jewish faith communities. We will critically and comparatively engage in the policies, practices, and research on religious education in public and faith-based schools Canada and internationally. No previous knowledge or coursework on religious education is necessary. | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL3001H | Research Colloquium in Second Language Education | This course focuses on the range of research under way or recently done by professors in or affiliated with the LLE program as well as some recent graduates or visiting scholars. Topics, research projects, and presenters vary each year. Participants analyze examples of diverse research methods and topics, critique theses previously completed in the program, and undertake a systematic synthesis of prior research related to their prospective thesis on language and/or literacies learning, teaching, curriculum, or policy. The course is required of students in the MA and PhD and may also be taken by students in the MEd. This colloquium provides opportunities to become familiar with ongoing research, research methodologies, and curriculum activities in second-language learning and teaching. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1407H | Rural Education and Social Reform in Canadian History 1860-1960 | This course is directed at those students interested in exploring the deep connections between education and social change in Canadian history. Before 1941, the majority of Canadian families lived outside of cities. This course will examine institutional structures, popular responses, and community involvement, and the ways that these factors interacted as state-run compulsory schooling was slowly accepted. It invites students to explore the vital, but relatively unknown, relationship that existed between education, social protest, and the search for reform in rural Canada in the nineteenth and twentieth centuries. Readings in this course will allow students to explore the ways that various people, kinds of people, and organizations, both rural and urban – First Peoples; recent British, African, and eastern European immigrants; educational bureaucrats and revolutionaries; social reformers; settled farm families and itinerant miners – used various kinds of education to encourage, resist and direct social reform in rural Canada. | Department of Curriculum, Teaching and Learning | cities, urban, rural, institut, social change | SDG11, SDG16 |
| CTL3810H | Second Language Classroom Research Methods | The purpose of this course is to provide students with a foundation in the breadth of possibilities for researching the second language classroom. The course is structured to capture this breadth methodologically (primarily quantitative and qualitative social science approaches, but also research informed by humanities approaches); theoretically (cognitivist, socio-cultural, and critical approaches); contextually in terms of program models (both across bilingual, foreign, heritage, Indigenous, and multilingual mainstream contexts, but also in terms of K-12 and adult settings); and in terms of domain (e.g., research with varying foci on language itself, the teacher, learners, curriculum, policy, home-school connections, etc.). As much as possible, the course pairs "how-to" readings with exemplars of second language classroom research. The course also includes structured activities to support students in gaining direct experience with typical methods for doing research in and about language classrooms. Based on the interests of students enrolled in the course, we can agree to adapt the syllabus at the beginning of the semester to narrow or shift our focus. By the end of this course, participants are expected to: 1) Articulate the relationship between theoretical perspective, research design, and methods in the study of second language classrooms; 2) Use course and other readings to critique an exemplar of second language classroom research; 3) Formulate a research(-able) question of interest to the participant; 4) Use small-scale data collection techniques and reflect on their experience with them; 5) Use course and other readings to develop a research proposal. | Department of Curriculum, Teaching and Learning | indigenous, indigenous | SDG10, SDG16 |
| CTL3807H | Second Language Education Research Methods | For thesis students (MA, PhD, or EdD) preparing to do empirical research on second language learning, instruction, and/or curriculum, this course reviews and provides experience with relevant techniques for data collection (e.g. focus groups, interviewing, verbal reports, observation, discourse analysis, questionnaires, tests); data analyses (e.g., coding, profiling, summarizing, reliability and verification checks, validation), and addressing ethical issues in research with humans. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3010H | Second Language Learning | This course examines theory and research in second language (L2) acquisition, including cognitive, linguistic, social, biological and affective variables that account for relative success in L2 learning. The role of instruction in L2 learning is also discussed. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3002H | Second Language Teaching Methodologies | This course offers a historical survey of second language teaching methodologies and provides students with theoretical knowledge of innovative current practices, including the movement to a post-method era, new ways of teaching traditional second language skills, and other key issues current in the field. All learner groups are considered in minority and majority settings in Canada and internationally, though English and French are emphasized. | Department of Curriculum, Teaching and Learning | knowledge, minorit | SDG4, SDG10 |
| CTL1333H | Settler Colonialism and Pedagogies of Oppression | The course allows students to learn about schools, pedagogy and education through the lens of settler colonial studies. Settler colonialism is the process by which colonial nations and populations seek to displace Indigenous people from the Land in order to establish, and maintain, modern nations such as Canada. The course takes a critical approach to ways that settler colonialism persists through a matrix of oppressive pedagogies of knowledge, subjectivity, state and land theft/occupation. The course offers pathways for both Indigenous and non-Indigenous students to deepen their understandings, to challenge and to delink from pedagogies and practices that support settler colonialism. Indigenous knowledge and scholarship will guide how we approach un/learning settler colonialism in ways that are accountable to Indigenous resurgence. Topics covered include Land theft/occupation (privatization, containment, dispossession); knowledge (reason, positivism, Western Enlightenment); schooling (residential schools, school to prison pipeline, multiculturalism); school subjects (social studies, physical education, environmental education, peace education); subjectivity (racism, gendered violence, heteropatriarchy, homonationalism); and public pedagogies (sport, popular culture, media). Students will be encouraged to make connections between local, everyday practices and wider historical contexts and critically analyze settler colonialism across Turtle Island (Canada/US) and other settler colonial contexts, such as Aotearoa/New Zealand, Palestine/Israel, South Americas and South Africa. | Department of Curriculum, Teaching and Learning | pedagogy, knowledge, learning, settler, racism, peace, environmental education, gender, patriarchy, indigenous, environmental, land, peace, nationalism, indigenous, violence | SDG4, SDG16, SDG5, SDG10, SDG13, SDG15 |
| CTL1617H | Social Media & Education | This course explores issues related to the use of social media in education contexts. There will be a particular focus on K-12 schools but the course will also examine the use of social media in higher education. Some of the topics that will be discussed include: popular social media tools and their application to teaching and learning, policies and practices related to integrating social media into classrooms, student safety in online environments, cyber bullying, elements of digital citizenship, e-professionalism and teachers as models of digital citizenship. The course format will include a combination of whole class instruction, small group activities, and independent work. | Department of Curriculum, Teaching and Learning | learning, citizen | SDG4 |
| CTL1220H | Sociocultural Theories of Learning | This course is an introduction to sociocultural theories of learning, including both historical and contemporary views on how culture, society and history influence the nature of learning. We will begin with Vygotsky and activity theory, and then consider a broad spectrum of current views that draw on this work. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3806H | Sociocultural Theory and Second Language Learning | This course will examine aspects of second language learning (SLL) from the perspective of a sociocultural theory of mind. Key concepts from sociocultural theory, for example zone of proximal development (ZPD), scaffolding, private speech, and mediation will be considered as they relate to SLL. Relevant writings of Vygotsky, Leont'ev, Cole, Donato, Lantolf, van Lier, Wertsch and others will be read in depth. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL7019H | Supporting English Language Learners | This course focuses on the inclusion of English Language Learners (ELLs) across the school curriculum. It is intended to support teacher candidates' development of a pedagogical approach and a repertoire of instructional and assessment strategies to engage ELLs in developing language and content knowledge simultaneously. Using an asset-based perspective to language diversity, the course is structured around the broad domains of (1) theories of language learning and teaching, (2) language awareness, analysis, and assessment, (3) ESL strategies in the content areas, and (4) family, school, community, and policy contexts. Upon successful completion of this course, candidates should be able to identify and use ELLs' individual strengths and interests to promote their learning and development, to work with families and other professionals to support ELLs, and to understand their roles and responsibilities as teachers with respect to ELLs and their academic, social, and personal success. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CTL1045H | Survey Research | The course studies survey research design and questionnaire development. Topics include single and multiple waves research designs, sampling strategies, data collection methods (mail, telephone, computer administered, and individual and group interviews), non-response issues, questionnaire construction and validation, and sources of errors in self-reporting. Course content relating to the use of questionnaire as a form of data collection applies to research designs other than survey research. Teaching and learning will be conducted through reading, lecturing, class and internet discussion, and take-home and in class individual or small group exercises. | Department of Curriculum, Teaching and Learning | learning, internet | SDG4, SDG9 |
| CTL7070H | Sustainability Education: Issues & Practice | The Sustainability course is designed to assist candidates in the Master of Teaching Program in implementing the Ontario curriculum for Environmental Education (MOE 2017) within their subject specializations, and, heeding the United Nations' repeated calls for action on sustainable development, to promote both critical and caring perspectives on the serious ecological and humanitarian challenges we face globally and locally. The course will survey various aspects of the broad topic space: environmental sustainability education, place-based education, sustainable development goals, global citizenship education, and eco-justice. The course builds upon and compliments learning in the other foundations courses without repeating the content: CTL7074H-Issues in Educational Law, Policy and Ethics; CTL7073H-Indigenous Experiences of Racism and Settler Colonialism in Canada: An Introduction; and, CTL7009H-Anti-Discriminatory Education. | Department of Curriculum, Teaching and Learning | learning, settler, racism, citizen, sustainability education, environmental education, place-based education, sustainable development, humanitarian, indigenous, anti-discriminatory, sustainable development, environmental, ecolog, indigenous | SDG4, SDG8, SDG11, SDG10, SDG16, SDG13, SDG15 |
| CTL1037H | Teacher Development: Comparative and Cross-Cultural Perspectives | In this course we explore differences in the ways ''Knowledge'', ''Teaching'', and ''Learning'' are constructed and understood in different cultures, and how these affect how teachers learn and promote learning, with particular emphasis on multicultural settings. An underlying theme is how one can best bring together a) narrative, and b) comparative/structural ways of knowing in order to better understand teacher development in varying cultural/national contexts. The choice of particular nations/regions/cultures on which to focus in the course responds to the experience and interest of the students and the availability of useful literature regarding a particular geo-cultural area with respect to the basic themes of the course. | Department of Curriculum, Teaching and Learning | knowledge, learning | SDG4 |
| CTL1215H | Teaching and Learning About Science and Technology: Beyond Schools | This course will focus on theoretical and practical perspectives and current research on teaching and learning science and technology in school and non-school settings. Consideration will be given to classroom environments, as well as science centres, zoos, aquaria, museums, out-door centres, botanical gardens, science fairs, science hobby clubs, and media experiences. In particular, the course will focus on the nature of teaching and learning in these diverse settings, representations of science and technology, scientific and technological literacy, and socio-cultural interpretations of science and technology. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1207H | Teaching and Learning about Science: Issues and Strategies in Science, Technology, Society, and Environment (STSE) Education | A detailed study of issues in the history, philosophy, and sociology of science that have significance for science education, an examination of the philosophy underpinning the STS movement, and a consideration of some of the theoretical and practical problems surrounding the implementation of science curricula intended to focus on environmental, socioeconomic, cultural, and moral-ethical issues. | Department of Curriculum, Teaching and Learning | socioeconomic, learning, environmental | SDG1, SDG4, SDG13 |
| CTL1206H | Teaching and Learning Science | This course involves a study of theories of learning in the context of science education, a survey of research relating to children's understanding of concepts in science, and an exploration of strategies for more effective science teaching. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1318H | Teaching Conflict and Conflict Resolution | This seminar examines how young people may be taught (and given opportunities), implicitly or explicitly, to handle interpersonal and social conflict. The course examines the ways conflict may be confronted, silenced, transformed, or resolved in school knowledge, pedagogy, hidden curriculum, peacemaking and peacebuilding programs, governance, discipline, restorative justice, and social relations, from Canadian and international/ comparative perspectives. The focus is to become aware of a range of choices and to analyze how various practices and lessons about conflict fit in (and challenge) the regular activities and assumptions of curriculum and schooling, and their implications for democracy, justice, and social exclusion/ inclusion. Participants will become skilled in analyzing the conflict and relational learning opportunities and dilemmas embedded in various institutional patterns or initiatives to teach or facilitate conflict resolution and transformation and to prevent violence. | Department of Curriculum, Teaching and Learning | pedagogy, knowledge, learning, peace, institut, governance, peace, democra, violence | SDG4, SDG16 |
| CTL1454H | The Battle Over History Education in Canada | Canadians, like other peoples around the world, have witnessed a breakdown in consensus about what history should be taught in schools, and a heightened awareness of the political nature of deciding whose history is, or should be, taught. Debates about what to teach, and how, are appearing as strands within larger discussions about the social and political meaning and purposes of history, and 'historical consciousness' is emerging in a wide range of cultural activities, from visiting museums to watching the History Channel. Adults and children alike seem to be seeking answers to questions of identity, meaning, community and nation in their study of the past. Students in this course will explore through readings and seminar discussions some of the complex meanings that our society gives to historical knowledge, with particular emphasis on the current debates about history teaching in Canadian schools, and the political and ethical issues involved. This course was previously listed under TPS1461 - "Special Topics in History: History Wars: Issues in Canadian History Education". | Department of Curriculum, Teaching and Learning | knowledge | SDG4 |
| CTL1426H | The History of Gender and Education in Canada | This course explores the changing dimensions of gender relations in Canada from the late 18th to the 20th century. It will examine selected social, cultural, economic, and political developments, shifting meanings of femininity and masculinity in these developments, and their effect on formal and informal forms of education. | Department of Curriculum, Teaching and Learning | gender | SDG5 |
| CTL1110H | The Holistic Curriculum | This course will focus on curriculum that facilitates personal growth and social change. Various programs and techniques that reflect a holistic orientation will be analysed: for example, Waldorf education, social action programs, and transpersonal techniques such as visualization and the use of imagery in the classroom. The philosophical, psychological, and social context of the holistic curriculum will also be examined. | Department of Curriculum, Teaching and Learning | social change | SDG16 |
| CTL3808H | The Role of Instruction in Second Language Learning | This course examines theory and research on the role of instruction in second language acquisition. The central issues to be addressed are the extent to which different types of instructional input and corrective feedback contribute to second language acquisition (SLA). The extent to which different language features and proficiency levels interact with instructional input is also examined alongside other learner and teacher variables. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL3030H | Theory and Practice in Elementary Literacy Instruction | This course examines a number of theoretical perspectives on literacy exploring their implications for work with Theory and Practice in Elementary literacy, learning and instruction. Topics such as literacy across the curriculum, reading comprehension, beginning writing instruction, use of media and technology in writing, and sociocultural influences on literacy learning, will be explored in terms of various theoretical approaches. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| CTL1046H | Training Evaluation | This course studies methods of evaluating training. Topics covered by the course include training models, practice analysis, Kirkpatrick's 4 level training outcome evaluation model and its variants, Return on Investment (ROI) analysis, and measurement and design issues in training evaluation. | Department of Curriculum, Teaching and Learning | invest | SDG9 |
| CTL1822H | Urban School Research: Youth, Pedagogy, and the Arts | This course will examine conceptual, theoretical, and methodological considerations of urban school research. The arts generally- and theatre/drama in particular- will be used as a conceptual and methodological lens that informs questions of curriculum, subjectivity, space, diversity, policy, and youth culture in the study of urban schools. Studies of children/youth and youth culture and conceptions of arts/theatre practices and pedagogies in schools will be examined. Discussions of research problems in school-based research, and methodological and design choices in the development of school-based research projects will be a particular focus. Two of the primary goals of the course are: to expand students' qualitative research interpretation skills by examining the work of other school-based researchers and to help students formulate and articulate their research designs and methods for their own projects. | Department of Curriculum, Teaching and Learning | pedagogy, urban | SDG4, SDG11 |
| CTL3020H | Writing in a Second Language | This course focuses on second-language writing, with special attention to relations between research, theory, and practice. Topics include text, psychological and social models of second-language writing instruction and learning, ways of responding to student writing, and techniques for evaluating writing. | Department of Curriculum, Teaching and Learning | learning | SDG4 |
| DEN1094H | Advanced Oral Radiology I | The objective of this Year 1 course is directed toward the interpretation and diagnosis of diseases of the maxillofacial region, and to stimulate the critical analysis of the application of diagnostic imaging for this purpose. The course consists of seminars and radiologic clinics that are composed of the following components: seminars in advanced radiologic interpretation of abnormalities and diseases of the maxillofacial region; a radiologic clinic and radiologic rounds directed to the investigation of abnormalities and diseases of the maxillofacial region; seminars in the mechanisms of disease with correlations to their appearances on diagnostic images; and review of the current literature in oral and maxillofacial radiology. Clinical training includes practical experiences with the applications of extraoral and intraoral radiology, sialography, computed tomography and magnetic resonance imaging to the diagnostic process. | Faculty of Dentistry | invest | SDG9 |
| DEN1095H | Advanced Oral Radiology II | This course builds on the foundations developed in DEN1094Y. This Year 2 course consists of seminars and radiologic clinics that are composed of the following components: seminars in advanced radiologic interpretation of abnormalities and diseases of the maxillofacial region; a radiologic clinic and radiologic rounds directed to the investigation of abnormalities and diseases of the maxillofacial region; seminars in the mechanisms of disease with correlations to their appearances on diagnostic images; and review of the current literature in oral and maxillofacial radiology. Clinical training includes practical experiences with the applications of extraoral and intraoral radiology, sialography, computed tomography and magnetic resonance imaging to the diagnostic process. | Faculty of Dentistry | invest | SDG9 |
| DEN1096H | Advanced Oral Radiology III | This course builds on the foundations developed in DEN1094Y and DEN1095Y. This Year 3 course consists of seminars and radiologic clinics that are composed of the following components: seminars in advanced radiologic interpretation of abnormalities and diseases of the maxillofacial region; a radiologic clinic and radiologic rounds directed to the investigation of abnormalities and diseases of the maxillofacial region; seminars in the mechanisms of disease with correlations to their appearances on diagnostic images; and review of the current literature in oral and maxillofacial radiology. Clinical training includes practical experiences with the applications of extraoral and intraoral radiology, sialography, computed tomography and magnetic resonance imaging to the diagnostic process. | Faculty of Dentistry | invest | SDG9 |
| DEN1056Y | Basic Concepts in Clinical Medicine | The objective of this course is to provide dental anaesthesia residents with the clinical knowledge and skills of physical evaluation and medical risk assessment. This will build on the academic basis of the course “Foundations of Medicine as applied to Dental Anaesthesia”. It will consist of a 3-hour per week clinical session for the first year in the program. | Faculty of Dentistry | knowledge | SDG4 |
| DEN1081H | Bone Interfacing Implants | Osseointegration is a central tenant of current dental therapy—yet, not only is the concept poorly understood, but the terminology and dogma surrounding this vitally important concept confuses even the most engaged practitioners. This course discusses the concept of osseointegration from the perspective of bone biology. Bone is one of the many connective tissues; and to understand bone biology one has to have an understanding of connective tissue structure and function. Of course, to truly understand the interface a multidisciplinary approach is necessary to take into account both the material and biological variables. To address this subject matter, the course is centered around every student being able to identify and critically evaluate each of the connective tissues. We do this by spending considerable time studying the microscopic structure of connective tissues; recording observations; and sharing information between the group. While this is happening a series of spontaneous tutorials, generated predominantly as a function of student inquiry, guides the group towards a unique understanding of the biology of, and logic that drives, osseointegration. It transpires that osseointegration is a wound healing phenomenon that reflects many natural phenomena where a new equilibrium is established following a disruption of homeostasis. Recently, as a result of work undertaken at the U of T, it has become possible, for the first time, to objectively compare the osseointegration rate and ultimate strength of bone anchorage of differing implant designs. Neither prior knowledge of connective tissue biology, nor material surface design, is required; but an inquiring mind is essential. (Offered in alternate years – available 2020-21). | Faculty of Dentistry | knowledge | SDG4 |
| DEN4010Y | Care of Patients with Special Needs and Applied Paediatric Dentistry | This seminar course has emphasis on examination of the scientific evidence supporting contemporary practice. The pediatric dentistry graduate student will gain understanding of what being a member of hospital staff entails, principles of management of dental disease under general anesthesia, medical management of a variety of co-morbidities to support their caring for the oral health of children. Topics addressed include: oro-facial wound healing, hematological diseases, cardiovascular disease, liver disease, renal disease, common syndromes & those with craniofacial malformations, dermatological diseases, disorders of muscular function, metabolic and endocrine disorders, children with medical devices, childhood cancers, respiratory diseases, neurological disorders, allergy, immunodeficiency, infectious diseases, obesity & eating disorders, pregnancy and substance abuse. Additionally, the course will inform clinical decision-making, incorporating the added complexity of developing a comprehensive treatment plan for the pediatric patient with special health care needs. It will also discuss the issues surrounding palliative and end-of-life management of oral pain/disease | Faculty of Dentistry | health care, substance abuse | SDG3 |
| DEN2009H | Classic Theories of Craniofacial Growth | A guided reading seminar course covering classical theories of craniofacial growth. References are cited refuting or supporting these theories. Students learn not only about the scientific and clinical evidence to support the 6 main theories of craniofacial growth and development, but they also learn to critically analyze this evidence and apply it to their own understanding and clinical exposure. The objective of the second part of the course is to give the student an understanding and working knowledge of the current concept of craniofacial growth at the molecular and genetic levels. Key aspects of craniofacial embryology, general concepts of patterning in development, pattering in craniofacial development and the molecular basis of a specific craniofacial disorder are discussed. This involves recent research advances in molecular biologic factors in facial growth as well as the clinical relevance of craniofacial growth. | Faculty of Dentistry | knowledge | SDG4 |
| DEN1014H | Clinical Epidemiology and Evidence-Based Care | Clinical Epidemiology and Evidence-Based Care is a core course in the Faculty of Dentistry. Successful completion of this course is one of the program requirements for the dental graduates seeking advanced training in a clinical specialty. This course will demonstrate the scientific basis for clinical decision-making in prognosis, causation, diagnosis and therapy following the principles of evidence- based health care. Examples from the dental literature are used to illustrate the concepts and their practical application. The specific objectives of the course are: 1) to introduce principles of epidemiology as applied to clinical research; 2) to provide Clinical Specialty Graduate students with the fundamental scientific skills in clinical epidemiology to enable them to practice evidence-based dental care; 3) to provide the students with skills in answering questions using biomedical literature; 4) to provide students with the skills needed to critically appraise a biomedical research article. | Faculty of Dentistry | health care | SDG3 |
| DEN4012Y | Clinical Pediatric Dentistry I | This clinical course comprises the first year of clinical activity in pediatric dentistry. A pre-requisite clinical simulation course is delivered during the orientation period. This is supported by didactic introductory seminars to review basic pediatric restorative dentistry techniques, caries risk assessment and treatment planning, and permits calibration of operative skills. Following successful completion of simulation exercises, the graduate student will be assigned to clinical activity at various sites. These encompass all clinical aspects related to the practice of the specialty of Pediatric Dentistry. The examination, diagnosis and treatment of the infant and child patient and patients with special health care needs are supervised in the Graduate Pediatric Dentistry Clinic at the University of Toronto and in the Department of Pediatric Dentistry at SickKids Hospital. Additional clinical assignments include City of Toronto Public Health Clinic, Mt. Sinai clinic for persons with disabilities and Oral Moderate Sedation clinic in the Pediatric Surgicenter. All graduate students begin participation in after-hours emergency call at SickKids towards the end of the clinical year. Grad students also participate with clinical staff in weekly patient care conferences and chart auditing exercises. | Faculty of Dentistry | public health, health care, disabilit | SDG3 |
| DEN4013Y | Clinical Pediatric Dentistry II | This clinical course comprises the second year of clinical activity in pediatric dentistry. The graduate student will be assigned to clinical activity at various sites. These encompass all clinical aspects related to the practice of the specialty of Pediatric Dentistry. The examination, diagnosis and treatment of the infant and child patient and patients with special health care needs are supervised in the Graduate Pediatric Dentistry Clinic at the University of Toronto and in the Department of Pediatric Dentistry at SickKids Hospital. Additional clinical assignments include City of Toronto Public Health Clinic, Mt. Sinai operating room for persons with disabilities. Graduate students will rotate to the Pediatric Surgicenter on a regular basis in this second year to participate in dental rehabilitation using non-intubated and intubated general anesthesia and in Oral Moderate Sedation clinic. All graduate students participate in after-hours emergency call at SickKids towards the end of the clinical year. A mandatory rotation in anesthesia will be assigned during the second or third year. Grad students also participate with clinical staff in weekly patient care conferences and chart auditing exercises. | Faculty of Dentistry | public health, health care, disabilit | SDG3 |
| DEN1046Y | Clinical Prosthodontics | Extensive clinical training is provided over three years in the Graduate Prosthodontics clinic. Treatments are done in close cooperation with specialists in other clinical specialties and dental technicians in relation to treatment planning and patient management. On-site and off-site clinical rotations supplement core clinical training. On-site rotation to the Implant Prosthodontic Unit (IPU) focuses on implant-related surgical training. Off-site rotations focus on management of patients with specific needs. Rotation to the Princess Margaret Hospital focuses on Maxillofacial Prosthodontics and oncologic management. Rotation to the Holland Bloorview Kids Rehabilitation Hospital focuses on management of Prosthodontic needs in a pediatric population. | Faculty of Dentistry | land | SDG15 |
| DEN1073Y | Dental Anaesthesia Graduate Seminars | This weekly course consists of both Faculty-led and student-led presentations that cover a range of topics relevant to dental anaesthesia. Residents receive introductory lessons in pharmacology from Faculty. The student presentations cover the management of anaesthesia for common systemic diseases, with facilitation and feedback from Faculty. Students apply anaesthesia planning principles to case-based learning exercises. | Faculty of Dentistry | learning | SDG4 |
| DEN1083Y | Experiences in Clinical Medicine | The objective of this course is to provide clinical experience in medicine for residents in dental anaesthesia. Residents complete rotations in the Department of Internal Medicine at Sunnybrook Health Sciences Centre and the Departments of Cardiology and Respirology at Women’s College Hospital. Emphasis is on the application of knowledge and clinical skills in a variety of patient care contexts. This course is taken in year two. This is a credit/ no credit course. | Faculty of Dentistry | knowledge, women | SDG4, SDG5 |
| DEN1084H | Experiences in Clinical Teaching I | The objective of this course is to strengthen understanding of instructional pedagogy and teaching skills. Developed from the Centre for Faculty Development Teaching and Learning Collaboration workshops, this course consists of small group instruction and practical teaching assignments. Residents participate in workshops on best educational practices for learning in clinical contexts to prepare themselves for instructor roles. Mandatory teaching assignments consist of a minimum of 10 half-days per year in each of the three years of the program. Seminar facilitation and clinical supervision is carried out in the Faculty clinics for: second year undergraduate dental students local anesthetic techniques; third year dental students and dentists enrolled in continuing education for nitrous oxide and oxygen sedation techniques; fourth year dental student medical emergency seminars and simulations; peer teaching for dental anaesthesia residents. Progress is measured by a portfolio of personal reflections and objective evaluations. (Credit/No credit courses) | Faculty of Dentistry | pedagogy, learning, labor | SDG4, SDG8 |
| DEN1074Y | Foundations of Medicine as Applied to Dental Anaesthesia | The objective of this course is to provide the academic basis of clinical medicine for residents in dental anaesthesia. The content will include: interpretation of complete medical histories; techniques of physical examination; interpretation of physical evaluation results; understanding the implications of systemic disease, in particular those of the cardiovascular, respiratory and endocrine systems; understanding the indications for and interpretations of laboratory studies and other techniques used in physical diagnosis and preoperative evaluation. The course will consist of 3 hours of seminars per week, divided into 2 weekly sessions, for the fall term of the first year in the program and combined into a single weekly session in the winter term of the first year of the program. | Faculty of Dentistry | labor | SDG8 |
| DEN5001Y | Graduate Endodontics Case Presentations | This weekly three-year seminar series is intended to discuss clinical cases, recently diagnosed, currently under treatment or already treated. The cases are presented by the endodontics graduate students in accordance with a specific schedule, with three cases normally presented in any given session. Presentations follow a standardized format, and include all pre-operative and intra-operative information pertaining to the presented cases. Information on anamnesis and clinical and radiographic findings is presented to form the basis for differential diagnosis, treatment planning and projection of prognosis. Information on treatment procedures performed is then presented using radiographic and photographic visual aids. The presentation is concluded with discussion of learning points and critique of the treated case provided by the presenting student. Diagnostic and therapeutic steps are to be supported by relevant evidence. The presentation is open to discussion and critique by attending students and staff. | Faculty of Dentistry | learning | SDG4 |
| DEN5003Y | Graduate Endodontics Current Literature | This weekly three-year seminar series reviews the current publications pertaining to endodontics. Using comprehensive on-line search strategies, current publications related to each of 15 themes are identified. Selected journal articles on each theme are assigned to students for review. Each seminar session addresses either one of the 15 themes in accordance with a structured schedule. Few sessions are also spent to review the recent position statements and miscellaneous topics of current interest. The students submit a review on their assigned articles comprising a summary and critique, both in writing for archiving purposes and verbally during the seminars. The seminars are moderated by graduate endodontics staff members who provide the context for the impact of the reviewed articles on the body of knowledge related to each theme. Course components include reading of assigned articles, submission of written summaries and critique of articles, submission of two multiple-choice questions for each article, presentation of the summary and critique during the seminar, and use of cross references to provide context for the reviewed article. Graded components of the course include (1) thoroughness of cross-referencing, and (2) critique of the article. The cumulative grades for each component amount to 20% of the final grade. An examination at the end of each academic term (December and June) amounts to the remaining 80% of the course grade for that year. This course is designed to help the students develop the necessary skills for critical reading of the scientific literature, while also acquiring knowledge of the most current advances in most areas of endodontic research. Participation in this course is a program requirement | Faculty of Dentistry | knowledge | SDG4 |
| DEN5002Y | Graduate Endodontics Topical Literature | This weekly two-year seminar series reviews the historic and principle literature that provides the basis for understanding of endodontic disease and its treatment. The scientific literature identified as being important to the field is critically reviewed and key concepts are established. Specific areas reviewed include the (i) development, structure and pathophysiology of the dental pulp and periapical tissues, (ii) causes, prevention, and management of endodontic post-treatment disease (treatment failure), (iii) effects and management of traumatic injury to the developing and developed permanent dentition, (iv) evolution and testing of methods and materials for root canal preparation and filling, (v) long-term outcomes of endodontic treatment, (vi) considerations for post-treatment restoration, (vii) benefits and risks associated with internal bleaching, and (viii) several clinical topics. An extensive reading list and the oral presentation of selected articles on assigned topics constitute the course requirement. The series is a continuum spanning two years. Students enter the course in the beginning or in the middle in alternating years. Course components include (1) reading of assigned literature, (2) participation in the discussion of the assigned literature, (3) presentation of the summaries of selected assigned articles, (4) preparation and presentation of entire seminars on selected topics. There is no percentage value allocated to the course components. A grade for this course is assigned based on performance in a final examination. This course is designed to provide the biological foundation for endodontic therapy. Acquiring knowledge about this foundation is essential for education of specialists in the field of Endodontics. Participation in this course is a program requirement. | Faculty of Dentistry | knowledge | SDG4 |
| DEN3005H | Head and Neck Anatomy | The Division of Anatomy, Faculty of Medicine, together with the Faculty of Dentistry, offers a comprehensive head and neck anatomy course tailored for the specialties of Oral and Maxillofacial Surgery (OMFS), Endodontics and Prosthodontics. The course will comprise four-week (12 hour) lecture series and prosection review. There is an additional cadaver dissection and surgical approaches component (32 hours) for residents of the OMFS program. Students will have access to specially prepared material, which may be studied in the Division of Anatomy. Dissection manuals will be available for the laboratory activities. Instructors and staff will be available during the surgical dissection laboratories and on a consulting basis | Faculty of Dentistry | labor | SDG8 |
| DEN5005H | Introduction to Graduate Endodontics | Students entering the MSc program in Endodontics are all dentists who have had different educational and clinical experiences. Before these students can begin treating patients, they have to increase their theoretical knowledge and clinical skills to a level expected of the specialty student. This course is designed to achieve that goal by combining the basic theoretical knowledge with hands on practice on extracted teeth. | Faculty of Dentistry | knowledge | SDG4 |
| DEN1022H | Investigating Pathogenic Biofilms | This graduate course focuses on fundamental biology of microbial biofilms and how biofilm ecology impacts on the pathogenesis of infections. The course draws knowledge of microbiology, microbial genetics, and functional genomics. The course consists principally in the reading of assigned materials and reading quizzes. It is intended as a core course for graduate students whose specialty areas deal with biofilm-related diseases and for doctoral stream students from diverse SGS departments, whose research centers on bacterial adhesion, bacterial physiology, and bacterial genetics. | Faculty of Dentistry | knowledge, invest, ecolog | SDG4, SDG9, SDG15 |
| DEN1036Y | Literature Review in Periodontology | The literature review program combines required reading and review of discussion points in order to gain an understanding of the classic and current literature in the field of periodontology. Each week, the student is presented with a list of articles that cover a given subject in its entirety. The student is expected over the course of the year to have read and be familiar with each article. Articles are chosen due to their “classic” standing, or because they highlight a given learning objective. This allows to student to focus on these articles for the weekly discussions in our seminar series. Along with a “classic” literature review, seminars are designated for current literature review in the most recent journals. | Faculty of Dentistry | learning | SDG4 |
| DEN1016H | Occlusion: Function and Dysfunction | This is a lecture- and seminar- based course held for graduate and postgraduate students in the second-term of the academic year (2 hours per week). This course integrates current knowledge of dental occlusion by presenting a multidisciplinary array of lectures delivered by experts in prosthodontics, periodontics, orthodontics, pedodontics, oral and maxillofacial surgery, dental materials, oral neurophysiology, speech pathology and sleep bruxism. It also utilizes topical reading and evidence-based discussion seminars led by course participants and critical appraisal assignments of recent peer-reviewed publications. The aims of this course are to demonstrate that multidisciplinary clinical approaches that take into consideration developmental, biological, neurophysiological, psychological and biomechanical factors are indispensable in the diagnosis, management and prevention of a dysfunctional dental occlusion. This course is targeted principally at postgraduate candidates in clinical dental specialties. Participants are required to have a dental degree. Successful completion of the course is based on mandatory attendance in all seminars, a topic presentation, a written assignment, short quizzes and participation and demonstration of critical appraisal skills in the seminars and the written assignments. (Offered in alternate years – not available 2021-22 ). | Faculty of Dentistry | knowledge | SDG4 |
| DEN3001Y | Oral and Maxillofacial Surgery 1: The Physiologic Basis of Disease | This course provides the Oral and Maxillofacial Surgery resident with the fundamental medical knowledge. It covers physical diagnosis, medicine and physiology. It is required for patient care and management, especially in the pre and post-operative phases, and for general consults in a hospital setting. The course also provides an assessment of current literature and clinical research. The relationship of the basic sciences (physiology, pharmacology, biochemistry and microbiology) to disease processes through a systematic discipline, is emphasized. | Faculty of Dentistry | knowledge | SDG4 |
| DEN3002Y | Oral and Maxillofacial Surgery 2: Principles and Practice of Oral and Maxillofacial Surgery | The didactic component of this course provides the Oral and Maxillofacial Surgery resident with a complete understanding of the diagnosis and surgical management of diseases of the head, face, and neck regions. Seminar presentations use a case-based format. Residents participate in all areas of the clinical practice of the Oral and Maxillofacial Surgery. Sound judgment is developed through the formulation of differential diagnoses, rational treatment options and participation in the surgical procedures. In Year I, the clinical component is primarily related to the care of inpatients and an introduction to simple operative procedures. It also provides a thorough and rigorous introduction to surgery and surgical principles in general. In years III and IV, advanced clinical practice and increasing levels of responsibility for patient care are demanded which culminate in a high level of surgical skill and knowledge. | Faculty of Dentistry | knowledge | SDG4 |
| DEN1012Y | Oral Medicine | This course is conducted in various relevant departments of the University affiliated teaching hospitals and through seminars, a pharmacology course and case discussions. Experience is obtained in the investigation, diagnosis and management of a wide range of diseases and disorders of the oral and craniofacial structures including oral mucosal and salivary gland diseases/disorders and orofacial pain/dysfunctions. As well, students gain experience in the management of patients with complicating medical conditions. | Faculty of Dentistry | invest, land | SDG9, SDG15 |
| DEN1060H | Oral Physiology: Sensory and Neuromuscular Function | This is a lecture- and seminar- based course held for graduate and postgraduate students in the first-term of the academic year (2 hours per week). Attendees will gain an in-depth understanding of the current knowledge in the field of orofacial sensory and motor functions, and critical reading and summary of articles in this field as well as experience in preparing and delivering critiqued seminars. The following topics will be covered: a review of structural and functional neuroanatomy, neurophysiology, neurochemistry, neurogenetics, psychophysics, and behavioral studies relevant to the orofacial region, garnered using rodent and human models, as related to the sensations of touch, temperature, taste and pain in the orofacial region. The course will also review unique peripheral and central neurophysiological mechanisms of somatosensory functions involving orofacial skin, mucosa, periodontium, tooth pulp, periosteum, tendons, muscles, temporomandibular joints, salivary glands, and taste buds. Also covered are motor aspects of the neurophysiology of the orofacial region, including muscle physiology and its relationship to reflex and voluntary orofacial motor activity manifesting as mastication, swallowing, facial expression, speech and sleep; as well as basic and clinical pathophysiological correlates of the above functions. | Faculty of Dentistry | knowledge, land | SDG4, SDG15 |
| DEN2001Y | Orthodontics 1: Advanced Orthodontic Diagnosis and Treatment Planning | Various methods of appraising dentofacial deformities and growth trends are discussed. The diagnosis and treatment planning of surgical cases and temporomandibular joint problems are included, as is an introduction to biomechanics. Also included is a concentrated laboratory technique course as preparation for clinical practice. The course is limited to orthodontics graduate students. | Faculty of Dentistry | labor | SDG8 |
| DEN2003Y | Orthodontics 3: Orthodontic Technique and Clinical Practice | This is a concentrated clinical course, extending over three years, involving patient treatment under the supervision of staff. This includes diagnosis and treatment planning as well as actual clinical treatment of assigned cases. The predominant orthodontic techniques are stressed including surgical orthodontic treatment, adult orthodontics and functional appliance therapy. Throughout the course, the knowledge and theory discussed in Orthodontics 1 and 2 will be thoroughly applied and expanded upon. The course is limited to orthodontics graduate students. | Faculty of Dentistry | knowledge | SDG4 |
| DEN4001Y | Paediatric Dentistry 1: Theoretical Paediatric Dentistry | This seminar course is continuous throughout the program. Reading assignments and periodic seminar presentations are assigned. The majority of these seminars are presented by the Department of Pediatric Dentistry, but may be given by members of other departments to include subjects such as Advanced Periodontics, Practice Management, Pediatric Pharmacology, Dental Public Health, and Hospital Dentistry, Feeding Disorders, Speech Pathology, Prevention, Cariology, as it applies to Pediatric Dentistry. Includes formal case presentations by the graduate students that must be prepared to the standards set by the American Board of Pediatric Dentistry. | Faculty of Dentistry | public health | SDG3 |
| DEN4003Y | Paediatric Dentistry 3: Facial and Dental Growth and Development in Paediatric Dentistry | This seminar course provides a comprehensive review of growth and development of the craniofacial complex. The course focuses on head & neck anatomy and dental development from in utero to adolescence. Several theories related to “how the head grows” are discussed including an examination of the functional matrix theory as it applies to craniofacial growth. The principles of bone development in the craniofacial region are reviewed in great detail. The student will gain an understanding of the biology of soft and hard tissues in the cranium. The objective of the second part of the course is to give the student an understanding and working knowledge of the current concept of craniofacial growth at the molecular and genetic levels. Key aspects of craniofacial embryology, general concepts of patterning in development, patterning in craniofacial development and the molecular basis of a specific craniofacial disorder are discussed. This involves recent research advances in molecular biologic factors in facial growth as well as the clinical relevance of craniofacial growth. | Faculty of Dentistry | knowledge | SDG4 |
| DEN4005Y | Paediatric Dentistry 5: Clinical Paediatric Dentistry | This continuous three-year course will be phased out in 2022 as new individual one-year courses in Clinical Pediatric Dentistry are introduced. Clinical assignments are undertaken at various sites through a rotation schedule. These encompass all clinical aspects related to the practice of the specialty of Pediatric Dentistry. The examination, diagnosis and treatment of the child patient and patients with special health care needs are supervised in the Graduate Pediatric Dentistry Clinic at the University of Toronto and in the Department of Pediatric Dentistry at the Hospital for Sick Children. The students will also be assigned to the Surgicentre at the Faculty of Dentistry for the comprehensive treatment of children using oral moderate sedation, non-intubated and intubated general anesthesia. Additional clinical assignments over the 3 years may include City of Toronto Public Health Clinic and Mt. Sinai Hospital. All graduate students participate in after-hours emergency call at the Hospital for Sick Children in their core program. There is a mandatory two weekanesthesia rotation at SickKids and graduate students may have the choice of an additional 1 week elective rotation in any of the following areas: plastics/craniofacial surgery, cardiology, hematology, Holland Bloorview Kids Rehab Centre, among others. Graduate students also participate with clinical staff in weekly patient care conferences and chart auditing exercises. | Faculty of Dentistry | public health, health care, land | SDG3, SDG15 |
| DEN4009Y | Paediatrics | This is a series of seminars and ward rounds directed by the Department of Pediatrics at the Hospital for Sick Children. A study of growth and development from birth to adulthood is presented, stressing normal values as well as causes and effects of deviations from them. This course runs concurrently with DEN4010Y and major topic areas are reinforced through patient presentations during ward rounds. Major infections are reviewed as to etiology, clinical manifestations and treatment, and current immunization procedures are presented. Tumors of a benign or malignant nature which are common to the pediatric age group are discussed as to clinical aspects and current therapies, and common bleeding disorders are described, with emphasis on management and relevance to dental practice. The aspects of cardiac disease in childhood are presented as well as related prophylactic measures in current use in dental practice. A lecture on basic genetics is given as to modes of inheritance, chromosomal abnormalities and methods of investigation. At the Hospital for Sick Children, patients are presented who represent some of the subjects discussed in the lecture series, thereby enhancing the latter through clinical illustrations | Faculty of Dentistry | invest | SDG9 |
| DEN1033Y | Periodontology: Seminars and Clinics I | This ongoing course represents a three-year major program consisting of educational experiences targeted directly at developing the knowledge and clinical skill required of a specialist in periodontics, including many aspects not covered in other required courses. Seminars will include Conscious Sedation, Periodontics-Prosthodontics Treatment Planning, Therapeutics, Clinical Photography, Practice Management, and Surgical Periodontics. Clinical rotations include Implant Prosthodontic Unit, Periodontal Consultation Service for severe and refractory diseases, and hospital rotations for Periodontal Care of Medically Compromised patients, oral medicine, and diagnosis and treatment of facial pain and temporomandibular disorders. Residents will also be exposed to training in single drug I.V. sedation techniques, and other conscious sedation methods. There will be seminars in oral medicine and in the interrelationships of Orthodontics, Endodontics and Prosthodontics with Periodontology. (See Clinical Conferences). | Faculty of Dentistry | knowledge | SDG4 |
| DEN1063Y | Practicum in Dental Public Health | A student will normally be assigned for 14 weeks to an agency that provides dental public health services or is engaged in dental public health-related issues. The purpose is to learn, by observation and participation, methods of management used by the agency and to conduct a project of use to the agency. A dental public health specialist or other leader from the agency will supervise the student with periodic contact from director of the program | Faculty of Dentistry | public health | SDG3 |
| DEN1042Y | Prosthodontics II: Restorative Dentistry | The seminar course will cover key concepts, methods and materials in prosthodontics, and laboratory management and is intended to prepare students for patient care. | Faculty of Dentistry | labor | SDG8 |
| DEN1044Y | Prosthodontics IV: Patients with the Fully Edentulous Mouth and Advanced Prosthodontic Care | This seminar course reviews and critically appraises the current scientific literature pertaining to prosthodontics. This course is designed to help the students develop the necessary skill for critical reading of the scientific literature, while also acquiring knowledge of the most current advances in the diverse areas of research in prosthodontics and related areas. During weekly seminars, the students select, present and defend what they have identified as the best research papers in the contemporary literature relevant to prosthodontic care. | Faculty of Dentistry | knowledge | SDG4 |
| DEN1010H | Research Ethics | This course aims to highlight ethical values and regulations in different topics that are research-related: scientific writing, confidentiality agreements, students mentoring, research with humans, animals and biological samples, etc. The course involves participation in a seminar and the fulfillment of an online course offered by the Tri-council Funding Agencies of Canada. The same seminar will be offered in two different dates and attendance in one of the sessions is mandatory. Additionally, proof of completion of the online tutorial course “Tri-Council Policy Statement 2 – Tutorial Course on Research Ethics” is required. This is a credit, non-credit course. | Faculty of Dentistry | animal, animal | SDG14, SDG15 |
| DEN1061H | Research Practicum | The research practicum aims to give students hands-on experience of one or more components of the research process. This can include analyzing an existing data set, undertaking a systematic review and/or meta-analysis or a review article. This type of experience will give students the opportunity to use skills in, and an appreciation of, such matters as literature searching, hypothesis setting, experimental design, methodological limitations, laboratory practice, and writing a paper for publication. Consequently, it provides a more limited exposure to the research process than research leading to a M.Sc. level thesis. The requirements for this course can be met by undertaking a research project or an essay in the form of a review article. In either case, the required outcome is a paper in a format suitable for publication. The research practicum will be undertaken with the assistance of an appropriate supervisor and examined by a committee comprised of three faculty members, at least one of whom is from the student’s specialty. | Faculty of Dentistry | labor | SDG8 |
| DEN1006Y | Seminars in Dental Public Health | This course uses a seminar format to survey the discipline of dental public health. This includes the determinants of health, primary health care, oral health care systems, insurance, health economics, health planning and evaluation, and ethical issues in dentistry. The course is available for all graduate students at the faculty. | Faculty of Dentistry | public health, health care | SDG3 |
| DEN1013Y | Seminars in Oral Surgical Pathology | The course is organized as a series of clinical-pathological conferences and covers all forms of disease of the mouth. A case-based approach is used for teaching and learning. Emphasis is placed on synthesizing clinical, radiographic and histological data for a comprehensive evaluation of the case being discussed. The material for study is derived from the Oral Pathology Diagnostic Service and the hospital pathology departments. Current cases of interest are studied and in addition the surgical pathology of all oral disease is covered in a systematic manner. The course is divided into two sections. The first part is the clinical-pathological component held weekly. Students have the opportunity to review the case histories and virtual microscopic slides of the cases to be presented in the upcoming session, so they can be prepared to discuss the differential diagnosis and treatment, as well as controversies in treatment and topics that require further clinical research. The second part consists of a rotation for individual students to Oral Pathology, to be organized with the head of the respective graduate programs. The rotation provides an immersion in Oral Pathology that is appropriate for the student’s future specialty practice. | Faculty of Dentistry | learning | SDG4 |
| DEN2005Y | Surgical Orthodontics | This course is a collaborative educational component of the Oral and Maxillofacial Surgery and Orthodontic programs. It exposes the OMFS and Orthodontic residents to a comprehensive, detailed, and innovative clinic. The Centre for Corrective Jaw Surgery at the University of Toronto is unique in Canada and is a weekly clinic held in the orthodontic clinic with patient visits. Orthodontic follow up, presurgical orthognathic surgery preparation and post-operative aftercare are all provided in this clinic. Operative orthognathic surgery (assisted by orthodontic residents) takes place at Mount Sinai or Humber River hospitals. Milestones in orthognathic surgery and in surgical orthodontics are met through clinic, seminar and operating room interactions. Supported by industry grants, special access allows the residents to have the full experience of digital planning: virtual surgical preparation, surgical guide fabrication, surgical orthodontic diagnosis and treatment. The course is further enhanced by 24 cased-based seminars covering the full scope of facial deformity correction. These seminars are jointly presented by OMFS and Orthodontic teams, staff, and guest lecturers | Faculty of Dentistry | labor | SDG8 |
| DEN1017H | Temporomandibular Disorders | The objective of this course is to integrate the latest evidence in basic and clinical sciences related to temporomandibular disorders (TMD), in order to improve knowledge on differential diagnosis, TMD etiology, mechanisms and evidence-based management. The course will also address the socioeconomic burden of acute and chronic pain, in addition to their effects on the patient’s quality of life. The topics will be presented by various scholars, dental and medical specialists. (Offered in alternate years – available 2021-22). | Faculty of Dentistry | socioeconomic, knowledge | SDG1, SDG4 |
| DEN2010H | Tissue Reaction to Orthodontic and Orthopedic Forces | The objective of the course is to investigate the reaction of tissues to forces created by orthodontic and functional appliances. The areas to be covered are: a) Reaction of the periodontal ligament, cortical bone, attached and free gingiva, the root and the pulp to orthodontic tooth movement with heavy and light forces; b) Muscle reaction to orthodontic and orthopedic forces: c) The condyle. Students are required to write a term paper on a particular topic and to present this paper to the class. Students are required to plan an original project in conjunction with their term paper topic. | Faculty of Dentistry | invest | SDG9 |
| DRA3906H | Black Playwrights: Resistance, Resilience and Transformation | An exploration of dramatic literature by writers from the African Diaspora (Canada, USA, UK and the Caribbean) from 1959 to the present. The course will identify a selection of playwrights central to the development of Black drama, their plays, and performance practices. Emphasis will be placed on dramaturgical analysis, sociohistorical context, the author’s influences, and relevant critical writing, in order to evaluate these works as sites of social resistance, cultural resilience, and aesthetic transformation. Readings include works for the stage by Lorraine Hansberry, Wole Soyinka, August Wilson, Derek Walcott, Debbie Hunter Green, George Elliott Clarke, Tarell Alvin McCraney, Walter Borden, Jocelyn Bioh, Kwame Kwei-Armah and Ntozake Shange. | Centre for Drama, Theatre and Performance Studies | resilien, resilience, resilience | SDG11, SDG13, SDG15 |
| DRA1002H | Graduate Laboratory in Drama, Theatre and Performance Studies | This course provides an experiential learning opportunity to MA students by allowing them to pursue a practice-based project of their design under the supervision of a faculty member and with feedback from their cohort. Major components of the course are the discussion and application of various models of integrating critical analysis into practice, the introduction of different modes of research-based and critical creative practice, the development of students’ individual projects toward a workshop-oriented presentation, and the practice of peer critique. | Centre for Drama, Theatre and Performance Studies | learning, labor | SDG4, SDG8 |
| DRA1001H | History and Historiography in Drama, Theatre and Performance Studies | As an introduction to graduate-level theatre and performance history and historiography, this course will teach students how to do theatre and performance history. It will combine consideration of selected topics and case studies with methodological awareness of the problems and questions that arise in the writing of such histories. The course will endeavor to present theatre and performance history as a subject that encompasses dramatic literature, material culture, embodiment, visual culture—and even how history can itself be understood as drama. Emphasis will be directed towards learning how to contextualize and situate sources within their historical and cultural frameworks. | Centre for Drama, Theatre and Performance Studies | learning | SDG4 |
| DRA1011H | Sources and Concepts in Drama, Theatre and Performance Studies I | Sources and Concepts of Drama, Theatre and Performance Studies I is the first of a two-part cycle of foundational PhD-level semester courses in international histories of intellectual and creative ideas that inform drama, theatre, and performance studies. The courses invite students to examine the most significant dramatic and theatrical developments—in both theories and practices—across cultures. They focus on the historically, methodologically and theoretically informed analyses of dramatic texts, theatre productions, and performances with reference to their formal and stylistic choices, performative significance, cultural systems and conventions, and historical contexts. The courses provide ways of integrating culture-specific theory/criticism/ideas into a comprehensive understanding of world drama, theatre, and performance. This cycle may not use a fixed structure. According to the course instructor’s pedagogical approach and academic expertise, the courses may be organized along chronology, around themes, with a focus on geography, or with a combination of the previous perspectives. | Centre for Drama, Theatre and Performance Studies | production | SDG12 |
| DRA1012H | Sources and Concepts in Drama, Theatre and Performance Studies II | Sources and Concepts of Drama, Theatre and Performance Studies II is the second of a two-part cycle of foundational PhD-level semester courses in international histories of intellectual and creative ideas that inform drama, theatre, and performance studies. The courses invite students to examine the most significant dramatic and theatrical developments—in both theories and practices—across cultures. They focus on the historically, methodologically and theoretically informed analyses of dramatic texts, theatre productions, and performances with reference to their formal and stylistic choices, performative significance, cultural systems and conventions, and historical contexts. The courses provide ways of integrating culture-specific theory/criticism/ideas into a comprehensive understanding of world drama, theatre, and performance. This cycle may not use a fixed structure. According to the course instructor’s pedagogical approach and academic expertise, the courses may be organized along chronology, around themes, with a focus on geography, or with a combination of the previous perspectives. | Centre for Drama, Theatre and Performance Studies | production | SDG12 |
| DRA1014H | Teaching and Learning in Drama, Theatre and Performance Studies | This course is designed to acquaint students with contemporary approaches and issues in teaching and learning as they pertain to the interdisciplinary field of drama, theatre and performance studies. Emphasis will be on the theory and practice of knowledge construction and transmission. By the end of the course, students will have developed a stronger understanding of the history of pedagogy in the field, considered important theoretical paradigms in relation to their practical applications, been introduced to Indigenous and non-Western perspectives on teaching and learning, developed and experimented with specific teaching techniques appropriate to their individual professional goals, and positioned their own values and practice in relation to a community of learning, producing a statement of teaching philosophy. | Centre for Drama, Theatre and Performance Studies | pedagogy, knowledge, learning, indigenous, indigenous | SDG4, SDG10, SDG16 |
| DRA3907H | Theatre and Emerging Technologies | This interdisciplinary graduate course explores the collision between the arts and technologies with all of its creative potential, unintentional collateral damage, compelling attraction, and complex social implications. It brings together scholars, artists, and students from Drama/Theatre, Visual Studies, Comparative Literature Music, Engineering, and Computer Science who are already excited by and engaged in this intersection. For students coming from an arts background the course offers direct experience of emerging technologies and chance to explore their applications to their research. For students with a technology background, the course provides the opportunity to integrate their research into an art-based, publicly presented project. The course exposes all of the students to rigorous interdisciplinary practices and their conceptual, practical and theoretical challenges through group discussions, concept generation, practical experimentation and research, and engagement with visiting artists. The course will culminate in a collaborative performance project. | Centre for Drama, Theatre and Performance Studies | labor | SDG8 |
| DTS1000H | Comparative Research Methods in DTS | This seminar will introduce students to a range of theories to do with diaspora and transnationalism from the humanities and the social sciences. Core questions will include the methodological differences between diaspora and its many synonyms, such as migrant communities, exile, refugee, etc. The different emphases and overlaps between Migration Studies, Urban Studies, and Diaspora and Transnational Studies will also be pursued. | Centre for Diaspora & Transnational Studies | refugee, urban, nationalism | SDG10, SDG11, SDG16 |
| EAS1180H | Environmental Criticism | Please contact department | Department of East Asian Studies | environmental | SDG13 |
| EAS1426H | Transition, Subjectivity, Revolution | Please contact department | Department of East Asian Studies | transit | SDG11 |
| ECE1253H | Active Microwave Circuits | This course deals with the design of microwave circuit employing active devices. Topics addressed include a brief review of representation of two-port networks, scattering parameters, signal flow graphs, Smith charts, and matching networks; characteristics of microwave transistors (bipolar transistors, MOSFETS, MESFETS); microwave transistor linear amplifier design (gain equations, stability considerations, gain circles, unilateral and bilateral design cases, conjugate matching, bias considerations); low noise amplifiers (noise figure, noise circles), power amplifiers (amplifier classes, intermodulation and harmonic distortion, high efficiency topologies), broadband amplifiers; microwave mixers (mixer design and configurations: single-ended, balanced, double-balanced); and oscillators (feedback oscillators, reflection / negative resistance oscillators, dielectric resonator oscillators, tuning techniques). Lecture material will be strongly enforced using a laboratory which will teach students the use of industry standard RF/microwave CAD and simulation tools. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | labor | SDG8 |
| ECE1529H | Adaptive Systems for Signal Processing and Communications | The course explores the theoretical and practical procedures for designing adaptive systems. Topics include decision theory, parameter estimation, supervised learning, unsupervised learning, state-space models, adaptive signal detection, channel characterization, iterative detection, forward-backward adaptive algorithms. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| ECE1773H | Advanced Computer Architecture | State-of-the-art Uniprocessor Design. In a nutshell we ask not “how can I build a processor that works?” but “how can we build the ‘best’ processor possible?”. The following topics are included: instruction set architecture, performance analysis and metrics, cost, simulation methods and tools, instruction-level parallelism, vector processors, VLIW processors. Advanced uniprocessor prediction-based techniques and memory systems. If you will be pursuing research in computer architecture this course provides the knowledge necessary to get started. If you will not be pursuing research in computer architecture this course will expose you to the current cutting-edge techniques used in modern processors. Prerequisites: Basic uniprocessor design. Basic Instruction set. Computer organization. Hardwired and Microcoded control. Basic pipelining. Basic Memory Systems. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge | SDG4 |
| ECE1510H | Advanced Inference Algorithms | Advanced concepts in machine learning and probabilistic inference. An introductory course on inference algorithms or machine learning should be taken prior to this course. Topics covered: Probability models, neural networks, graphical models, Bayesian networks, factor graphs, Markov random fields (MRFs). Structured models, convolutional networks, transformations as hidden variables, bivariate and trivariate potentials, high-order potentials. Exact probabilistic inference, variable elimination, sum-product and max-product algorithms, factorizing high-order potentials. Approximate probabilistic inference, iterated conditional modes, gradient-based inference, loopy belief propagation, variational techniques, expectation propagation, sampling methods (MCMC). Learning in directed and undirected models, EM, sampling, contrastive divergence. Deep belief networks. Applications to image processing, scene analysis, pattern recognition, speech recognition, computational biology. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| ECE1548H | Advanced Network Architectures | This course is one of two companion courses on network softwarization offered simultaneously in the Winter 2018 session. The first course (this one) introduces concepts and principles of network softwarization while the second course focuses on hands on experience with technology enablers. The courses will be offered simultaneously in 4 Universities, namely University of Waterloo, University of Toronto, Université Laval and École des Technologies Supérieures (ETS). | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | water | SDG6 |
| ECE1475H | Bio Photonics | This graduate course will review the field of Bio-photonics, and the interactions of light and biological matter. We will look at Bio-photonics from an engineering and physics perspective, and will review basic principles as well as the instrumentation (imaging and sensing systems) that are used in this field. This course is listed as a graduate course at the Electrical and Computer Engineering Dept. and the Institute of Biomedical Engineering. There are 12 two hour lecture sessions, a midterm (after ~ 9 sessions), and two seminar presentations by the students during the semester. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | institut | SDG16 |
| ECE1517H | Biometric Systems | This is an introductory level course for graduate students or practitioners to gain knowledge and hands-on experiences in biometric systems and security applications. Topics include: Introduction to important biometric security technologies and policies, biometric modalities and signal processing, biometric solutions and applications, biometric encryption and cryptosystems, biometrics identity analysis and privacy considerations. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge | SDG4 |
| ECE1545H | Bridges and Routers | Basic concepts. Data link layer issues: Transparent bridges, learning bridges, spanning tree algorithm. Source routing bridges, interworking with . Networtransparent bridgesk layer issues: Service interface, addressing, address resolution protocol, routing algorithms, routing protocols, QOS issues: Integrated services, RSVP; Differentiated Services, Tag Switching and MPLS. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| ECE1541H | Communication Networks I | This course teaches the fundamentals of network performance and analysis. The topics are: traffic modeling for voice, video and data, self-similarity and long range dependence in the internet, queueing systems, large deviations and buffer management, multiple access communications, scheduling and processor sharing, routing and dynamic programming, vehicular networks. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | internet | SDG9 |
| ECE1637H | Control of Discrete-Event Systems II | This course is a continuation of ECE1636H, and is conducted on a seminar basis. Participants will present and discuss articles in the current literature, and complete a project that could lead into graduate research in the discrete-event system area. Topics recently examined include controlled Petri nets, min-max algebra, real-time control via timed-transition-models (TTMs), recursive process algebras, and state charts. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | transit | SDG11 |
| ECE1505H | Convex Optimization | This course provides a comprehensive coverage of the theoretical foundation and numerical algorithms for convex optimization with engineering applications. Topics include: convex sets and convex functions; convex optimization problems; least-square problems; optimal control problems; Lagrangian duality theory. Karush-Kuhn-Tucker (KKT) theorem; Slater’s condition; generalized inequalities; minimiax optimization and saddle point; introduction to linear programming, quadratic programming, semidefinite programming and geometric programming; numerical algorithms: descent methods, Newton’s method, interior-point method; convex relaxation; applications to communications and signal processing. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | equalit | SDG10 |
| ECE1778H | Creative Applications for Mobile Devices | Mobile and wearable devices have had a dramatic impact on a vast array of new areas including psychology, medicine, global health, music, banking, cooking, exploring, travel, shopping, and games. Many more things are possible, and so the purpose of this course is to encourage creativity in the creation of new applications of mobile, wearable devices, often together with online servers in an inter-disciplinary environment. The course is open to all graduate students at the University of Toronto, and is primarily a project-based course in which the goal is to produce a working app by the end of course. Projects will be done in groups of three: two students with programming skills are matched with one from a non-programming (a ‘specialist’) background. The project subject area must in the specialist’s field. Some of the projects are also driven by external (non-student) specialists recruited to participate in the course. There will be three kinds of lectures: 1. On the capabilities of modern mobile devices at both a technical and lay level for non-specialists. 2. Case studies of innovative applications, linking to methods of innovating. 3. Project Proposals and Presentations Grading will be on a four basic assignments (programming mobile devices for the programmers, and explorations of mobile ideas and case studies for the non-programmers) project proposals, interim presentations, and final project report and presentation. The course will support the use Google Android-based phones and Apple iOS-based phones only. This course is a mixture of technical work, creativity in the medium of software mobile applications, communication and inter-disciplinary interaction. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | global health | SDG3 |
| ECE1767H | Design for Test and Testability | The Semiconductor Industry Association anticipates that Very Large Scale Integration (VLSI) semi-conductor devices of the near future will indeed be “very large”, including designs that integrate 100-200 million transistors operating in 1-3 GHz clock rates. Due to the increasing dependence on microelectronic devices and the concern for high reliability and short time-to-market window, the VLSI Computer Aided Design community faces great challenges in the development of tools that aid the design of complex devices and guarantee their functionality. This course covers fundamentals of testing theory and practice for complex VLSI designs and it is a good source of information for engineers with interests in chip and system level design, test engineers and CAD developers. The objective is to give students the ability to solve a wide range of non-trivial testing problems using practical and cost effective techniques. Computer-aided design tools will be developed throughout the semester from the students. These tools will serve as an application of the theory presented in class. Topics covered include Logic Simulation, Fault Modeling, Fault Simulation, Algorithms and techniques for Automatic Test Pattern Generation in Combinational and Sequential Circuits (D-algorithm, PODEM, recursive learning), Design Error/Fault Diagnosis, Introduction to Functional Testing of Microprocessors, ALUs and Memories, Design for Testability, and logic and scan Built-in Self-Test. Course requirements include a full-term design project and a final exam. During the project, each student will develop a parallel fault simulator and a test generator for single stuck-at faults in combinational and sequential circuits. Course prerequisites include any senior-level VLSI design or logic design course plus intermediate level skills in programming with C or C++. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning, wind | SDG4, SDG7 |
| ECE1066H | Design of High-Frequency Switch-Mode Power Supplies (SMPS) | Design, analysis, and practical implementation of advanced controllers for high-frequency switch-mode power supplies (SMPS) are covered. The topics include: continuous and discrete time modeling of switching converters; current-program mode control, power factor correction rectifiers; practical implementation of analog and digital controllers. The course also has a laboratory portion, where a high-frequency switching converter and its controller are designed and fabricated. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | labor | SDG8 |
| ECE1783H | Design Tradeoffs in Digital Systems | Skillful system architects ought to study the customers’ requirements and the target use-cases carefully and adequately before designing their algorithms/architectures. This course introduces the students to various design aspects of digital systems, and train them to deal with the existing tradeoffs, by influencing their designs to meet the target use-cases. Digital video codec system(s) are chosen to be the case-study to explain the concepts that are delivered throughout the course. The students will be introduced to the multi-dimensional design aspects of such a digital system, and will learn how technology leaders seek compromises between various important parameters such as throughput, power consumption, cost, programmability, time to market, as well as application-specific aspects such as quality, target bitrate, latency, and error resiliency. They will be trained to model different algorithms using high-level software and analyze the gains/losses of various tradeoffs. The course is intended to be self-contained, hence, reasonable preparation for most of the topics is provided. This is a hands-on type of course, so enrolled students should expect to roll up their sleeves and develop some high-level software code to solve interesting problems. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | trade, resilien, consum | SDG10, SDG11, SDG12 |
| ECE1093H | Electrical Insulation Design and Coordination | The course organizes the voltage stresses that appear in high voltage systems in terms of amplitude, duration and occurrence. Suitable models for electrical breakdown and withstand are developed, with specific emphasis on outdoor insulation in adverse weather conditions. The functions of surge protective devices, grounding and other overvoltage control measures will be discussed. The treatment makes use of empirical models typical of relevant IEEE and IEC industrial standards. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | weather | SDG13 |
| ECE1228H | Electromagnetic Theory | This course is intended to benefit graduate students with interest in Electromagnetics and Photonics. It revisits and expands some of the more fundamental electromagnetic laws and theories. The course provides the students with the necessary foundation and specific knowledge of electromagnetic theory and the dynamics of wave propagation and interaction with materials and structures. Maxwell equations in differential and integral forms; constitutive relations; electric field and electrostatic potential, electric and magnetic polarization; boundary conditions, energy and power, material dispersion (electric response), material dispersion (magnetic response), conductors and conductivity, Multipole expansion, Maxwell-Helmholtz wave equations, solutions to Maxwell-Helmholtz wave equations, plane waves, polarization, reflection and transmission at interfaces, beam optics (time permitting), the other wave equation (Schrödinger wave equation), electron-photon analogies, waveguides, optical multilayers and transfer matrix method, dynamics of wave propagation (phase velocity, group velocity, energy velocity, forerunners), dispersive effects, introduction to waves in periodic structures, wave equation as operator, operator calculus and bases, anisotropic and bi-anisotropic medium, electromagnetic principles and theorems (duality, uniqueness, reciprocity theorem), and if time permits Green functions and Hamilton-Jacobi canonical equations. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge, energy | SDG4, SDG7 |
| ECE1657H | Game Theory and Evolutionary Games | This course presents a mathematical treatment of classical and evolutionary game theory. Topics covered in classical game theory: matrix games, continuous games, Nash equilibrium (NE) solution, existence and uniqueness, best-response correspondence. Topics covered in evolutionary games: evolutionary stable strategy concept, population games, replicator dynamics, relation to dynamic asymptotic stability. Learning in games: imitation dynamics, fictitious play and their relation to replicator dynamics. Applications to engineering: communication networks, multi-agent learning. There is no required textbook. PDF course notes are available; the notes are self-contained and serve as a textbook. Weekly formal lectures based on the course notes. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| ECE1658H | Geometric Nonlinear Control of Robotics Systems | This course presents recent developments on control of underactuated mechanical systems, focusing on the notion of virtual constraint. Traditionally, motion control problems in robotics are partitioned in two parts: motion planning and trajectory tracking. The motion planning algorithm converts the motion specification into reference signals for the robot joints. The trajectory tracker uses feedback control to make the robot joints track the reference signals. There is an emerging consensus in the academic community that this approach is inadequate for sophisticated motion control problems, in that reference signals impose a timing on the control loop which is unnatural and inherently non robust. The virtual constraint technique does not rely on any reference signal, and does not impose any timing in the feedback loop. Motions are characterized implicitly through constraints that are enforced via feedback. Through judicious choice of the constraints, one may induce motions that are surprisingly natural and biologically plausible. For this reason, the virtual constraints technique has become a dominant paradigm in bipedal robot locomotion, and has the potential of becoming even more widespread in other area of robot locomotion. The virtual constraint approach is geometric in nature. This course presents the required mathematical tools from differential geometry and surveys the basic results in this emergent research area. Topics covered will include: – Differentiable manifolds and basic operations. – Controlled invariant manifolds and zero dynamics of nonlinear control systems – Euler-Lagrange robot models and models of impulsive impacts – Virtual holonomic constraints (VHCs) – Constrained dynamics resulting from VHCs, and conditions for existence of a Lagrangian structure – Virtual constraint generators – Stabilization of periodic orbits on the constraint manifold. – Virtual constraints for walking robots | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | judic | SDG16 |
| ECE1095H | Grounding and Bonding | The course introduces the objectives, components and principles of grounding systems. Empirical models for risk of electrocution and perception are identified, using relevant IEEE and IEC industrial standards. Methods for characterizing soil resistivity are demonstrated and then related to electrical characteristics of typical service entrance, line and station ground grid electrodes. Much of the course focus is on 60-Hz analysis but the scope will include considerations for dc and lightning impulse performance, including testing of transfer impedance from lightning protection systems to victim circuits and components. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | soil | SDG15 |
| ECE1502H | Information Theory | This course deals with fundamental limits on communication, including the following topics: entropy, relative entropy and mutual information: entropy rates for stochastic processes; differential entropy; data compression; the Kraft inequality; Shannon-Fano codes; Huffman codes; arithmetic coding; channel capacity; discrete channels; the random coding bound and its converse; the capacity of Gaussian channels; the sphere-packing bound; coloured Gaussian noise and water-filling; rate-distortion theory; the rate-distortion function; multiuser information theory. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | water, inequality, equalit | SDG6, SDG10 |
| ECE1749H | Interconnection Networks for Parallel Computer Architectures | Interconnection networks form the communication backbone of computers at a variety of scales, from the internet to on-chip networks in multi-core/many-core architectures. With growing emphasis on parallelism as a means of extracting additional processor performance, the communication substrate is a critical factor in both the performance and power consumption of many-core architectures. This course will explore the architecture and design of interconnection networks including topology, routing, flow control and router microarchitecture. This course will also look into the impact on communication requirements of various parallel architectures and cache coherence mechanism. This graduate-level course will focus on interconnection network architectures used in multiprocessor systems and many-core designs with emphasis on recent research innovations in these areas. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | internet, consum | SDG9, SDG12 |
| ECE1068H | Introduction to EMC | This course provides a fundamental understanding of the means by which electromagnetic interference arises. Techniques to reduce, overcome, or to protect sensitive electronic equipment from electromagnetic interference are covered. Course content: source of noise, modes of noise coupling, preventative measures, transmitters and receivers, grounding, surge protection. The course concludes with a case study. This course requires a basic background in circuit theory, fields and waves, and some knowledge in power electronics. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge | SDG4 |
| ECE1513H | Introduction to Machine Learning | An Introduction to the basic theory, the fundamental algorithms, and the computational toolboxes of machine learning. The focus is on a balanced treatment of the practical and theoretical approaches, along with hands on experience with relevant software packages. Supervised learning methods covered in the course will include: the study of linear models for classification and regression and neural networks. Unsupervised learning methods covered in the course will include: principal component analysis, k-means clustering, and Gaussian mixture models. Techniques to control overfitting, including regularization and validation, will be covered. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| APS1080H | Introduction to Reinforcement Learning | Reinforcement Learning (RL) is a systems-level Artificial Intelligence toolset; this course will provide the student with both a solid theoretical foundation and a strong practical understanding of the subject. RL enables autonomous agents to cope with poorly-characterized, novel environments by exploring the environment to gain knowledge about it, and to exploit this knowledge of the environment to act in a goal-directed manner. Although RL is positioned as one of three facets of Machine Learning, RL has far broader scope than the narrower tools of supervised and unsupervised learning. RL, being founded on agent design, has the goal of developing artificial intelligence schemes that can endow an agent with autonomy. This introduction, thus, will be presented within the motivating context of an overall AI system. There are three foundational RL tools we will cover (dynamic programming, Monte Carlo, Temporal-Difference Learning); we will also show how hybridizations of these foundational tools are employed to create production schemes. The student should leave the course with the ability to practically apply this AI toolset to novel problems. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge, learning, production | SDG4, SDG12 |
| ECE1478H | Lasers and Detectors | This course focuses on photonic components which generate or absorb light. Lasers: spontaneous and stimulated emission, gain and absorption, gain broadening; modulation dynamics, mode-locking, Q-switching; semiconductor lasers. Photodetectors: absorption, photo-generated currents, noise in detection. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | emission | SDG7 |
| ECE1619H | Linear Geometric Control Theory | The course presents a more advanced treatment of linear control theory via the geometric approach. The coverage roughly corresponds to the first six chapters of “Linear Multivariable Control: A Geometric Approach”, by W.M. Wonham. We adopt the abstract algebra approach of the text to study controllability, observability, controlled invariant subspaces, controllability subspaces, and controllability indices. These concepts are applied to solve the problems of stabilization, output stabilization, disturbance decoupling, and the restricted regulator problem. Areas of current research in linear geometric control will also be discussed. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | urban | SDG11 |
| ECE1551H | Mobile Broadband Radio Access Network | This course covers Radio Access Network (RAN) aspects of the 5G New Radio (NR). Important RF parameters like power flux density, electrical field and various power definitions are introduced and their relationship to regulatory requirements and standards based usage are covered in great detail. Also, various RF impediments such as the noise figure, out of band emissions and ACS/ACLR are introduced. The link budget, receiver sensitivity, channel models and how they relate to 5G systems are explained. Spectrum and RF characteristics of 5G NR are an important part of the course. Moreover, we will go over the architectural solutions, remote radio heads (distributed radio solutions), and important hardware components in the network. Throughout the course, students will get substantial exposure to the practice-based content not commonly found in the textbooks. The course will offer an insight into the important industry standards and initiatives, trials and the global vendor/operator status in terms of product development and network deployments. A large selection of course projects and guest lectures from major infrastructure vendors and operators are intended to complement the material covered in the lectures. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | emission, infrastructure, emissions | SDG7, SDG9, SDG13 |
| ECE1552H | Modern Mobile Air Interfaces | This course provides an in-depth coverage of modern mobile air-interfaces, focusing mainly on the fourth (4G) and fifth generation (5G) of cellular networks. Following the introduction to multicarrier transmission, the key elements of layer 1, 2 and 3 of air interfaces of the 4G and 5G systems are covered in detail. Frequency division duplex and time division duplex solutions are compared and contrasted, and the differences between two main frequency ranges (i.e. below and above 6 GHz) are highlighted. Finally, the last segment of the course covers some more advanced topics, such as carrier aggregation, dual connectivity, massive machine type communication and ultra-reliable low latency communication. Students will get the latest updates from the 3GPP standardization process as they become available, and study the impact of these changes on the performance improvement of mobile networks. Additionally, students will be exposed to practical problems that operators and infrastructure vendors are facing on daily basis. Two course projects will help students to supplement the learning material within the area of their own interest. Also, guest lecturers from major infrastructure vendors and operators will be invited to complement the lecture material. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning, infrastructure | SDG4, SDG9 |
| ECE1755H | Parallel Computer Architecture and Programming | With the advent of multicore processors, we are faced with the challenge of exploiting this ubiquitous multi-threaded hardware. This course explores the evolution of modern parallel architectures and programming models, and is divided into two phases. In the first phase, we will investigate in detail the design and operation of modern parallel architectures, with a brief look at how they are programmed. The second phase of the course will switch gears: we will study current research and development of emerging parallel architectures including multicore processors, interconnection networks, and accelerators and heterogeneous systems-on-chip. In this phase we will read research papers, and through the class project, implement and evaluate new ideas. Students are welcome to suggest topics for class discussion and/or projects. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | invest | SDG9 |
| ECE1550H | Physics of Information | Part A: Reversible Computation and the Second Law of Thermodynamics Reversible Computation: motivation, principle and limitations; Moore’s law and energy cost in classical computations (theory and practice); Landaurer’s principle; Maxwell’s demon and its resolution with information theory; Cost of erasure of information from the Second law of thermodynamics. Part B: Entropy The concept of entropy in Physics and Information Theory; Subjective (i.e. observer-dependent) nature of entropy; Resolution of Gibbs’ paradox from information theory. Part C: von Neumman entropy and quantum computation From classical (Shannon) entropy to quantum (von Neumann) entropy; Quantum computer as an ultimate reversible computer. Part D: Carnot cycle in a Quantum World The smallest possible refrigerator | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | energy, land | SDG7, SDG15 |
| ECE1086H | Power Management for Photovoltaic Systems | This course provides a comprehensive overview of grid-connected and off-grid Photovoltaic (PV) technology with an emphasis on power electronics. The course is intended to accommodate students from a range of backgrounds with an interest in renewable energy. Course topics include: I. Core PV technology (types of PV cells, concentrating/multi-junction PV, I/V characteristics, electrical models, basic semiconductor principles). II. PV System Overview (Economics and trends, PV forecasting, shading effects). III. Power Electronic Converters for PV Systems (micro-inverters, micro-converters, multi-port dc-dc converters, maximum power point tracking techniques, efficiency optimization, digital control techniques, practical issues, semiconductor devices). Students may choose either a theoretical/simulation based final project or an experimental project. Students also have the opportunity to use the PV experimental platform on the roof of the Galbraith building. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | energy, renewabl | SDG7 |
| ECE1094H | Power Systems Operations and Economics | This course covers modern developments in power systems from a mathematical perspective. The content includes: convex relaxations of optimal power flow; renewable variability and aggregation; duality, pricing and transmission rights; game theoretic modeling of market abuse; optimal control of energy storage; scheduling techniques for demand response. Prerequisite: ECE1505H or equivalent. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | energy, renewabl | SDG7 |
| ECE1771H | Quality of Service | This course aims to present a collection of fundamental design principles and guidelines in modern distributed systems and real- world large-scale networks. In the process, we review a small collection of important research results, not only in the recent literature but also in the literature spanning the past two decades, and see how they reflect fundamental design principles that we have discussed. Our focus is on more recent research literature, in the areas that have been studied extensively: multimedia networking, peer- to-peer networks, as well as multi-hop wireless networks. The holy grail of distributed systems and networking design is to achieve Quality of Service, or QoS. Quality of Service is concerned with the “peace of mind” that resources are set aside to guarantee a particular level of performance, even with competition from other users sharing the same pool of resources. We will see why this is hard, and why it sometimes may not be necessary. However, having such an objective is important to motivate innovation in the design of distributed systems and real-world networks, wireless or wired. The course is divided into a number of episodes (each covered in the time of approximately one lecture depending on progress). We start with an examination of our design objectives, including Quality of Service. We then introduce a number of fundamental design principles that may lead to a high-quality design. Subsequently, we take a leisure walk through more specific areas of research, spanning peer- to-peer networks, wireless mesh networks, secure protocols, so-called “killer” applications, as well as recent advances in network coding. Throughout the course, we revisit the design principles often, and see how they affect the successes (or failures) of research ideas. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | peace, peace | SDG4, SDG16 |
| ECE1448H | Quantum Mechanics for Engineers | This course develops the theoretical background of quantum electronics and electro-optics and their applications to laser theory. The course is intended for engineering students with limited working knowledge of quantum mechanics. Topics include Schroedinger wave equation, quantum wells, hydrogen and multi-electron atoms, angular momentum and electron spin, harmonic oscillators and molecular structure, energy bands of solids, electric dipole moments, perturbation theory, and interaction of light with matter. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge, energy | SDG4, SDG7 |
| ECE1659H | Robust and Optimal Control | Convex optimization methods based on Linear Matrix Inequalities (LMIs) have dramatically expanded our ability to analyze and design complex multivariable control systems. This course explores material from the broad areas of robust and optimal control, with an emphasis on formulating systems analysis and controller design problems using LMIs. Topics include: historical context of robust control, fundamentals of optimization, linear matrix inequalities and semidefinite programming. Linear systems theory: Lyapunov inequalities, input-output performance criteria for dynamic systems, dissipative dynamical systems, and the generalized plant framework for optimal control. LMI solutions of H2 and H-Infinity state and output feedback control problems. Uncertain systems: linear and nonlinear uncertainty modelling, linear fractional representations, robust stability analysis. Time permitting: frequency-domain stability criteria, the KYP lemma, and introduction to integral quadratic constraints. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | equalit | SDG10 |
| ECE1518H | Seminar in Identity, Privacy, and Security | This interdisciplinary course examines issues of identity, privacy and security from a range of technological, policy and scientific perspectives, highlighting the relationships, overlaps, tensions, tradeoffs and synergies between them. Based on a combination of public lectures, in-depth seminar discussions and group project work, it will study contemporary identity, privacy and security systems, practices and controversies, with such focal topics as biometric identification schemes, public key encryption infrastructure, privacy enhancing technologies, identity theft risks and protections, on-line fraud detection and prevention, and computer crime, varying between offerings. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | infrastructure, trade | SDG9, SDG10 |
| ECE1524H | Service Provider Networks | In last decade telecom industry has gone through transformational changes that started with the introduction of the concept of software defined networking or SDN and the emergence of Big Data as well as Machine Learning techniques. With hyper-scalers like Google and Amazon in the horizon, the landscape for traditional Telco service providers are changing. The course is primarily about this change and its profound impacts in telco service providers from different angles, including architecture, service design, business model, security and privacy. The SDN journey starts by network programmability, that is why the first part of will be walking the students through different steps of building a programmable network. Having programmable network we will have to start building intelligence by introducing closed loop control logics, the second part of the course deals with ideas around creating multilayer control logics, where we employ concepts of Big Data and Machine Learning to create innovative services. Given that SDN is meaningless without proper abstraction and interface modeling, we will discuss model driven approach to network management and from there we open the door to discuss orchestration strategies. Nowadays all telco discussions end with 5G; therefore, we explain 5G with the focus on the role of SDN there, followed by some important 5G use cases including smart cities and IoT. In the last part of the course we zoom into software defined security aspects, as well as a discussion on new methods of creating innovative services. the course will be concluded by discussing some operational aspects of SDN and the role of AI and Machine Learning there. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning, cities, land | SDG4, SDG11, SDG15 |
| ECE1476H | Solar Energy Capture and Storage in Natural and Engineered Systems | This course covers the fundamental and applied aspects of light-to-electricity and electricity-to-light conversion devices. Upon completion of the course, students will gain practical knowledge on the working principles and operation of light-emitting diodes and solar cells. We will begin by introducing basics of solid state physics and quantum mechanics and apply them to analyze P-N junctions, diodes and heterostructures. Fundamentals of light-emitting diodes will then be covered, including physical and optical properties, band diagrams, and characterization of devices and materials. In a parallel analysis, the focus will then shift towards photovoltaics, covering thermodynamic limits, device architecture, characterization and modern material advances. Analytical and computational problem sets will allow students to apply the course material to the practical study of devices, using semiconductor device modeling tools such as SCAPS. Knowledge of quantum mechanics, solid-state physics, semiconductors, and familiarity with a numerical computing software is helpful, but not required. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | knowledge, energy, solar | SDG4, SDG7 |
| ECE1030H | Space Vector Theory and Control | The course presents the general theory of dynamic modelling and control of the voltage source converter using space vectors. Applications include: active filters, FACTS (flexible AC Transmission Systems) controllers, VSC based HVDC systems, motor drives and most grid connected storage systems and renewable energy sources. Co-ordinate transforms necessary for the analysis of these devices are presented: space vectors, synchronous reference frame quantities, complex Fourier components and their relations. Converter controls are developed using both continuous time and discrete time space vector control concepts. In addition, state space modelling methods are employed for the study of interactions between a dc/ac converter and the network. The course typically includes an extensive laboratory component | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | energy, renewabl, labor | SDG7, SDG8 |
| ECE1504H | Statistical Learning | This course is designed for students with a background in communication systems and information theory, interested in doing research in machine learning. The first half of the course will focus on one-shot approaches in multiuser information theory and discuss some applications to machine learning. The second half will develop information theoretic bounds on the generalization error in statistical learning. The final course project is expected to be on a topic at the intersection of information theory and machine learning. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| ECE1549H | Stochastic Networks | An introduction to the modeling and analysis of stochastic networks. We cover both classical Markovian queueing networks and recent advances in network analysis and optimization. Topics include Jackson and Whittle networks, Φ-balance, reversible Markov chains, Kolmogorov criterion, reversible network processes, Kelly and BCMP networks, point processes, Lévy’s formula, Poisson transitions and flows, Palm probabilities, MUSTA property, stationary functionals, Campbell-Mecke formula, Laplace functionals, stochastic geometry, Poisson point processes, marked point processes, Lyapunov stability, network utility maximization, and stochastic network optimization. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | transit | SDG11 |
| ECE1784H | Trustworthy Machine Learning | The deployment of machine learning in real-world systems calls for a set of complementary technologies that will ensure that machine learning is trustworthy. Here, the notion of trust is used in its broad meaning: the course covers different topics in emerging research areas related to the broader study of security and privacy in machine learning. Students will learn about attacks against computer systems leveraging machine learning, as well as defense techniques to mitigate such attacks. The course assumes students already have a basic understanding of machine learning. Students will familiarize themselves with the emerging body of literature from different research communities investigating these questions. The class is designed to help students explore new research directions and applications. Most of the course readings will come from seminal papers in the field. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning, invest | SDG4, SDG9 |
| ECE1388H | VLSI Design Methodology | The course introduces a design methodology for very-large-scale-integration (VLSI) circuits using advanced computer-aided-design (CAD) tools. The focus is on learning Cadence integrated circuit (IC) design tools to implement the IC design flow. The methodology includes the steps of: custom digital circuit design, automated digital circuit synthesis, digital and mixed-signal circuit simulation, custom layout design, and automated layout generation. The course includes several projects using a 65nm CMOS process: (1) transistor characterization, (2) full custom digital circuit and layout design, (3) automated digital circuit synthesis and layout place-and-route, and (4) team-based design of a full IC employing the methodology learned in the course. | Edward S. Rogers Sr. Dept. of Electrical & Computer Engin. | learning | SDG4 |
| ECO3450H | Advanced Methods for Empirical Microeconomics | This course is directed at graduate students conducting research in the applied micro fields, especially (but not exclusively) labour, development, and public economics. While it has a labour course number, this is not purely a labour economics course: it is a course in empirical and applied econometrics. The tools covered in the course, however are central to those used in empirical labour economics, as well as other applied microeconomics fields like development and public economics. The focus will be on the identification of casual relationships using regression-based analysis. Empirical examples will be drawn from recent work in labour economics. | Department of Economics | labour | SDG8 |
| ECO2405H | Applied Econometrics | This tutorial is designed for MA students who are enrolled in ECO2400H and ECO2401H. Co-requisites: ECO 2400 and ECO 2401. | Department of Economics | co2 | SDG13 |
| ECO2105Y | Applied Macroeconomics | This tutorial is designed for direct-entry PhD students and MA students who are enrolled in ECO2100H and ECO2101H. (Co-requisites: ECO2100H and ECO2101H). | Department of Economics | co2 | SDG13 |
| ECO2205H | Applied Microeconomics | This tutorial is designed for direct-entry PhD students and MA students who are enrolled in ECO2200H and ECO2201H. (Co-requisites: ECO2200H and ECO2201H). | Department of Economics | co2 | SDG13 |
| ECO2205Y | Applied Microeconomics | This tutorial is designed for direct-entry PhD students and MA students who are enrolled in ECO2200H and ECO2201H. (Co-requisites: ECO2200H and ECO2201H). | Department of Economics | co2 | SDG13 |
| ECO2701H | Development Economics I | This is a graduate course in development economics, appropriate for graduate students in the Department of Economics and other students with preparation in microeconomic theory and econometrics. The focus is on the application of economic theory, and especially econometrics, to a variety of questions important for understanding household and government behaviour in developing countries. A further purpose is to demonstrate how the analytic techniques used in applied microeconomics can be used to inform public policy in these countries. The material covered draws on (calculus-based) microeconomic theory and econometrics; it is suitable for both MA and PhD students. The emphasis of the course is on the interpretation and evaluation of empirical evidence relevant for the conduct of public policy in developing countries. We will use both economic theory and empirical evidence during the course. The theoretical arguments will guide us in understanding the mechanisms and forces driving poor household decisions in developing countries. The empirical tools and existing evidence will help us bring those models to real settings and evaluate the success of implemented policies in poverty alleviation. Our objective is to develop a deep understanding of economic development and the lives of the poor that allow students to contribute with their own research to the global debates around the topic. | Department of Economics | poverty | SDG1 |
| ECO1400H | Econometrics | Econometrics combines elements of economic theory, statistics, probability theory, and mathematics. The primary objective of the course is to provide students with a solid theoretical and practical foundation for the interpretation of empirical evidence in economics. As such there is a dual focus on econometric theory and “hands-on” experience working with economic data. The centerpiece of the course is an empirical term paper on a topic of the student’s choice. At the end of the course, students should be able to conduct their own empirical investigations, and critically evaluate econometric and other statistical evidence. | Department of Economics | invest | SDG9 |
| ECO2460H | Economic Applications of Machine Learning | The course will cover various techniques of machine learning that are used in economics. Both theoretical approaches and applications in Python will be presented. We will cover the two main axes of machine learning, namely supervised learning and unsupervised learning. We will see, among other things, natural language processing, classifiers, sentiment analysis, and neural networks, all of which will be supported by an overview of the economic literature using those methods. | Department of Economics | learning | SDG4 |
| ECO1100H | Economics Theory - Macro (MA) | The course is intended to familiarize students with current topics in macroeconomics. Topics covered will include economic growth, consumption and investment, business cycle theory and unemployment. Calculus will be used throughout the course. | Department of Economics | employment, economic growth, invest, consum | SDG8, SDG9, SDG12 |
| ECO1100F | Economics Theory - Macro (MFE) | The course is intended to familiarize students with current topics in macroeconomics. Topics covered will include economic growth, consumption and investment, business cycle theory and unemployment. Calculus will be used throughout the course. | Department of Economics | employment, economic growth, invest, consum | SDG8, SDG9, SDG12 |
| ECO1960H | Energy and Regulation | This course provides a general treatment of the economics of energy markets and the use of regulation in addressing environmental and other issues arising in these markets. A central theme is the search for an appropriate balance between market forces and regulatory/government intervention. A related objective is the development of a framework for understanding the public discourse on energy and the environment. Familiarity with tools of microeconomics and statistics is essential. Topics include renewable energy and storage, electricity markets, global warming, carbon pricing, hydrocarbons (oil, natural gas, coal) and fracking, the politics and geopolitics of energy. | Department of Economics | energy, renewabl, carbon pricing, global warming, environmental | SDG7, SDG12, SDG13 |
| ECO1501H | Financial Economics: Corporate Finance | The focus of this course is on corporate finance. The course deals with the following issues: (1) Theoretical and empirical issues concerning the nature and efficiency of capital markets. (2) The “relevance” of corporate financial structure and determinants of optimal financial structure. (3) Interactions between corporate investment and financing decisions. (4) The debt “overhang” problem. | Department of Economics | capital, invest | SDG9 |
| ECO3901H | INDUSRIAL ORGANIZATION II | This course deals with Empirical Industrial Organization. It covers topics related to econometric models and empirical applications of competition in industries. We study empirically the determinants of firms’ behaviour and market outcomes in the context of problems of market entry/exit, investment, innovation, product design, networks, matching, and natural resources. The course focuses on research papers using empirical dynamic games to investigate firms’ strategies and competition, and how firms’ information and beliefs play a fundamental role in competition and on market outcomes and welfare. The course emphasizes the importance of combining data, economic models, and appropriate identification strategies and econometric techniques to answer empirical questions in economics. | Department of Economics | welfare, invest, natural resource | SDG1, SDG9, SDG12 |
| ECO3900H | Industrial Organization I | This is a course in the Industrial Organization sequence. We aim to give a solid grounding in understanding the structure of markets, and the strategic behavior of firms and their consumers. The goal is to familiarize students with selected theoretical and empirical topics in industrial organization. In particular, this course aims to help students start their own research agendas, and to look at some particular IO topics in greater depth. Why studying industrial organization? There are policy issues on anti-trust, regulation, and consumer protection and commercial implications which are based primarily around IO issues including pricing and competitive analysis. In this course we will cover fundamental topics and techniques in IO, and such techniques are widely used in other economics fields as well. Beyond the economics discipling, estimating demand, understanding product positioning, pricing, and the other topics that we cover are also central concerns in the literature on marketing, strategy and information systems. | Department of Economics | consum | SDG12 |
| ECO3301H | International Trade II | No description | Department of Economics | trade | SDG10 |
| ECO1320H | International Trade Regulation | This seminar will explore the regulatory framework governing international trading relations. It will begin with the economic theory of international trade and in particular the case for free trade, then examine the politics of trade policy and objections and sources of opposition to free trade. The following topics will be examined: international economic institutions, the GATT/WTO multilateral trade law regime, the principles of non-discrimination (most favoured nation and national treatment), preferential trade agreements, special & differential treatment for developing countries, antidumping regulation, subsidies and countervailing duties, safeguards, adjustment assistance, trade and agriculture, trade in services and migration, trade-related investment measures, trade-related intellectual property rights, trade and health and safety standards, trade and the environment, trade and labour standards & human rights. The seminar will strongly emphasize the institutions and political economy of international trading relations and how economic and political forces have shaped current regulatory policies and may shape future policies, with a special focus on the US-China trade conflict and the implications of the Covid-19 pandemic on international trade and investment. | Department of Economics | agricultur, labour, invest, trade, institut, human rights | SDG2, SDG8, SDG9, SDG10, SDG16 |
| ECO3300H | International Trade Theory | The course develops the theory of international trade with emphasis on the structure of general equilibrium, the foundations of comparative advantage, determinants of the pattern of trade, the gains and losses from trade, trade impacts on the domestic and international distributions of income, commercial policy, and trade in a dynamic world. Throughout, careful attention is given to empirical evidence. | Department of Economics | trade, income | SDG10 |
| ECO3800H | Labour Economics I | ECO2800F is a core course in labour economics. The course is pitched at the PhD level. Qualified MA students are also welcomed. MA students who are interested in a more public policy oriented labour course should take ECO2801S. ECO 2800F is not a prerequisite for ECO2801S. Both courses are required for PhD students who want to write the field examination in labour economics. The objective of ECO2800 is to use microeconomics and econometrics to study the labour market. Special attention will be paid to the interaction between economic theory and empirical research. The topics covered will include labour supply, educational attainment, on-the-job training, on-the-job matching, hedonic markets, internal labour markets, and economics of the family. | Department of Economics | labour, co2 | SDG8, SDG13 |
| ECO3801H | Labour Economics II | This is a graduate course in labor economics, appropriate for graduate students in the Department of Economics and other students with preparation in microeconomic theory and econometrics, as well as Master students with a strong interest in research in labor economics. It is a natural follow-up of Graduate Labor Economics I ECO3800H1F. The course teaches core topics in the field of labor economics as well as empirical methods for applied microeconomic analysis. The goal of this course is to prepare students to produce and consume published labor economics research. | Department of Economics | labour, labor, consum | SDG8, SDG12 |
| ECO2101H | Macroeconomic Theory II | This course provides an in-depth presentation of a small number of recent research topics in macro. In recent years, topics have included growth theory, dynamic Ramsay taxation, search and bargaining, efficiency wage models, and empirical research on consumption and asset-pricing | Department of Economics | wage, taxation, consum | SDG8, SDG10, SDG12 |
| ECO2200H | Microeconomic Theory I | This class combins the first two out of four parts of the Ph.D microeconomics sequence. There ares two objectives. (1) The primary objective is to introduce you to the foundations of microeconomic theory. The class is divided into two main parts: • The first part is devoted to single agents and consists of the choice theory, the consumer theory, firm theory, methods of comparative statics, the decision theory under uncertainty, and risk. Although most of you have seen the elements of the consumer’s and the firm’s theory in either your undergraduate or master’s education, our approach is going be very different from what you know. We are going to be much more formal and analyze things at much more fundamental, deep level. For example, in your undergraduate class, you would start the consumer theory with writing down the consumer problem, i.e., utility maximization given the budget constraint. Here, we derive the consumer problem from the basic choice theory and formally prove when observable choices of the consumer can be represented (or interpreted) as the utility maximization problem. For the great majority of you, the latter two topics will be completely new. The goal of the comparative statics is to provide you with a basic set of mathematical tools to analyze the effects of the change of parameters on the variables of interests in a whole range of problems across all areas of economics. In the last part, we study foundations of the expected utility model and various uncertainty related behaviors. The second part idevoted to studying economic allocations in a society. We spent at least half of the course talking about allocations in the Walrasian economy, including their feasibility, efficiency, equilibrium, etc. The rest of the class will be devoted to allocations in other problems, including matching. Most of the material will be new to you (unless you have taken the graduate course before). (2) The second, and more universal, objective of this course is to introduce you to the formal approach to the economic argument. The class is proof-based and most of the lecture is going to proceed in the rhythm of definition-theoremproof-example. You will learn how to read the proofs and how to carefully write them. Because the topics are either new, or approached in a novel way, and because most of you haven’t seen a proof-based class before, many of you will find that it is a difficult class, perhaps the most difficult course you have ever taken. It is essential that you allocate a sufficient amount of time to study for this course, and that you study in a right way. You can find some advice how to do it below. | Department of Economics | consum | SDG12 |
| ECO2201H | Microeconomic Theory II | This is the Game theory part of the first year Microeconomic Theory PhD sequence, the second part of the class on Information Economics and Mechanism Design is taught by Professor Gabriel Carroll. This class is designed for first year Economics Ph.D. students. The focus is to provide a technically sound introduction to game theory. We will discuss the central concepts as well as some proofs and typical proof techniques that are used in game theory. At the end of the class, you should have a solid understanding of the central concepts and results in game theory – an important basis for theoretical and applied work. Moreover, this class will provide you with the tools and skills to be able to further your knowledge in game theory through self-study, understand and assess the quality of proofs, and have an understanding of how to write proofs in game theory yourself. The course assumes the knowledge of the materials taught in the first semester in Microeconomic Theory sequence (ECO 2200H1F). In addition, the course assumes a strong background in math, especially proofbased advanced calculus and probability theory. | Department of Economics | knowledge | SDG4 |
| ECO2600H | Public Economics I | The course will cover various techniques of machine learning that are used in economics. Both theoretical approaches and applications in Python will be presented. We will cover the two main axes of machine learning, namely supervised learning and unsupervised learning. We will see, among other things, natural language processing, classifiers, sentiment analysis, and neural networks, all of which will be supported by an overview of the economic literature using those methods. | Department of Economics | learning | SDG4 |
| ECO2601H | Public Economics II | ECO 2600 & ECO 2601 constitute the core offering in Public Finance. The theory of public expenditures will be covered in detail during one term and the theory of taxation during the other term, with briefer looks at selected topics (e.g., fiscal policy, theory of public debt, federal finance). | Department of Economics | taxation | SDG10 |
| EEB1340H | Comparative Plant Morphology | The origin of land plants and the subsequent diversification of land plant vegetative and reproductive form and function. Discussions synthesize morphological and anatomical knowledge from living organisms and fossil records with cellular, physiological, and molecular information on the developmental “tool kit” of land plants and their ancestors throughout geological time. Topics address the evolution of vegetative and reproductive meristems; stem, leaf, and root architecture; vascular tissue; the ovule habit; fertilization processes; and pollination biology. Lab Materials Fee: $25; Lab Manual Fee: $25 | Department of Ecology and Evolutionary Biology | knowledge, land | SDG4, SDG15 |
| EEB1320H | Ecology | The Core Ecology course will provide students with a foundation of the conceptual basis of ecology through lectures, readings, and discussions. The structure of course content will follow the four levels of ecological organization: (1) individuals, (2) populations, (3) communities, and (4) ecosystems. By exploring the theoretical foundations of ecology and the linkages among ecological theories, students will gain a broad perspective of the historical development and current trends in ecology, particularly at the population and community levels. This course should be useful preparation for PhD students for the Question Bank part of the Appraisal Exam. | Department of Ecology and Evolutionary Biology | ecosystem, ecolog, ecosystem | SDG14, SDG15 |
| EEB1350H | Evolution | The Core Evolution Course will cover the basics of evolution. This course should be useful preparation for PhD students for the Question Bank part of the Appraisal Exam. If you have taken two or more 3rd or 4th year undergrad courses in evolution, the course may not be especially useful for providing you with background knowledge—discuss with your supervisor and supervisory committee whether you should take this course. On the other hand, if you have no or very little background in the field, you may need to sit in on undergrad lectures or do outside reading before you take this course; however, if you have taken other courses in ecology, math, or biological theory, ask the EEB graduate office and your supervisor and committee whether you will be equipped to take one of these courses. | Department of Ecology and Evolutionary Biology | knowledge, ecolog | SDG4, SDG15 |
| EEB1430H | Modelling in Ecology and Evolutionary Biology | The study of ecology and evolution uses models to explain biological phenomena including the maintenance of biodiversity, population growth, competition, eco-evolutionary dynamics, trait and molecular evolution, epidemiology, spatial ecology, phylogeny and extinction. Students will learn to develop, assess and apply analytical, simulation and statistical models for analysis and data interpretation. Note that an undergrad course in calculus and an undergrad course in ecology or evolution are recommended. | Department of Ecology and Evolutionary Biology | biodivers, biodivers, ecolog | SDG14, SDG15 |
| EEB1462H | Phylogenetic Systematics | The Tree of Life metaphor for evolutionary relationships among species, phylogenies, is now fundamental in biology. Phylogenetic trees are now used both in species classification and to investigate myriad biological hypotheses about the evolutionary process and applied problems like virus and cancer epidemiology. This course will train students in the concepts and core methods of phylogenetic tree inference, including parsimony, likelihood, and Bayesian techniques. Students will gain bioinformatics skills with application to DNA sequence analysis and phylogenetic tree inference. Through a combination of lectures, discussion, and computer labs, students will master theory and practice of phylogenetic tree construction and inference. | Department of Ecology and Evolutionary Biology | invest, species, species | SDG9, SDG14, SDG15 |
| EEB1328H | Physiological Ecology | An advanced treatment of the physiological mechanisms controlling plant and animal distribution and ecological success. Topics of focus include photosynthesis and resource balance, water and nutrient relations, temperature effects, and adaptations to abiotic stress. A fee of approximately $15 may be charged for field trip transportation. | Department of Ecology and Evolutionary Biology | water, animal, ecolog, animal | SDG6, SDG14, SDG15 |
| EEB1250H | Spatial Statistics | Ecological processes are inherently spatially structured due to spatial dependence on environmental conditions and spatial autocorrelation of species behaviours. The goal of this course is to provide a broad overview of the various spatial analytical methods available to quantify (geostatistics, network theory, boundary detection), test (restricted randomization) and model (spatial regressions) spatially autocorrelated ecological data. Students will be introduced to concepts of spatial scales and how multiscale analysis can be performed with census and sampled data. Furthermore, specific spatial methods to deal with point pattern data and surface pattern data will be reviewed. A combination of lectures and computer laboratory sessions will be used. | Department of Ecology and Evolutionary Biology | labor, environmental, species, ecolog, species | SDG8, SDG13, SDG14, SDG15 |
| ENG3337H | Comedy and Sentimentality in Eighteenth-Century Literature | This course juxtaposes two contrary modes of eighteenth-century literary culture. On one hand, we will read a number of well-known sentimental novels (Richardson's Pamela and Sterne's Sentimental Journey) as well as a range of non-novelistic sentimental texts. On the other hand, we will explore a set of eighteenth-century comic texts and the everyday humour that they reflect-a coarse, cruel, and often misogynistic humour that is completely unfamiliar to modern readers. Many of these texts directly parody the rising tide of sentimentalism, making fun of the very idea of tender feelings. These include Fielding's well-known travesty of Richardsonian sentimentality in Shamela, but also a range of lesser-known texts: short travestic tales that exaggerate sentimental conventions to the point of absurdity; mock-epistolary correspondences between rustic idiots; and mock-sentimental elegies for senile old women or dead insects. Such texts foreground, in the most unmistakeable way, the sheer risibility of sentimentalism to so many of those who witnessed its emergence. One major theme of the course will be the promise of the archive-of all the minor, ephemeral publications of the age - to dispute literary-historical commonplaces and to produce new readings of major texts. | Department of English | women | SDG5 |
| ENG6822H | Critical Theory and Science and Technology Studies | Scholars in the humanities are increasingly drawn to debates concerning the social impact of science and technology. These interdisciplinary conversations often balance the rigors of scientific method alongside the interpretive power of the humanities. How has critical theory combined with science and technology studies (STS) to interpret and challenge scientific discourse across the years? This course will provide an introduction to important intersections between critical theory and STS. With an eye to the latest developments in these overlapping fields, we will investigate the nature of these interdisciplinary formations. From the 1960s "science wars" to critical code studies in the age of ubiquitous computing, this course will provide a grounding in methods and arguments that have shaped how literary and humanistic inquiry lay claim to the world of science and technology. | Department of English | invest | SDG9 |
| ENG6365H | Diasporic Englishes | A survey of diasporic Englishes, with strong emphases on lexicon, morphology, syntactical structure, and pronunciation in their distinctness from "standard English". Attention will be given to the historical and cultural circumstances that have informed these transformations. While we survey specific developments (such as, for instance, Englishes in Scotland, Canada, the Caribbean, India, and on the internet), these varieties will illustrate more general developments and dynamics of language variation in the diaspora. General topics may include concepts and terms for describing language; language contact and language change; pidgins and Creoles; the use of English as a primary language, and official second language, and an international language; globalization; language planning; issues pertaining to the codification and teaching of 'non-standard' Englishes; the dynamics of the Creole continuum and of language-mixing in literary and non-literary texts. | Department of English | internet, globaliz, land | SDG9, SDG15 |
| ENG2022H | Early Modern Critical Race Studies | This course has three main aims: firstly, to explore and analyse a range of early modern texts, from plays and poems to travel narratives and maps, which trace the landscape of early modern racial ideologies, frameworks and constructions; secondly, to read, engage and think with key works in the field of critical race studies; and finally, to map the history and terrain of early modern critical race studies and think about its future directions. Students will analyse and engage with the multiple registers of premodern race and its implications for discussions of nation, empire and slavery; religion, class and conduct; capitalism and economy; gender and sexuality; family, blood and kinship; complexion, embodiment and the somatic. We shall also think about questions of reception, representation and appropriation, placing early modern race in conversation with contemporary contexts. | Department of English | gender, capital, land | SDG5, SDG9, SDG15 |
| ENG2464H | Early Modern Literature and the Crisis of Representation | A study of the poetry and prose of early modern England in light of the fractious new theories of linguistic and political representation that occasioned them. With attention to the forces behind the generation in the sixteenth and seventeenth centuries of new literary genres and modes, the course will examine the emergence of some of literature's most striking forms: the treatise of political and religious obligation, the utopian fantasy, the Biblical tragedy, the devotional poem, the speculative essay, and the "realist" allegorical quest narrative. Authors studied likely include Bacon, Herbert, Hobbes, Crashaw, Browne, Cavendish, and Bunyan. The semester's investigation of the struggles over what it means to express, communicate, and represent will culminate in a look at Restoration England's Universal and Artificial Language Movement, with its signal achievement in John Wilkins's 1668 Essay Towards a Real Character and a Philosophical Language. | Department of English | invest, land | SDG9, SDG15 |
| ENG2019H | Early Modern Psyches: Shakespeare and Psychoanalysis | Freud's frequent, often pivotal, references to Shakespeare signal both deep cultural influence and a complex intertwining of shared attention to the nature and structure of the human psyche. The dominance of historicist approaches to early modern studies over the past three decades has tended to marginalize psychoanalysis as a discourse; this seminar will explore the resources of psychoanalytic theory for understanding the early modern "emergence" of subjectivity. We will consider historicism's skepticism about and exclusion of psychoanalysis, what was at stake in these debates, the role of historical phenomenology and cognitive approaches, and the current reemergence of psychoanalytic theory. Five Shakespearean texts (The Rape of Lucrece, Measure for Measure, The Winter's Tale, Cymbeline, and The Tempest) will serve as case studies for our exploration of such topics as the operations of the mind, the imagination, boundaries between the human subject and their animal counterparts or between human subjects and the landscape, the passions, dream-work, consciousness, gender, and sexuality. Readings will include papers by Freud (on animism, dreams, the unconscious, the uncanny), Laplanche (fantasy and sexuality), and Kristeva (language, the semiotic, the abject), and recent scholarship by such critics as Lynn Enterline, Mary Thomas Crane, David Hillman, and Bruce Smith. | Department of English | gender, animal, animal, land | SDG5, SDG14, SDG15 |
| ENG6182H | Eating Well | In 2019, a report by Oxford University Researchers found that adopting a plant-based diet was the single most significant intervention consumers could make in the face of climate disaster. Others counter that ‘eating meat is one of the things that makes us human.’ Derrida says the moral question isn’t whether one eats or doesn’t eat this or that. Is it possible to eat well in the Anthropocene, an era in which ‘what it means to be human’ is invoked with increasing frequency? Are there ethical omnivores? What do these questions have to do with students of English Literature? During this course, we will study a range of thinkers who have engaged with the issue of eating, eating well, eating others, and (sometimes) ‘what it means to be human.’ In How to Live Together, Roland Barthes is concerned with the philosopher’s food; Friedrich Nietzsche and Jacques Derrida also reflect on this issue. Feminist theorists such as Carol Adams and Susan Fraiman regard not eating other species as an essential to feminist care ethics, while three fictions by J.M. Coetzee represent the problem of eating well, particularly during times of political crisis. Peter Singer and Michael Pollan offer contrasting views of the ethics of eating well and eating others. We won’t resolve these questions but we may at least, as Nietzsche says, gain some insight into ‘a question on which the “salvation of humanity” depends . . . the question of nutrition’ (Ecce Homo, ‘Why I am so clever’). | Department of English | nutrition, feminis, consum, climate, anthropocene, species, species, land | SDG2, SDG5, SDG12, SDG13, SDG14, SDG15 |
| ENG5074H | In the First Person: Memoirs and Mediality | This course will engage with the construction and social function of autobiographical subjectivity in printed and graphic memoir forms that blend different discourses or combine two or more media. Framed by the premise that the memoir is a mediated mode of self-expression, the course will study the relationship between what Foucault calls the "technologies of the self" and the media technologies through which the memoir's self-referential subject expresses itself. We will approach this issue by putting memoirs in dialogue with a range of theoretical and critical material about life writing, subject formation, corporeality, and mediality. Our discussions will then focus on the performativity, positionality, and relationality of the writing subject; the tropes through which the body figures in self- narratives; the intertextual and inter/medial structure of memoirs; the ways in which discourses such as the self-reflexive essay, philosophy, autoethnography, and confession inflect self-expression; the agency gained in writing a memoir, especially in relation to collectivities; and the impact of digital technologies and social media on memoirs today. The range of (mostly Canadian) memoirs selected will afford us the opportunity to address these questions in relation to gender, sexuality, "race," and class. | Department of English | gender | SDG5 |
| ENG1002H | Introduction to Old English II Beowulf | This course is devoted to a collaborative reading and analysis of the Old English poem Beowulf: its language, its cultural and historical backgrounds, and its style. The work of our class will rely on close and informed attention to the poem's language and rhetorical strategies. In addition, we'll begin to explore some of the more technical aspects of studying Old English verse: possible topics include metrical analysis, paleography, and/or the problems of dating and authorship. | Department of English | labor | SDG8 |
| ENG5527H | Making and Re-Making Modernism | Modernist literary culture was built on strong relationships between writing and other kinds of making. Writers and artists were publishing their own magazines, printing their own pamphlets, and staging their own experimental plays. Taking matters of literary circulation and publication literally into their own hands, modernist writers emphasized the importance of the handmade in an increasingly mechanized world. In this course, we will examine modernist little magazines, small presses, interdisciplinary artistic workshops, and theatrical productions in Britain and Ireland from 1900 to 1945 in order to understand the collaborative practices and aesthetic imperatives of modernist writers and interdisciplinary artists. Now that about a century has passed since these artistic collaborations took place, the objects that modernists made are being re-made and re-distributed through library special collections and digitization initiatives. Everything from scraps of fabric from dance costumes to handprinted books are now being remediated and represented in online collections. Our reading of modernist texts in all genres will therefore be informed by a constellation of critical works on digital archives, taste, craft, class, and the avant-garde. | Department of English | labor, production, land | SDG8, SDG12, SDG15 |
| ENG5025H | Malcolm X and African-Canadian Literature | In this seminar, we will explore the seminal influence upon African-Canadian letters of the African-American public intellectual Malcolm X, only 39 when assassinated in 1965. Although (European/Caucasian) Canadian media accorded X usually cursory and derogatory attention, and though he was marginalized by both U.S. Civil Rights Movement figures and by the Nation of Islam, his ideas for Black Nationalism, anti-imperialism, and Black cultural and political empowerment still made their way into the works of African-Canadian authors. We will explore the meaning of the various appropriations, by Black Canadian writers, of various "Malcolms." | Department of English | marginalized, nationalism | SDG10, SDG16 |
| ENG5994H | Modern South Asia in Literature and Media | Throughout the twentieth century, territorial re- mappings, independence struggles, and ethnonationalist state violence have constituted modern South Asia as a radically shifting cultural construct that coincides and collides with lived experience and aspiration. This course tackles urgent questions of anti-colonialism, feminism, queerness, technology, spirituality, stardom, caste apartheid, ecology, and populism, through a close reading of literature and media spanning the mid- twentieth century to present times. It brings the insights of cultural critique to bear upon a range of materials, from Anglophone classics and fiction and film in translation to poetic cosmopolitanism and avant-garde re- imaginings. | Department of English | queer, feminis, gini, ecolog, violence | SDG5, SDG10, SDG15, SDG16 |
| ENG1001H | Old English I | An introduction for reading knowledge to the oldest literary form of English, with discussion of readings drawn from the surviving prose and verse literature. | Department of English | knowledge | SDG4 |
| ENG6519H | Postcolonial Theory and the World Literature Debates | When publishers, scholars, and critics talk about the prismatic literary and cultural traditions outside the West, they sometimes refer to them by their geographical provenance-African literature, say, or Sumerian art-or perhaps by their historical moment-Ottoman architecture, or postcolonial Indonesian poetry. More and more, the catch-all category of World Literature has begun to hold sway in influential places, and is changing the shape of how we think, learn, and write about non-Western aesthetics, as well as how we participate in our "own" complex cultures. If we can imagine a literature that truly goes under the heading of the World, what can we possibly exclude? What might we gain by using this term, and what might we lose? What histories are attached to the various names and classifications we assign to culture and how does cultural "othering" uphold or resist forms of economic, political, and military dominance? In this course we will work carefully through the history and influential writings of postcolonialism as a method designed to challenge to hegemonic forms of representation, cultural production, and study. In the second half of the semester, we will turn our attention to the historical underpinnings and current critics of World Literature. | Department of English | production | SDG12 |
| ENG4722H | Reparative Readings of Victorian Fiction | This course will invite students to reconsider the reading of a canonical Victorian novel in light of urgent, present-day issues, including social, economic, and environmental concerns as well as issues that arise in direct response to student interests. We will read Dickens's Bleak House through different reparative lenses, including feminism; economic inequality; social and class inequality ideas of and analogies to racial difference; questions of managing bodies, including population control and the management of disease. Exploring in theory and practice what it means to re-situate the Victorians in this way, we will consider what it means to study Victorian novels in the present day. | Department of English | feminis, inequality, equalit, environmental | SDG5, SDG10, SDG13 |
| ENG6848H | Representing Vandalism | Marking walls, defacing monuments, burning books, blowing up statues, breaking windows...for as long as humans have created things, they have also wilfully defaced and destroyed them. What is vandalism? Who does it, and why? Does vandalism also create? Can a transhistorical, humanist approach to vandalism offer new perspectives on old and new forms of vandalism that period-specific historians and (more recently) social scientists may have missed? These are the working questions of my current research/book. Besides key theoretical discussions of vandalism old and new, this inter-disciplinary seminar will explore representations of vandalism in both "fact" and fiction, media coverage and creative literature. Our topics of conversation, and potentially of your own research and essays, will include such things as state-sponsored vs. citizen vandalism, cultural vandalism, political vandalism, literary vandalism, the vandalism of art, art as vandalism, vandalism for fun and vandalism for profit. | Department of English | citizen, wind | SDG4, SDG7 |
| ENG6549H | Reproductive Justice, Feminist Theory, American Literature | This course will seek to contextualize and theorize questions of reproductive rights in American literature and culture in relationship to what a range of black feminist theorists have called "reproductive justice." We will focus on particular historical periods (and their afterlives), prioritizing the relationship between reproductive politics and chattel slavery in the United States, the ideology of Republican motherhood and the sanctification of domesticity, the so-called "eugenic feminism" of the progressive era, contexts for and critiques of life vs. choice in relationship to second-wave feminism and evangelical Christianity, and, finally, the rise of a movement for a more inclusive model of reproductive justice. We will read a range of literary texts by authors including, Herman Melville, Kate Chopin, Sui Sin Far, Octavia Butler, Toni Morrison and Maggie Nelson. We will also read critical and theoretical works by Saidiya Hartman, Sophie Lewis, Barbara Johnson, Alys Weinbaum, Silvia Federici, Chikako Takeshita and others. Subjects for consideration will include reproductive slavery and its afterlives, the ethics of infanticide, the relationship between social and sexual reproduction under neoliberalism, pregnancy and theories of subjectivity, surrogacy and reproductive technology, incarceration and reproductive rights, and environmentalism and the decision to reproduce. | Department of English | feminis, production, environmental | SDG5, SDG12, SDG13 |
| ENG2533H | Shakespeare's Language | If the Muses themselves spoke English, they would speak with "Shakespeare's fine-filed phrase," Francis Meres commented in 1598, suggesting that Shakespeare's linguistic art tapped the emerging potential of the English language and extended its resources. Aiming at methodological advances in close reading attentive to the linguistic texture of cultural and literary texts, this course focuses on Shakespeare's still-resonant language. As shaping contexts, we consider the arts of language promoted by Renaissance humanist education, the dynamics of everyday social dialogue, and variation and language change in Early Modern English. The course draws upon an interdisciplinary collection of readings to test out theories and tools, with attention to rhetoric, discourse analysis and pragmatics, historical sociolinguistics, history of English, and the emerging digital approaches to text analysis and to the "distant reading" of large digital archives. We ask in what ways “the life of Shakespeare’s plays is in the language.” We also ask how new methods of language analysis can extend the reach of other current literary approaches, concerned, for example, with race, environment, gender, or cultural history. While the course models language analysis on Shakespeare's works, it also encourages graduate student researchers to develop advanced reading strategies which they can adapt to the cultural and literary texts of their chosen fields. | Department of English | gender | SDG5 |
| ENG4904H | Slavery and Anti-Slavery in the Ante-Bellum United States | This course will examine essays, stories, poems, autobiographies and other writings associated with the expansion of and resistance to enslaved labour in the United States between the American Revolution and the Civil War. The course will also trace the effects of a disavowed relationship to slavery and racial violence on major texts of the period. | Department of English | labour, violence | SDG8, SDG16 |
| ENG6818H | Social Robots in the Cultural Imagination | This course will explore the production and portrayal of social robots in the cultural imagination in conjunction with literary and religious myths of creation. While the course looks back to the history of AI and early literary accounts of robots in the 1960s, it concentrates on modes of production and on works written in or after the 1990s when western society experienced "the development of a fully networked life." The course will explore the ethical and aesthetic questions raised by the intersection between the production and the imaginative portrayals of transhuman relationships. Questions to be considered in interpreting developments in AI and in reading literature about social robots in light of the religious and classical myths-include: how is creation figured? What or who is created and why? Who plays God? Who serves as Eve/Adam? Who is cast as Satan? What is the locus of the Garden? What constitutes power/knowledge? And, finally, how does a particular treatment of the social robot potentially alter our understanding of the foundational imaginative intertexts and, by extension, notions of divinity, humanity, gender, animality, and relations of kinship and care. | Department of English | knowledge, gender, production, animal, animal | SDG4, SDG5, SDG12, SDG14, SDG15 |
| ENG6844H | The Roots of Autotheory: Nietzsche, Milner, Barthes | This course consists of a close reading of three major thinkers whose mode of writing anticipated what since the turn of the twenty-first century has come to be known as autotheory: a combination of autobiographical meditation and theoretical reflection. The thinkers in question are Friedrich Nietzsche, Marion Milner, and Roland Barthes, all of whom wrote aphoristically, elliptically, and personally about topics such as self-fashioning, self-actualization, living a meaningful life, opposing normativity, creativity, love, desire, loss, mourning, relationality, solitude, and the interplay of light and shadow in human existence. For all three, writing and living were inextricably intertwined, with the result that they produced deeply self-reflexive texts that are characterized by lively stylistic innovation. Their topics were timeless and their bold rhetorical originality has left an indelible imprint on subsequent thinkers interested in combining the personal with the theoretical. The purpose of this seminar is simple: to explore the poignant theoretical contributions and stylistic acrobatics of three authors who possessed an unusually keen eye for the complexities of human life and to consider the relationship between living, thinking, and writing that these authors foregrounded. | Department of English | land | SDG15 |
| ENG2484H | Thomas Heywood and the Early Modern Theater | This course will serve as an introduction to a broad sweep of sixteenth- and seventeenth-century English drama through the works of Thomas Heywood, the playwright who famously claimed to have had "an entire hand, or at least a maine finger" in more than two hundred plays. (We will not read all of them.) Concentrating primarily on Heywood's dramatic texts, with short excursions in his prose works (from English histories to polemical writings), we will use the plays to map the dominant concerns of the early modern theater. Our readings will range across major dramatic genres, from city comedy to domestic tragedy, alongside plays that resist predictable forms and categories, such as the Age plays. Our secondary aim in this course will be to explore Heywood's work through critical approaches to identity that have, in early modern studies, typically focused on Shakespeare's plays. With attention to critical race theory (with The Fair Maid of the West), disability theory (with The Fair Maid of the Exchange, often attributed to Heywood), and feminist theory (with A Woman Killed With Kindness), for example, we will consider how Heywood's plays amplify and complicate key theoretical interventions in early modern studies. | Department of English | disabilit, feminis | SDG3, SDG5 |
| ENG6531H | Trees | Trees, writes botanist Robin Wall Kimmerer, "are our teachers." This course looks at what trees teach in multiple ways. In creation myths and totem poles, in tales of metamorphosis of humans into trees, in meditations on snowy woods, in woodcarving, in a cozy fire, in paper itself, trees are a site of nature-culture. "[T]heir merely being there," John Ashbery archly suggests, "Means something." This course investigates the meaning of trees in diverse genres and traditions as well by walking through streets and parks. The seminar will introduce students not only to eco-criticism, theories of wilderness and colonialism, but also to botany and the Wood-Wide-Web or "dendrocommunication." Stories of trees speak of settler-indigenous relations and of global warming. German forester Peter Wohlleben suggests that trees communicate "daily dramas and moving love stories" among themselves. The first half of the course will range from creation myths to children's literature to poetry of the nineteenth and twentieth centuries. The second will focus on two major novels of the past decade, Annie Proulx's Barkskins and Richard Powers's Overstory, which respond to climate change via tales of deforestation, elevating trees over human characters. | Department of English | settler, invest, indigenous, climate, global warming, forest, deforestation, indigenous | SDG4, SDG9, SDG10, SDG16, SDG13, SDG15 |
| ENG6560H | Visual Media and Human Rights Work | Visual media plays an important role in advancing human rights work. From its recognition as a site that directs the spectator's gaze to themes conveyed by human rights struggles and failures, to its pedagogical aims of providing viewers with a framework from which to act on behalf of others, documentary film participates in dramatizing and making proximate the future work that remains to be done by human rights mechanisms. In this course, we will explore how visual media in the form of documentary film participates in this practice. We will screen films associated with literary texts to ask how visual media widens the scope of representation associated with human rights narratives and assess the degree to which film, like literature, disrupts settler-colonial nation-states representational practices that project a "fantasy of victims in the image of perpetrators" in order to justify "retrospectively what perpetrators have done" (Moore "Film After Atrocity"). Course readings and class discussions will focus on literature, film, and legal cases to explore how these texts overlap and diverge. | Department of English | settler, human rights | SDG4, SDG16 |
| ENG5281H | Whitman and Nationalism 1855-1891/2 | As most scholars have noted, and as any new reader soon sees, Whitman's poetry and prose is everywhere exuberantly nationalistic. And yet at the same time, readers and scholars also agree that Whitman's writing is everywhere deeply marked by his experiences of perceived social exclusion as a homosexual, as a brother to the mentally ill, and as a member of the working class. His writing is thus sensitive and resistant to the pervasive tendency of human collectivities to organize themselves according to binary oppositions of "in-group" versus "out-group." How then, it is fair to ask, was it possible for Whitman at once to draw upon the always-incipiently-binary rhetoric of nationalism and to undermine structural social exclusion? Our course will explore this central tension as expressed in Whitman's poetry and prose across the full arc of his career, from 1855-1891/2. This exploration will include delving into both the theory and history of nationalism, especially the various currents of nationalistic discourse prominent in American public life in the 19th century. We will also be interested in comparative perspectives generated by consulting examples of "national" poetry from other countries. | Department of English | nationalism | SDG16 |
| ENG4154H | Wordsworth: Poetry, Context, and Interpretation | A study of the poetry of Wordsworth with a view to understanding its importance, historical contexts, and theoretical interpretation. This course will provide students with an opportunity to get to know an author in depth and also to gain a better knowledge of the range and diversity of contemporary criticism. In addition to reading Wordsworth's major poetry and prose, students will also read some of what Wordsworth read, notably works by Samuel Taylor Coleridge, Dorothy Wordsworth, and Erasmus Darwin. | Department of English | knowledge | SDG4 |
| ENV1444H | Capitalist Nature | This course is organized around the idea of “capitalist nature”.ⁱⁱ Specifically, the course is concerned most centrally with six questions: 1) What are the unique political, ecological, and geographical dynamics of environmental change propelled by capital accumulation and the dynamics of specifically capitalist forms of “commodification”? 2) How and why is nature commodified (however partially) in a capitalist political economy, and what are the associated problems and contradictions? 3) How do the contemporary dynamics of environmental change, environmental politics, and environmental justice shape and help us understand transformations in markets, commodity production regimes, and capitalist social relations and institutions more broadly? 4) How can we understand the main currents of policy and regulatory responses to these dynamics? 5) How do prevailing ideas about nature (non-human as well as human) reflect, reinforce and subvert capital accumulation? 6) Is there or can there be any such thing as “green capitalism”? 1 O'Connor, M. (1993). On the misadventures of capitalist nature. Capitalism, Nature, Socialism, 4(3), 7-40. | School of Environment | capital, production, environmental, environmental justice, ecolog, institut | SDG9, SDG12, SDG13, SDG15, SDG16 |
| ENV1005H | Ecological Statistics | This course will cover popular statistical models for the analysis of ecological data. There will be a particular focus on the statistical properties and assumptions underlying the methods. We will cover topics such as identifiability/estimability, understanding the theory underlying distinct inferential approaches and their impact on ecological conclusions, as well as simulation-based model assessment. | School of Environment | ecolog | SDG15 |
| ENV1704H | Environmental Analysis and Risk Management | This course introduces the principles of environmental toxicology and risk assessment. Study of the basic principles of toxicology, including routes of exposure, dose response, and target organ effects from exposure to environmental toxicants will be covered. The course presents the quantitative methods used to assess the human health risks associated with exposure to toxicants, focusing on the four major components of risk assessment: hazard identification dose-response assessment exposure assessment risk characterization. Risk communication and public consultation will also be addressed. The course will include an overview of Canadian regulations and policies and their impact on the practical realties facing practitioners, policy makers, and stakeholders. We will explore risk assessment issues related to exposure to contaminated sites, air quality, and projects undergoing Environmental Assessment. The intent is to make this course hands on and practical so that you are able to participate as a team member conducting human health and ecological risk assessment upon its completion. The course will be based on actual undertakings of Canadian risk assessment projects. | School of Environment | environmental, ecolog | SDG13, SDG15 |
| ENV1001H S | Environmental Decision Making | ENV1001H S is the core course for the graduate Collaborative Specialization in Environmental Studies at the School of the Environment. This course addresses the topic of “environmental decision-making”, which we understand broadly as the challenging process of how humans engage with the natural world, and the many iterative (and sometimes invisible) decisions we make about how to organize human societies and activities. While decision-making is itself a field of study, this course takes a more flexible interpretation of the term, involving choices about, and affecting, the environment. Drawing on insights from across a range of disciplines—throughout the humanities, social sciences, and natural and applied sciences—and with attention to fields beyond academia, we consider multiple perspectives on the environment. Through bi-weekly guest lectures, student presentations, group projects, and individual written assignments, we explore worldviews and values (what assumptions we make about the world that shape the kinds of decisions we can make), conflicting interests and information (at multiple scales), and decision-making models and tools (a survey of the range of tools that are available), along with questions of uncertainty, adaptation, and iterative decision-making processes. In a time of online learning provoked by the global pandemic, we will also turn analytic attention to the benefits and challenges associated with virtual technologies for interdisciplinary collaboration, research, and decision-making. As travel becomes constrained not only by the pandemic, but also as a response to climate change and environmental degradation, we anticipate the need for these tools will increase in the future. In the class, we will consider how online platforms may be useful in enabling ongoing research efforts at a distance, and how different strategies and tools may be designed for better communication and action. Students should emerge from the course with a broader perspective on environmental and social challenges, enhanced communication skills across disciplines, and additional experience working in diverse teams. In addition, students should also leave the course more confident about the options for inter-disciplinary collaboration online. Our central goal in the course and the Collaborative Specialization program is to enable conversations to take place within and beyond the classroom about the challenges of human-environment relationships, with new ideas on creative and just approaches to social and political decisions. | School of Environment | worldview, learning, labor, climate, environmental | SDG4, SDG8, SDG13 |
| ENV1001H F | Environmental Decision Making | ENV1001H F is the core course for the graduate Collaborative Specialization in Environmental Studies at the School of the Environment. In this course, we address the topic of “environmental decision-making”, which we understand broadly as the challenging process of how humans engage with the natural world, and the many iterative (and sometimes invisible) decisions we make about how to organize human societies and activities. While decision-making is itself a field of study, this course takes a more flexible interpretation of the term, involving choices about, and affecting, the environment. With a focus on the insights from across a range of disciplines—throughout the humanities, social sciences, and natural and applied sciences—and with attention to fields beyond academia, we consider multiple perspectives on the environment. Through bi-weekly guest lectures, student presentations, group projects, and individual written assignments, we explore themes of worldviews and values (what assumptions we make about the world that shapes the kinds of decisions we can make), conflicting interests and information (at multiple scales), and decision-making models and tools (a survey of the range of tools that are available), along with questions of uncertainty, adaptation, and iterative decision-making processes. In a time of online learning provoked by public health concerns, we will turn analytic attention to the benefits and challenges associated with a range of virtual technologies for interdisciplinary collaboration, research, and decision-making. As travel becomes constrained not only by pandemic conditions but also as a response to climate change and environmental degradation, we anticipate the need for these tools will increase in the future. In the class, then, we will consider how online platforms may be useful in enabling ongoing research efforts at a distance, and how different strategies and tools may be designed for better communication and action. Students should emerge from the course with a broader set of perspectives on environmental and social challenges, enhanced communication skills across disciplines, and additional experience working in diverse teams. In addition, based on our new online course structure, students should also leave the course more confident about the options for virtual collaboration across disciplines. Our central goal in the course and the Collaborative Specialization program is to enable conversations to take place within and beyond the classroom about the challenges of human-environment relationships, with new ideas on creative and just approaches to social and political decisions, and bioacoustics—as well as with electroacoustic composition, sonic art, and everyday sound-based practices. We will also consider pressing issues for the humanistic study of the environment, and reflect on the value and ethics of an acoustic approach. This course is open to students with any disciplinary background. Proficiency in music is not required. | School of Environment | public health, worldview, learning, labor, climate, environmental | SDG3, SDG4, SDG8, SDG13 |
| ENV1707H | Environmental Finance | Climate Finance involves the application of new and established financial market instruments and practices to the management of climate change-related risks and investment opportunities, and the incorporation of such factors into stock valuation and selection processes, as well as shareholder engagement strategies. Asset owners and managers, banks, insurance companies, venture capitalists, corporations and government agencies are becoming increasingly engaged in the financing of climate change mitigation and resilience in order to manage risks and capitalize on new opportunities. This course explores the research, projected outcomes and recommendations from the IPCC, multi-stakeholder initiatives and finance collaborations, and assesses signals of future actions to address them. An in-depth knowledge of financial markets is not required. Students leaving the course will be able to apply their new knowledge to a variety of career paths. The following professions and/or fields will benefit from a knowledge of climate finance and environmental markets: Financial analyst, portfolio manager, financial product development Investment and management consultant Sustainability specialists (especially for firms in high impact sectors such as oil & gas, forestry, chemicals, metals and mining and utilities) Commodities trader Venture capitalist, private equity or real estate investor Credit and insurance risk analysts; - Investor relations, public relations, communications Not-for-profit managers and executives The objective of the course is to provide students with a firm grounding in the range of issues at stake in climate change and the application of finance to address it. The course will examine how established practices, procedures, and tools from within the mainstream financial and corporate markets are being adapted to integrate a climate lens in the pursuit of financial performance goals from both an investor and corporate perspective. | School of Environment | knowledge, equity, labor, capital, invest, trade, financial market, equit, resilien, climate change mitigation, climate, environmental, climate change mitigation, resilience, climate finance, forest, resilience | SDG4, SDG8, SDG9, SDG10, SDG11, SDG13, SDG15 |
| ENV1701H | Environmental Law | Law, policy, and ethics are key in understanding how we respect, manage and utilize our environment. This course will introduce students to basic principles of environmental law. What is it? How did it evolve? Does it deal fairly with resource preservation, use, and allocation? Can it deal with complex emerging problems such as climate change, species at risk, accumulation of toxics, urban sprawl and so on? We will review the state of the environmental law, with an emphasis on topical issues in Toronto, Ontario, and Canada. Throughout the course, students will be asked to consider the ethical foundations for environmental laws, and their capability of addressing today’s challenges. We will also consider how to present information in a legal setting. Students will be required to research and prepare a presentation (on-line) on a current issue in environmental law. This work will be done individually, and as a group, using the tools available on Quercus. | School of Environment | urban, climate, environmental, species, species | SDG11, SDG13, SDG14, SDG15 |
| ENV1002H | Environmental Policy | This course will provide an introduction to the study of public policy, from the perspective of political science. It begins from the premise that policymaking is an inherently political process, and seeks to demonstrate the ways in which policies are a reflection of power, values and interest groups. The course will be divided into three parts: First, we discuss basic concepts that underpin environmental policy: What is the distinction between market and polis? What are the goals of environmental policy? What are the obstacles to collective action? Second, we will examine the mechanics of policymaking: how the policymaking process works, and what types of instruments are available to protect and manage the environment. Finally, the last portion of the class will be devoted to examining cases of national and international environmental policy. | School of Environment | environmental | SDG13 |
| ENV4444Y | Internship | Master’s students who are pursuing a course-work stream degree program in their home unit and do not have an internship requirement built in their home unit degree program, when registering on ROSI/ACORN for the internship, shall use the School’s designated course code (ENV4444Y) for this purpose. Master’s students who have an internship requirement built in their home unit degree program, will use their home unit degree program code designator to register on ROSI/ACORN. The internship taken in their home unit degree program will count towards both their master’s degree program credits and the respective collaborative specialization requirements, provided it is an environment (or environment & health) related internship or has an environment (or environment & health) related component. For a more detailed description of the Internship requirement, please visit the Internship Guidelines webpage. | School of Environment | labor | SDG8 |
| ENV4001H | Graduate Seminar: Environment and Health | There is a pressing need to study the complex relationships between the environment and human health, especially as we are increasingly challenged by environmental health issues. This course introduces students to various issues related to environment and health in providing an academic environment of inquiry and dialogue where graduate students from various disciplines can exchange ideas, information and insights. Through participation in the affiliated public environment and health seminar series and student-led seminars, the aim is to expose the students to the many ways that issues related to the environment and health are framed, examined, discussed, and addressed. The course will stimulate students to reflect on this diverse discussion and to integrate their work into a broader context and perspective. Students will have the opportunity to explore linkages between environmental factors and health issues as these intersect with environmental and health policy, toxicological impacts, psychosocial factors, economic factors, and ethical and legal issues. | School of Environment | mental health, health issues, environmental | SDG3, SDG13 |
| ENV5555Y | Research Paper | Master’s students who are pursuing a course-work stream degree program in their home unit and do not have a research paper requirement included in their home unit degree program, when registering on ROSI/ACORN for the research paper, shall use the School’s designated course code (ENV5555Y) for this purpose. Master’s students who have a research paper requirement built in their home unit degree program, will use their home unit degree program code designator to register on ROSI/ACORN. The research paper written for their home unit degree program will count towards both their master’s degree program credits and the respective collaborative specialization requirements, provided it is on an environment (or environment & health) related topic entirely or has an environment (or environment & health) related component included in it. For a more detailed description of the Internship requirement, please visit the Research Paper and Thesis Guidelines webpage. | School of Environment | labor | SDG8 |
| ENV1103H | The U of T Campus as a Living Lab of Sustainability | Sustainability is a growing priority for universities all over the world. Many are developing strong operational sustainability goals and targets and are giving increasing emphasis to teaching and research on sustainability issues. Yet relatively few have committed at the executive level to integrating academic and operational sustainability in the context of treating their campus as a living laboratory of sustainable practice, research, and teaching. Such living lab approaches offer a large potential for universities to play a significant role in the sustainability transition. This course will explore and apply the living lab concept, in the context of operational sustainability at the University of Toronto. We will begin by looking briefly at the literature on university sustainability and the living lab concept. The bulk of the course will involve undertaking an applied research project on some aspect of campus sustainability, working in close partnership with operational and/or administrative staff at the University of Toronto. Students will develop the skills needed to produce information relevant to real‐world problem‐solving across disciplines and fields of study, and with non‐academic partners. | School of Environment | labor, transit | SDG8, SDG11 |
| ENV1007H | The Warming Papers: The Scientific Foundation of Climate Change | Climate change, which is driven by global warming, is one of the most pressing global environmental crises of our generation and our children’s and grandchildren’s generations. Although the crisis has only been recognized in the public sphere in the past couple of decades, the foundations of our understanding of global warming are almost two centuries old. We will use The Warming Papers, a compilation of the canonical papers describing the scientific logic of global warming, as our guide. This course will lay out the scientific logic of global warming from Jean-Baptiste Joseph Fourier’s 1824 paper on what would come to be known as the greenhouse effect, through to the most recent discoveries, and will cover climate physics and the carbon cycle. | School of Environment | greenhouse, climate, global warming, environmental | SDG7, SDG13 |
| ENV1703H | Water Resource Management and Policy | Freshwater is both plentiful and renewable. Yet, freshwater resources at both the global and local levels are becoming increasingly scarce, partly due to population growth, increasing demands for energy and food, and climate change, and partly due to poor management and policies. We have failed to understand the complexity of water systems…so here we are- in the middle of day zeros, unavailability of safe drinking water, lack of access to sanitation, and increasing contaminants in our water bodies. This course, therefore, will focus on water management and policy in the context of scarcity with special emphasis on science-based policies for sustainable aquatic ecosystems. In order to frame sound policies for future sustainability, we will navigate this course through the lens of four pillars that should support all water management strategies. The first pillar is to integrate the strong spiritual and cultural connections we have with water especially learning from the indigenous cultures of the world. The second pillar is to invest in understanding the science of water and integrating with innovative technologies. The third pillar is to examine water as an economic good, in terms of demand, supply and financing. Finally, the fourth pillar is to create and implement effective management and governance policies based on combination of demand side, soft path and integrated watershed management. In the absence of, or weakness in any of the pillars, water sector is vulnerable to continued inequity, depletion and contamination. | School of Environment | learning, equity, water, sanita, contamination, energy, renewabl, invest, equit, indigenous, climate, ecosystem, ecosystem, governance, indigenous | SDG4, SDG6, SDG7, SDG9, SDG10, SDG16, SDG13, SDG14, SDG15 |
| ENV1008H | Worldviews and Ecology | "Will religions assume a disengaged pose as species go extinct, forests are exterminated, soil, air, and water are polluted beyond restoration, and human health and well-being deteriorate?" -Mary Evelyn Tucker. The connection among worldviews, religion and ecology, while perplexing for many, has been of growing academic and pragmatic concern in recent years. Scientists, policy makers, and activists have of late been frustrated with the long-term efficacy of their actions, and have begun to reflect on the underlying worldviews and core values of their work. Is the neoliberal economic model a worldview, for example? Is consumerism? This has led to a recrudescence of interest in religious worldviews as a source of environmental theory and practice. The fact that certain religious groups are beginning to take ecological systems seriously is a distinctive, important emergence within environmentalism. Given that approximately eighty-five percent of the human family reads their reality through a religious lens, any environmental policy or ethic that does not relate to religious concerns potentially ignores dialogue with ethical and moral traditions held by the majority of the world's peoples. Religions traditionally challenge their members to ask foundational questions of human existence; such as what is the place or role of the human in the universe? What are the ethical and moral imperatives of being human? What responsibilities do humans have, if any, to other aspects of creation? As the ecological challenge forces the human family to deeply query social, economic, political, cultural, and ethical traditions, many are beginning to argue that the reading assistance of the world's religious traditions in - 2 - 2, answering such queries might be helpful, and perhaps necessary, for an informed and effective response to the world's current ecological plight. The participation of religions in environmental movements is of course not unproblematic. Certain religions have been fingered and faulted for their accent on transcendence, and for their patriarchal, hierarchical systems, which help engender a disregard for the earth and the women who have been historically associated with it--as ecofeminism suggests. Moreover, religions, as institutions, have not been at the vanguard of the environmental movement, and many potential pitfalls, such as sectarianism, fundamentalism, and triumphalism, surround the involvement of the world's religions in environmental questions. While much of the religious discourse around ecology has entailed ontological, doctrinal, and cosmological or "worldview" questions, there have also been religious responses that take issues of class, race, gender, poverty, and justice seriously. Indeed, many tensions have surfaced and continue to exist between these two broadly outlined ecological approaches. Thus, the question has emerged whether the ecological contributions of the world's religions are chiefly in the realm of worldviews, doctrine, and cosmology, or in the realm of a political and economic critique. Through weekly seminars, we will probe sundry ecological worldviews, religious and otherwise, and how they help shape environmental discourse, practice, and theory. | School of Environment | poverty, well-being, worldview, gender, women, feminis, water, consum, environmental, pollut, species, forest, ecolog, pollut, species, soil, institut | SDG1, SDG3, SDG4, SDG5, SDG6, SDG12, SDG13, SDG14, SDG15, SDG16 |
| ESS2608H | Advanced Glacial Sedimentology | Glacial sediments left by successive continental ice sheets cover a large area of Canada and provide a record of past climate change across the Northern Hemisphere. They also allow modelling of ice flow processes and provide insights into the flow of modern ice sheets in Antarctica and Greenland, especially in regard to ‘ice streams’ which are regional-scale corridors inset within the ice sheet of fast flowing ice. Mapping of paleo-ice streams in Canada is actively underway aided by new high -resolution topographic imagery (e.g., LiDAR) and is a key part of mineral exploration projects across the Canadian Shield. This course will explore how ice sheets form and decay and their sedimentary records; assessment will be by a brief research project and write up. | Department of Earth Sciences | climate, land | SDG13, SDG15 |
| ESS1441H | Advanced Structure | This advanced course focuses on analyzing structures to understand how “strain” and “stress” are expressed in the rocks. Through geometric, kinematic and mechanical analysis of these structures, we will learn to elucidate the geological processes that have occurred over time. Graduate student will be given the opportunity to apply the knowledge they learn in this course towards their graduate research. | Department of Earth Sciences | knowledge | SDG4 |
| ESS2708H | Characterization of Geological Materials | This course provides both theoretical and practical instruction on a range of instrumental methods used in determining the composition, structure and chemical state of geological materials, including fluids, gases, glasses, rocks and minerals. The course includes laboratory assignments providing practical application of these techniques. | Department of Earth Sciences | labor | SDG8 |
| ESS2303H | Earth Systems Evolution | This course will focus on the geological evidence and causes for change in the Earth System (coupled lithosphere-hydrosphere-biosphere-atmosphere) over the last 4.5 billion years. It will be taught using specific case studies from selected time intervals, which will change on a yearly basis. Possible topics will include global biogeochemical cycling of C,S,O; deep biosphere geobiology and the origin and evolution of life; proxy indicators for global change; evolution of the atmosphere; the stratigraphic record of sea level change and plate reconstruction. The course will be team taught, in which individual instructors will focus on a particular topic, providing some lectures for background prior to reading the important literature. | Department of Earth Sciences | sea level | SDG13 |
| JPE1452H | Geophysical Imaging: Non-seismic Methods | Current geophysical surface and borehole methodologies (gravity, magnetics, electrical, electromagnetic, nuclear) and their theoretical basis for investigating Earth’s interior to depths ranging from several metres to tens of kilometers. | Department of Earth Sciences | invest | SDG9 |
| ESS1445H | Global Tectonics | Exploration of the tectonic processes of the Earth from a global and regional perspective. The course examines the nature of these surface tectonics based on geological observations and tries to unravel the geodynamics that give rise to planetary activity. | Department of Earth Sciences | planet | SDG13 |
| ESS2704H | Isotope Geochemistry | The course is focused on the principles and applications of stable and radiogenic isotope geochemistry to understanding geological and planetary processes. The course will be taught using specific case studies from selected themes, which will change on a yearly basis. Possible themes might include: early solar system chronology, isotopic contraints on Earth differentiation, tracing pollutants in the subsurface, nature of the early Earth, ocean and atmospheric circulation, applications to tectonics. The course will be team taught, in which individual instructors will focus on a particular aspect of each theme, providing some lectures for background prior to reading the important literature. | Department of Earth Sciences | solar, planet, ocean, pollut, ocean, pollut | SDG7, SDG13, SDG14, SDG15 |
| ESS1423H | Mineralogy | Crystal chemistry of the major rock forming minerals. The course covers the underlying concepts behind the behaviour of minerals as solid-state materials including: Structure and bonding of minerals, chemical substitutions and solid-state transformations, high temperature and pressure behaviour, chemical weathering and kinetics. Prerequisite: ESS221H1 | Department of Earth Sciences | weather | SDG13 |
| ESS1461H | Paleoenvironmental Studies | The use of proxy data (terrestial and aquatic microfossils) to infer past environmental conditions. The nature and extent of Quaternary environmental change is considered in the context of assessing current issues such as acidification, metal pollution, eutrophication and global climate change. Paleoenvironmental techniques are applied in the laboratory. Prerequisite: A 200-level course from one of BIO, GGR, GLG. Recommended preparation: BIO468H1/469Y1/ GLG216H1 | Department of Earth Sciences | pollution, labor, climate, environmental, pollut, pollut | SDG3, SDG8, SDG13, SDG14, SDG15 |
| ESS3601Y | Research Presentation | The mark for this course is based on the written report produced in GLG3603Y and the student’s performance in an oral defence of that work. The examining committee for the oral defense will consist of the supervisor and two members of the graduate faculty selected by the supervisor. The student must provide members of the examining committee a copy of the report at least one week in advance. The oral defense will consist of a 20 minute presentation of the work, followed by questioning by members of the examining committee. Other students may attend the presentation and question period with the permission of the candidate and examining committee. The examination concludes when the committee finishes with questions. Each committee member will evaluate the student based on the quality of the written report, and the student’s explanation of it, the depth and breadth of knowledge relevant to the project demonstrated during the oral examination and overall originality and creativity. The mark for this course will be the average mark assigned by the three examiners. For candidates who start their M.Sc. studies in September, the final grade for this course must be submitted to the Graduate Affairs Officer no later than the end of the third week of the following August. | Department of Earth Sciences | knowledge | SDG4 |
| ESS2222H | Tectonics and Planetary Dynamics | A treatment of the fundamental physical processes by which planets form and evolve. The course will be taught using specific case studies from selected themes, which will change on a yearly basis. Possible themes might include: tectonic modeling, structural analysis, Precambrian geophysics and dynamics of the terrestrial planets. The course will be team taught, in which individual instructors will focus on a particular aspect of each theme, providing some lectures for background prior to reading the important literature. | Department of Earth Sciences | planet | SDG13 |
| EXS5539H | Advanced Disordered Movement and Neurorehabilitation | The course provides an overview of topics relevant to the field of neurorehabilitation and is designed for students conducting fundamental research in motor control and learning, and/or students beginning research in neurorehabilitation. Students will develop knowledge about how injury to the central nervous system affects the control of movements, and approaches that rehabilitate motor dysfunction. The course is divided into three sections. First, we will review foundational principles of the motor system that include neuromotor control, neuroplasticity and motor learning. Second, we will discuss normal and abnormal movement in the context of posture, mobility, and reaching and grasping. We will also examine how changes in movements are measured, using clinical, kinematic and brain-based tools. Third, we will discuss therapeutic approaches that aim to rehabilitate motor dysfunction. Disorders that will be studied include stroke, spinal cord injury, and Parkinson’s disease, but are not limited to these. | Department of Kinesiology (Graduate) | knowledge, learning | SDG4 |
| EXS5541H | Advanced Exercise Metabolism | This course explores the regulation of skeletal muscle energy metabolism during exercise in humans. Focus will be placed on the regulation of carbohydrate and fat metabolism in response to acute and chronic exercise and the potential impact of factors such as nutrition, biological sex, training and inactivity. In addition, students will explore the metabolic dysregulation that occurs in obesity and type 2 diabetes and how exerciseinduced changes in skeletal muscle metabolism can result in improved health at the whole-body and tissue-specific level. | Department of Kinesiology (Graduate) | nutrition, energy | SDG2, SDG7 |
| KIN5541H | Advanced Exercise Metabolism | This course explores the regulation of skeletal muscle energy metabolism during exercise in humans. Focus will be placed on the regulation of carbohydrate and fat metabolism in response to acute and chronic exercise and the potential impact of factors such as nutrition, biological sex, training and inactivity. In addition, students will explore the metabolic dysregulation that occurs in obesity and type 2 diabetes and how exercise- induced changes in skeletal muscle metabolism can result in improved health at the whole-body and tissue-specific level. | Department of Kinesiology (Graduate) | nutrition, energy | SDG2, SDG7 |
| EXS5509H | Applied Muscle Physiology and Biochemistry | This course provides a detailed discussion and description of the unique features of skeletal muscle as they apply to muscle adaptation. Specific topics including techniques, fibre types, stress responses, atrophy, hypertrophy, muscle damage, genetics, aging, and inflammation will be discussed and evaluated. The goal is to communicate important and relevant aspects of muscle physiology and biochemistry as well as relevant laboratory techniques to the learner such that they will have a solid understanding of investigation. | Department of Kinesiology (Graduate) | labor, invest | SDG8, SDG9 |
| KIN5509H | Applied Muscle Physiology and Biochemistry | This course provides a detailed discussion and description of the unique features of skeletal muscle as they apply to muscle adaptation. Specific topics including techniques, fibre types, stress responses, atrophy, hypertrophy, muscle damage, genetics, aging, and inflammation will be discussed and evaluated. The goal is to communicate important and relevant aspects of muscle physiology and biochemistry as well as relevant laboratory techniques to the learner such that they will have a solid understanding of investigation. | Department of Kinesiology (Graduate) | labor, invest | SDG8, SDG9 |
| MPK4003Y | Behavioral Assessment & Interventions | Supporting and adapting behaviours towards improved health are central to the role of kinesiologists in delivering client care. The complex interaction of clients’ perceptions, goals, experiences, objectives, barriers and facilitators around health behaviours, must be considered for the appropriate development healthy lifestyle planning. In this course, students will enhance their understanding of the principles and application of theory-driven health behaviour assessment and intervention techniques for the prevention, treatment, or management of health and performance. Skill development will focus on critical appraisal of assessment instruments, individualized interviewing and counseling techniques, strategies to accommodate varying degrees of health literacy, and dynamic approaches to establishing and monitoring chronic health behaviour change. Students will engage in case-based learning, partner/small-group role-playing, and lectures to develop a rich understanding of behaviour change theory and its application. | Department of Kinesiology (Graduate) | learning | SDG4 |
| MPK4002Y | Biophysical Assessment & Interventions | Kinesiology assessment and intervention techniques should be selected and adapted to accommodate environmental, individual, and task factors. In this course, students will learn how to appropriately design, select and administer a range of general and population-specific kinesiology assessments and interventions that relate to biological and physical performance for clients across the health-to-performance continuum. Lectures will stress the consideration of how anatomy, physiology, injury and pathology affect decisions regarding client screening, assessment, and intervention approaches. Emphasis will be placed on the demonstration of critical thinking, evidence-based decision-making, and applied skills within case-based learning sessions and laboratories. 2 hours of lecture/2 hour lab/tutorial per week. | Department of Kinesiology (Graduate) | learning, labor, environmental | SDG4, SDG8, SDG13 |
| MPK4009H | Business of Kinesiology & Entrepreneurship | There is a growing demand for health promotion and support services creating opportunities for innovation in professional kinesiology services and/or products. Successful kinesiology-related ventures in a competitive climate require a foundation of business and management skills that are framed within the health industry and professional standards. In this course, students will learn about kinesiology as a business, project management, and entrepreneurial strategy. Business models and strategies will be discussed within the context of kinesiology professional standards with an emphasis on relevant codes and regulations. This course will be delivered in lectures, facilitated by partner and group activities using problem and case-based learning approaches. | Department of Kinesiology (Graduate) | learning, entrepreneur, climate | SDG4, SDG8, SDG13 |
| MPK4001Y | Clinical Assessment & Interventions | Clinical practice refers to the delivery of health services based upon the interaction between practitioners and clients, rather than theory or basic science alone. Quality of clinical practice is achieved through patient interaction, involving various processes within the clinical paradigm of the practitioner, client and services. These interactions allow for thoughtful clinical reasoning and decision-making to guide patient care across the health continuum, including assessment, intervention, and the long-term management of health. In this course, students will explore the nature of the clinical paradigm and develop clinical reasoning skills related to the delivery of kinesiology assessment and intervention. This course will assist in developing the critical thinking skills required for effective decision making, while considering the needs of the client in the broad paradigm of clinical management. A mixture of lecture, problem and case-based learning sessions, laboratories, and assignments will be used to aid in development of knowledge and skills related to clinical assessments and intervention. | Department of Kinesiology (Graduate) | knowledge, learning, labor | SDG4, SDG8 |
| KIN5544H | Decolonizing Sports Studies | This course begins with a recognition that Indigenous and racialized communities are simultaneously hyper-surveilled and invisibilized by the state and by academia. In sport studies the experiences of, and oppressions faced by, various groups are inadequately accounted for due to the Eurocentric and colonial approach to scholarship and education. This course will introduce students to theories and practices of decolonization to comprehend how structures of power and domination are interconnected and co-constitutive. Decolonization rejects generalised narratives and masterful figurations of universal subjects and Eurocentric epistemologies, which occlude histories of violent and racialised exclusion; explores the linkages among colonialism, capitalism, sexism, ablism, racism, and other forms of dehumanization; and involves artistic, political and intellectual movements to return land, form feminisms of color, and challenge settler dominance. This course will shift our understanding of ourselves as pedagogues and writers, change our relationships to land, and transform our research populations, partners, and questions. | Department of Kinesiology (Graduate) | settler, racism, feminis, capital, of color, indigenous, decolonization, land, indigenous | SDG4, SDG5, SDG9, SDG10, SDG16, SDG15 |
| EXS5507H | Desire and Bodies in Place | The myriad of practices, politics and epistemological concerns that surround and shape (post)modern conceptions and experiences of power, pleasures, bodies and spaces have garnered much attention in critical physical cultural studies. The relationships between power, pleasure and embodiment and the conditions under which peoples’ lives are governed, subjected to practices of normativity, (dis)placement, inclusion/exclusion, othering, differentiation and/or agency and freedom are important to examine. This course will interrogate a range of theoretical frameworks in order to enhance examinations of bodies, pleasure and power relations. The course will be more than descriptive. It will explore the effects and widespread implications – philosophical, social and political – of the production of power and pleasure with respect to bodies. It will also examine theoretical critiques and applied questions of freedom, resistance and agency. | Department of Kinesiology (Graduate) | production | SDG12 |
| KIN5507H | Desire and Bodies in Place | The myriad of practices, politics and epistemological concerns that surround and shape (post)modern conceptions and experiences of power, pleasures, bodies and spaces have garnered much attention in critical physical cultural studies. The relationships between power, pleasure and embodiment and the conditions under which peoples’ lives are governed, subjected to practices of normativity, (dis)placement, inclusion/exclusion, othering, differentiation and/ or agency and freedom are important to examine. This course will interrogate a range of theoretical frameworks in order to enhance examinations of bodies, pleasure and power relations. The course will be more than descriptive. It will explore the effects and widespread implications – philosophical, social and political – of the production of power and pleasure with respect to bodies. It will also examine theoretical critiques and applied questions of freedom, resistance and agency. | Department of Kinesiology (Graduate) | production | SDG12 |
| MPK4008Y | Evidence Supported Practice | Evidence supported practice refers to the integration of available scientific evidence into decision-making processes that guide the delivery of health services. Critical appraisal of research methodology and interpretation is an essential skill that ensures current best-practice approaches are maintained. In this course, students will enhance their understanding of research design and methodology, practice guidelines, and knowledge translation strategies to clients and colleagues. An emphasis of this course is to develop advanced skills in primary research retrieval and evaluation, synthesis of research findings across studies towards evidence-based decision-making, strategies for rigorous programmatic evaluation, and application of research findings in professional practice. Students will have opportunities to practice discussing research and knowledge with various audiences (researchers, practitioners, clients and the public) through various media. Concepts and frameworks from implementation science and knowledge translation will be used. A mixture of lecture, problem and case-based learning sessions, and assignments will be used to aid in development of knowledge and skills. | Department of Kinesiology (Graduate) | knowledge, learning | SDG4 |
| EXS5530H | Extreme Human Physiology | People are pushing the limits of what humans are capable of in a variety of activities and environments. This course is designed to enable students to gain an in-depth understanding of the foundational science of human physiology in extreme conditions related to exercise performance. Students will explore the existing body of literature and evidence investigating human performance in extreme conditions. They will also study current contentious issues and the applicability of research findings. The course will involve analyzing interviews with athletes and explorers who have completed remarkable activities and expeditions. The analysis will be discussed in class and students will be required to write reports summarizing their analysis and observations. | Department of Kinesiology (Graduate) | invest | SDG9 |
| EXS5537H | Health, Media & Social Change | An interdisciplinary graduate course that combines cultural studies of media and health, physical cultural studies of sport and fitness, and critical approaches to social change. Topics to be addressed include foundations for social change, communicating the social determinants of health, media advocacy for policy and program change, activism in sport and physical cultures, and the merits and limitations of various media platforms. | Department of Kinesiology (Graduate) | social change | SDG16 |
| KIN5537H | Health, Media, and Social Change | This interdisciplinary graduate course combines cultural studies of media and health, physical cultural studies of sport and fitness, and critical approaches to social change. Topics to be addressed include foundations for social change, power and biopedagogy, intersectionality and communicating the social determinants of health, media advocacy for policy and program change, activism in sport and physical cultures, media framing and representations of health. | Department of Kinesiology (Graduate) | pedagogy, social change | SDG4, SDG16 |
| EXS5514H | Human Sensory and Motor Neurophysiology | The objective of the course is for students to develop of a comprehensive knowledge of the neural networks underlying the processes of perception and action from the micro to the macroscopic levels. Topics include: neural anatomy and physiology, neurotransmitters, cortical and subcortical structures of the central nervous system, and neurophysiological techniques employed to study the structure and function of the human nervous system. Students will then use the principles and theories uncovered during the course to develop an appreciation of neural dysfunctions leading to a cognitive or motor disorder of their choosing. | Department of Kinesiology (Graduate) | knowledge | SDG4 |
| KIN5514H | Human Sensory and Motor Neurophysiology | The objective of the course is for students to develop of a comprehensive knowledge of the neural networks underlying the processes of perception and action from the micro to the macroscopic levels. Topics include: neural anatomy and physiology, neurotransmitters, cortical and subcortical structures of the central nervous system, and neurophysiological techniques employed to study the structure and function of the human nervous system. Students will then use the principles and theories uncovered during the course to develop an appreciation of neural dysfunctions leading to a cognitive or motor disorder of their choosing. | Department of Kinesiology (Graduate) | knowledge | SDG4 |
| MPK4006H | Interprofessional Practice | Kinesiologists practice among an extensive team of practitioners to provide comprehensive and coordinated services for clients. Students in this course will develop an understanding of the principles and concepts of interdisciplinary teamwork in a healthcare and health promotion context. A focus of the course will be placed on strategies that facilitate appropriate coordination of service delivery, appropriate referral pathways, collaborative interprofessional communication, and practicing within the limits of professional scope of practice. Guest lecturers from across the healthcare disciplines and related groups will contribute to the learning experience. Students will participate in IPE sessions throughout the year with health care students from other programs | Department of Kinesiology (Graduate) | health care, healthcare, learning, labor | SDG3, SDG4, SDG8 |
| MPK4000Y | Introduction to Professional Kinesiology | This course will assist students in developing an advanced understanding of how Kinesiology can be applied in a professional context to enhance the health, wellness, and functional capacity of clients. Students will learn how fundamentals of movement science, current research, business and ethics are integrated to provide the highest level of practice. Students will draw on their previous knowledge of anatomy, biomechanics, motor learning and control, exercise physiology, behavioral sciences and ethics in developing a client centred approach to movement adaptation, with integrated assessments, interventions, and ongoing management and advocacy for of health and performance. They will be able to apply safety techniques and procedures (universal precautions, emergency procedures, work place standards. A mixture of lecture, laboratory and practical sessions will be used to aid in development of knowledge and skills related to movement science practice. This compressed course will include 10 hours classroom activity and 10 hours of afternoon laboratories, tutorials and service learning and/or fieldtrips per week. | Department of Kinesiology (Graduate) | knowledge, learning, labor | SDG4, SDG8 |
| KIN5532H | Knowledge Translation | Contact Department | Department of Kinesiology (Graduate) | knowledge | SDG4 |
| KIN5543H | Lifestyle Toxicity & Chronic Disease | The top two causes of death and chronic disease burden in Canada are cancer and cardiovascular disease. Although commonly thought of as two separate disease entities, an emerging paradigm recognizes that cancer and cardiovascular disease possess various similarities and possible interactions. The two diseases share common biological mechanisms and risk factors including inflammation, oxidative stress, obesity and smoking. Further, poor lifestyle behaviors (or lifestyle toxicity) increase the risk of development of both conditions, in addition to most other chronic diseases, and negatively affect prognosis after diagnosis. This advanced seminar- based course will discuss the intersectionality among chronic diseases, the role of lifestyle toxicity in development and prognosis as well as the role of healthy lifestyle behaviours in prevention and treatment. The content will include a mix of epidemiology and pathophysiology topics. The primary focus of course content will be on cardiovascular disease and cancer, but students will have opportunities to complete individual assignments on other chronic diseases. An important secondary learning outcome is the development of scientific skills including presentations, facilitating group discussions, and giving and receiving peer-based feedback. | Department of Kinesiology (Graduate) | learning | SDG4 |
| EXS5540H | Narrative Methods in Health Research | Narrative methodologies and their associated techniques of research practice have ascended to popularity in health-related research across the social sciences, humanities, and medical sciences. In this course, we examine the rise of narrative methods in the pursuit of phenomenological and existential accounts of pain, illness, disease, and more patient-oriented healthcare. Specific attention is given to the ontological and epistemological underpinnings of narrative methods, and several narrative-producing and representational methodologies such as interviewing, life history analysis, discourse analysis, arts-based techniques, visual and documentary approaches, and narrative ethnography. Emphasis is also given to the complex and evolving relationship between narrative methods, the field of narrative ethics, and the practice of narrative medicine by healthcare practitioners. The use of case studies, first-hand assignments conducted by students, and patient accounts of pain, illness, and suffering will highlight the personal significance and translational impact of narrative methods within healthcare. | Department of Kinesiology (Graduate) | healthcare, illness | SDG3 |
| KIN5540H | Narrative Methods in Health Research | Narrative methodologies and their associated techniques of research practice have ascended to popularity in health-related research across the social sciences, humanities, and medical sciences. In this course, we examine the rise of narrative methods in the pursuit of phenomenological and existential accounts of pain, illness, disease, and more patient-oriented healthcare. Specific attention is given to the ontological and epistemological underpinnings of narrative methods, and several narrative-producing and representational methodologies such as interviewing, life history analysis, discourse analysis, arts-based techniques, visual and documentary approaches, and narrative ethnography. Emphasis is also given to the complex and evolving relationship between narrative methods, the field of narrative ethics, and the practice of narrative medicine by healthcare practitioners. The use of case studies, first- hand assignments conducted by students, and patient accounts of pain, illness, and suffering will highlight the personal significance and translational impact of narrative methods within healthcare. | Department of Kinesiology (Graduate) | healthcare, illness | SDG3 |
| KIN5546H | Oxygen Delivery and Exercise Performance | This course provides students with an opportunity to explore the relationship between oxygen delivery and exercise performance, while developing a strong capacity to critically assess the literature and present evidence to support their scientific interpretation. This course will address the oxygen delivery pathway from the lung to the active skeletal muscle. In doing so, factors controlling oxygen delivery, and in particular local control of muscle blood flow, will be explored while applying transferable physiological models to develop a working knowledge of course material. Students will have the opportunity to develop communication skills, both verbal and written, through participation in guided scientific debates and drafting of journal article reviews. | Department of Kinesiology (Graduate) | knowledge | SDG4 |
| EXS5518H | Physical Cultural Studies and Social Theory | This course is intended to provide students with a graduate level (re) introduction to the development and current status of physical cultural studies (PCS) theory. In this course, we approach the physical cultural studies oeuvre as an inter- and trans-disciplinary approach to the analysis of human movement, embodiment and corporeal representation within and across social institutions and cultural groups. In the process of dissecting the theoretical bases of PCS, we will be visiting and revisiting classic and core theoretical statements in sociology, philosophy and the humanities on the nature of the society, and the self and culture. | Department of Kinesiology (Graduate) | institut | SDG16 |
| KIN5518H | Physical Cultural Studies and Social Theory | This course is intended to provide students with a graduate level (re) introduction to the development and current status of physical cultural studies (PCS) theory. In this course, we approach the physical cultural studies oeuvre as an inter- and trans-disciplinary approach to the analysis of human movement, embodiment and corporeal representation within and across social institutions and cultural groups. In the process of dissecting the theoretical bases of PCS, we will be visiting and revisiting classic and core theoretical statements in sociology, philosophy and the humanities on the nature of the society, and the self and culture. | Department of Kinesiology (Graduate) | institut | SDG16 |
| MPK4004Y | Physical Culture Health and Social Environments | A comprehensive examination of the cultural, social and ecological effects environments that help shape health environments and behaviours provides important information and direction for health promoting strategies. Accordingly, understanding and respecting the beliefs, backgrounds, and broader social influences on health (and cultural understandings of health practices) and how they impact the client are essential to creation of optimal kinesiology services. In this course, students will learn about the interactions between society, environments, culture, social justice and physical health and how to apply these understandings in the development of health promoting programming. Furthermore, students will develop their ability to conceptualize and critically analyze the complicated institutional relationships between personal health, health care service and practice, and broader-scale structural determinants for effective, responsible, interdisciplinary client care. A mixture of lecture, problem and case based learning sessions, and assignments will be used to aid in development of knowledge and skills. | Department of Kinesiology (Graduate) | health care, knowledge, learning, ecolog, institut, social justice | SDG3, SDG4, SDG15, SDG16 |
| MPK8002H | Placement (300 hours) | Over 240 practice hours, this placement provides the opportunity for students to gain practical kinesiology experience in a real-world work environment. Possible settings include, hospitals, clinics, sport institutes, and community organizations. This course will be evaluated as pass/fail. | Department of Kinesiology (Graduate) | institut | SDG16 |
| MPK8003H | Placement (300 hours) | Over 240 practice hours, this placement provides the opportunity for students to gain practical kinesiology experience in a real-world work environment. Possible settings include, hospitals, clinics, sport institutes, and community organizations. This course will be evaluated as pass/fail. | Department of Kinesiology (Graduate) | institut | SDG16 |
| MPK4007Y | Practice Setting Considerations | Kinesiologists have the expertise to work with a range of populations in a variety of settings, including, but not limited to hospitals, rehabilitation centres, workplace environments, and sport. Models of service delivery in kinesiology are guided with consideration for the professional, physical, social and economic environments in which they operate. Through the course, student will learn to critically appraise the facilitators and barriers to programmatic development and delivery. Professional environments that align with Faculty practice and research strength will serve as cases for students to apply creativity, critical thinking and problem solving skills. A mixture of lecture, case-based learning, and field trips will be integrated to facilitate the learning experience. | Department of Kinesiology (Graduate) | learning | SDG4 |
| MPK4010H | Professional Practice | This is a credit/no credit course. This course supports the learning environment throughout Placement 2 (MPK 8002) with routine meetings and peer-facilitated discussions about professional experiences to encourage the development of reflective practitioners. Issues related to the intersection of theory and practice will be explored. Electronic video conferencing will be used for weekly discussions to reduce travel by students from dispersed clinical sites. | Department of Kinesiology (Graduate) | learning | SDG4 |
| EXS5525H | Quantitative Motion Analysis | Through any combination of assigned readings, presentations, tutorials, laboratory activities, and a directed project, students will learn basic principles and practices of motion analysis used to study the biomechanics and motor control of human movement. Topics covered vary in accordance with student needs/interests, but generally relate to the acquisition, processing, and analyses of kinematic, kinetic, and electromyographic signals. The overarching objective of this course is to provide kinesiology students with knowledge and skills necessary to conduct, critically evaluate and disseminate research that incorporates motion analysis equipment, tools, and techniques. | Department of Kinesiology (Graduate) | knowledge, labor | SDG4, SDG8 |
| KIN5525H | Quantitative Motion Analysis | Through any combination of assigned readings, presentations, tutorials, laboratory activities, and a directed project, students will learn basic principles and practices of motion analysis used to study the biomechanics and motor control of human movement. Topics covered vary in accordance with student needs/interests, but generally relate to the acquisition, processing, and analyses of kinematic, kinetic, and electromyographic signals. The overarching objective of this course is to provide kinesiology students with knowledge and skills necessary to conduct, critically evaluate and disseminate research that incorporates motion analysis equipment, tools, and techniques. | Department of Kinesiology (Graduate) | knowledge, labor | SDG4, SDG8 |
| EXS1150H | Safeguarding Youth in Sport | While the vast majority of young people experience positive benefits from their sport participation, some however, experience harmful behaviours in the sport context. In order to optimize the sport experiences of young athletes, it is paramount that adults in positions of responsibility over young people in sport are aware of the potential for these negative experiences and are educated about specific strategies for prevention and intervention. As issues of athlete maltreatment continue to emerge through research and media outlets, the need for athlete protection and positive athlete development models increases. In this course students will be introduced to concepts, theories and ideologies of maltreatment and protection as they apply to sport. Students will have the opportunity to critically discuss current dilemmas within the field of athlete welfare and will be challenged to critique present research as well as educational, advocacy, and policy initiatives intended to safeguard young people in sport. | Department of Kinesiology (Graduate) | welfare | SDG1 |
| KIN1150H | Safeguarding Youth in Sport | While the vast majority of young people experience positive benefits from their sport participation, some however, experience harmful behaviours in the sport context. In order to optimize the sport experiences of young athletes, it is paramount that adults in positions of responsibility over young people in sport are aware of the potential for these negative experiences and are educated about specific strategies for prevention and intervention. As issues of athlete maltreatment continue to emerge through research and media outlets, the need for athlete protection and positive athlete development models increases. In this course students will be introduced to concepts, theories and ideologies of maltreatment and protection as they apply to sport. Students will have the opportunity to critically discuss current dilemmas within the field of athlete welfare and will be challenged to critique present research as well as educational, advocacy, and policy initiatives intended to safeguard young people in sport. | Department of Kinesiology (Graduate) | welfare | SDG1 |
| EXS5531H | Skeletal Muscle Plasticity | Skeletal muscle is an extremely plastic tissue capable of altering its structure and function to a range of physiological stimuli. This course will discuss how changes in activity (either exercise or disuse) contribute to the remodelling of skeletal muscle. An emphasis will also be placed on understanding the role nutrition plays in enhancing the recovery from and/or adaptation to exercise. Populations to be discussed may include recreationally active individuals, elite and sub-elite athletes, and/or special populations (e.g. older adults). Focus will be placed on understanding the role protein metabolism plays in the dynamic remodeling of this tissue. | Department of Kinesiology (Graduate) | nutrition | SDG2 |
| KIN5531H | Skeletal Muscle Plasticity | Skeletal muscle is an extremely plastic tissue capable of altering its structure and function to a range of physiological stimuli. This course will discuss how changes in activity (either exercise or disuse) contribute to the remodelling of skeletal muscle. An emphasis will also be placed on understanding the role nutrition plays in enhancing the recovery from and/or adaptation to exercise. Populations to be discussed may include recreationally active individuals, elite and sub-elite athletes, and/or special populations (e.g. older adults). Focus will be placed on understanding the role protein metabolism plays in the dynamic remodeling of this tissue. | Department of Kinesiology (Graduate) | nutrition | SDG2 |
| EXS5534H | Sport Politics and Social Development | Sport has long been understood to have significant social and political implications, both positive and negative. The significance of these implications has only been bolstered by the recent institutionalization of sport in the service of international development and peace building. For example, in announcing the new Sustainable Development Goals, the United Nations referred to sport as an “important enabler of sustainable development.” With this context in mind, this course is designed to stimulate and propel scholarly discussion and analysis of the relationship between sport and social development. The course materials and discussion will approach this relationship from a variety of viewpoints, including but not limited to: history, politics, policy studies, social theory and political economy. The goal is that students will draw on the materials, discussions and activities in the course in order to conceptualize, contextualize and eventually conduct their own research and theorizing on the topic of sport and social development. | Department of Kinesiology (Graduate) | peace, sustainable development, sustainable development, institut, peace | SDG4, SDG16, SDG8, SDG11 |
| KIN5534H | Sport, Politics, and Social Development | Sport has long been understood to have significant social and political implications, both positive and negative. The significance of these implications has only been bolstered by the recent institutionalization of sport in the service of international development and peace building. For example, in announcing the new Sustainable Development Goals, the United Nations referred to sport as an “important enabler of sustainable development.” With this context in mind, this course is designed to stimulate and propel scholarly discussion and analysis of the relationship between sport and social development. The course materials and discussion will approach this relationship from a variety of viewpoints, including but not limited to: history, politics, policy studies, social theory and political economy. The goal is that students will draw on the materials, discussions and activities in the course in order to conceptualize, contextualize and eventually conduct their own research and theorizing on the topic of sport and social development. | Department of Kinesiology (Graduate) | peace, sustainable development, sustainable development, institut, peace | SDG4, SDG16, SDG8, SDG11 |
| MPK4005H | Strength Based Professional Practice | The purpose of this course is to develop theoretic knowledge and understanding in models of service program delivery and development. Special attention will be paid to kinesiology service delivery strategies across populations at the client and programmatic level, the influence of varying program and practitioner approaches on client outcomes, learning and training opportunities for professional development, and leadership across practice settings. This will support students in examining and sharing their experiences in delivering kinesiology services to clients. Students will reflect and examine professional issues and experiences across kinesiology service models and will integrate knowledge from their experiences in MPK 8001 and knowledge and theory from the set of concurrent courses (MPK4001, 4002, 4003, 4004). | Department of Kinesiology (Graduate) | knowledge, learning | SDG4 |
| FAH1758H | APPROACHES FROM SOUTH ASIA | This seminar examines approaches to the efficacies of images from the standpoint of South Asia, where—as elsewhere, only more clearly—the force of the aesthetic far exceeds the arena of “fine” art. In doing so, this seminar explicitly reflects on postcolonial and decolonizing challenges to art history’s Eurocentric presuppositions. While based in South Asian materials, the course therefore has wider relevance to issues of art historical method. Each week, representative scholarship and critical texts on South Asian images, mostly (but not exclusively) from the mid-nineteenth century onwards, will be examined in relation to the questions they pose about art history’s objects, categories, methods, and narratives. The course does not require background knowledge of South Asia, however participants will be expected to fill this in as required for the weekly reading, as they are for unfamiliar Western materials. | Department of Art History | knowledge | SDG4 |
| FAH1961H | Art & Activism | This course will explore activism within art contemporary movements as well as art strategies used by activist movements, with a specific focus on the local and ongoing. The course will span theory and praxis, asking how we might bring the critical and decolonial lenses of our texts into the world and vice versa. We will learn from artists and activists working locally, and from these conversations move into a wider global framing. | Department of Art History | decolonial | SDG4 |
| FAH1177H | Building the Islamic Empire: Architecture of the Umayyads | The Umayyads present a unique opportunity for the study of Medieval Mediterranean architectural history. As religious and political leaders, Umayyad caliphs and their patronage manifest a rootedness in late antiquity that challenges notions of Islamic art as “other.” By considering key Umayyad monuments, cities and material culture we will problematize binaries of east vs. west, sacred vs. secular and center vs. periphery to reveal what makes the Umayyads empire builders of the first order. Contextualized through ceremonial, pilgrimage, trade, praxis and governance, the built environment operates as a vehicle to access deeper and more nuanced understandings of Islamic history. | Department of Art History | trade, cities, governance | SDG10, SDG11, SDG16 |
| FAH1921H | GeoAesthetics | We will examine the extensive visual culture of voyages in the Arctic from the 16th century to the present, with an emphasis on the long 19th century and the Angloshpere. Topics include Western and Inuit perspectives on the Northwest Passage, the magnetic and geographic north poles in print culture, imaging technologies, commercial enterprises in the Arctic and in Europe, the USA, and Canada, nationalism, colonialism, and scientific understandings of the unique meteorological, human, and animal phenomena of this region. We will also interrogate the notion of the Anthropocene and competing contemporary ideas of the human impact on nature as a way to explore ecological understandings of the Arctic in the 19th century and today. | Department of Art History | anthropocene, animal, ecolog, animal, nationalism | SDG13, SDG14, SDG15, SDG16 |
| FAH1232H | Liquescent Art and Cultures | Water comprises the majority of the earth's surface, and has shaped the creation of art, architecture, and objects as the means of travel and transport as well as a powerful cultural metaphor. This course offers students the opportunity to study the environmental conditions, imagery, and mechanisms used by artists and craftsmen as well as the everyday experiences of water. Each week will offer a particular case study and point of view through which to study the connections between liquid contexts and art objects. Themes will include flows, surfaces and depths, water edges, and technologies. Students may work on projects in their choice of geographical and historical moments. | Department of Art History | water, environmental | SDG6, SDG13 |
| FAH1759H | Modern Architecture and Its Representations | This seminar examines significant buildings, movements, and ideas in nineteenth- and twentieth-century architecture. We will pay particular attention to relationships between art and architecture: the built environments in which art is created and exhibited, forms of graphic representation that have been instrumental in the development of modern architecture, and methodological links between architectural and art history scholarship. Finally, we will engage with the contested question of architecture’s medium-specificity or autonomy. Previous study of architecture is not required. | Department of Art History | buildings | SDG9 |
| FAH1231H | Northern European Sculpture 1400 - 1600 | This course examines varieties of sculpture in Northern Europe during the fifteenth and sixteenth century with particular emphasis on the Netherlands and Germany. The course questions the near-exclusive focus on painting as the quintessential artistic medium of Late Medieval and Early Modern Europe. Sculpture was an essential medium for the expression of power relations. Tombs of the high nobility framed and controlled the communal space of churches and chapels. Towering sacrament houses offered magnificent stages for the Eucharist—the material focus of the central drama of the church. Mantelpieces in town halls asserted the complex relationship between competing groups within the city. Carved altarpieces found visual formulas for metaphysical notions of sacred space and time. And smaller works like bronze statuettes became treasured objects in Renaissance collections. | Department of Art History | land | SDG15 |
| FAH1118H | The Medieval Treasury | This course examines medieval church treasuries, their contents and architectural settings, and the ways they have been conceptualized from the Middle Ages to the present. It highlights the diversity of treasury contents, from liturgical chalices to legal documents, who contributed to the shape of such collections and why, and how the collections were documented. Major themes in present-day art history create the conceptual underpinnings of the course, including materiality, collecting and display, mobility, and patronage. The course will provide opportunities for students to work with objects in local museums and to develop research projects in the Digital Humanities. Recommended: Reading knowledge of French, German, Italian, and Latin helpful. | Department of Art History | knowledge | SDG4 |
| INF2165H | Accessibility and Inclusive Design | This course will introduce students to concepts related to disability, accessibility and inclusive design as relevant to UI/UX design; it does not require any previous knowledge or experience in the areas of disability or accessibility. The course will primarily focus on accessibility of digital interfaces, especially those governed by the Web Content Accessibility Guidelines published by the World Wide Web consortium. It will also emphasize the need for designing inclusively by working with people with disabilities during research, design, and evaluation; and highlight how inclusive design results in better outcomes for everyone. In the course, students will be exposed to prior academic research and publications on accessibility and inclusive design as well as current practices in the industry around their implementation in practical scenarios. Regulatory and legal implications will also be introduced. In assignments, students will adopt a two-pronged approach: 1. Rethinking the field of user experience design by including accessibility and inclusive design perspectives; 2. Apply the understanding in doing a new inclusive design project. Students will work in teams to create a proposal for inclusive design of a digital product such as website, app, or some other, work through the design and present their results and reflections at the end. The focus of the learning will be on developing empathy for the digital interaction needs of people with disabilities and learning how to address them in a design process. | Faculty of Information | disabilit, knowledge, learning, accessib | SDG3, SDG4, SDG11 |
| INF1331H | Archival Arrangement and Description | The goal of this course is to provide students with the theoretical and methodological knowledge necessary to arrange and describe archival documents. Topics include the principles and methods underlying the arrangement of archival documents as well as the description of archival materials and the establishment of name access points according to standards adopted by the archival community. | Faculty of Information | knowledge | SDG4 |
| INF2104H | Archives and Community | This course builds upon and extends concepts, themes, and theories ARM students were introduced to through INF 1330H. Through a focus on archival reciprocity, accountability, collaboration, and consultation this course introduces students to the field of community archiving and will explore the unique relationships that are formed between archives and the communities they both serve and represent. In particular, this course will explore the discourse of ‘community’ within the archival studies field with an eye to how it shapes and constrains particular modes of practice and process. Through a focus on both community-based and institutional archival practice, this course will prepare students for the unique ethical challenges of building non-extractive, reciprocal relations with source communities. Throughout the term we will be studying a range of archival projects and practices and we will hear from community archives workers and researchers involved in a range of localized archiving projects. By the end of term, students will have developed a nuanced and sophisticated understanding of the unique challenges and opportunities afforded by community-based archival work and practice. | Faculty of Information | labor, worker, institut | SDG8, SDG16 |
| INF2312H | Art Librarianship in Theory and Practice | Art and design research has been revitalized by the revisionist impulse of visual culture analysis, which seeks to embed creativity within sociological and historical contexts. In response, art librarians must empower users to explore inter-disciplinary search tools that explore traditional aesthetic literature in relation to cultural studies. Using case-studies to replicate practical experience with reference interactions, students will develop an understanding of how the new artistic environment informs all aspects of art librarianship from reference and instruction, to collection development and cataloguing. Issues of peer-review, artistic freedom, censorship, and intellectual property will be explored in relation to their impact on creative and intellectual production in the art and design environment. Models of art and design libraries, archives, and museums will be analyzed in their differing roles in supporting creative activity. | Faculty of Information | production | SDG12 |
| INF2166H | Business Process Management and Mining | Business processes are pervasive in our lives: in banks, telecommunication centers, webservices, and healthcare. Processes in organizations are there to make sure that the business goals are achieved in an efficient way with the highest quality of products and/or services. The field of Business Process Management (BPM) focuses on improving an organization’s performance by managing, analyzing and improving its processes. The first part of the course comprises basic concepts of Business Process Management. We shall learn the BPM lifecycle: (Re)Design, Modeling, Executing, Monitoring and Optimizing business processes. Moreover, we shall cover the methodological aspects of BPM such as modeling languages, model discovery, qualitative and quantitative analysis of processes models. In the second part of the course, the focus shifts to a Data Science methodology for BPM, namely Process Mining. The students will learn the three basic steps of Process Mining: discovery of models from data, conformance analysis of the resulting models with data, and performance analytics. The emphasis of the Process Mining part will be on performance analytics. The course will cover state-of-the-art literature, and as part of the final grade will require the students to present real business case studies on applications of BPMM in industry. | Faculty of Information | healthcare | SDG3 |
| INF2141H | Children's Cultural Texts and Artifacts | This course will provide students with a forum for engaging in historically grounded explorations of the centrality of cultural texts and artifacts within contemporary childhood. From toys to fairy tales, books to videogames, this course adopts a multi-disciplinary approach to examine how texts and artifacts not only play a crucial role within children’s culture, but furthermore reflect and reproduce dominant (and oftentimes conflicting) ideologies, traditions, controversies and social values. Students will examine the complex interplay between children’s texts and artifacts, particularly as it relates to the concurrent rise of transmedia intertextuality and commercialization within children’s culture. They will learn about the key issues, institutions and “cultural gatekeepers” (including librarians) involved in the production, circulation and management of adult-produced texts and artifacts for children, and the ways in which children in turn engage with these texts and artifacts as part of a deeply meaningful shared cultural experience. A variety of examples and case studies will be examined, through in-class analysis and discussion of foundational children’s books, films, television series, toys, video games and digital applications. Recurring motifs, narrative themes and genres will be addressed. Special emphasis will be placed on understanding the continuities and discontinuities that exist between new and traditional cultural forms. Students will also be invited to consider the unique set of opportunities and challenges associated with digital technologies, and how they are currently (re)shaping children’s culture in potentially significant ways. | Faculty of Information | production, institut | SDG12, SDG16 |
| INF3902H | Co-operative Workplace Placement II | INF3902H, or Cooperative Education Placement II is worth .5 FTE and unfolds in the summer following a student’s first year in the program. It comprises the student’s 4 month work placement in their field of interest/concentration, and the completion of a number of deliverable throughout that placement. Workplace-integrated-learning is the umbrella term used to describe educational experiences that combine periods of in-class study with actual workplace experiences. Examples of workplace-integrated learning include internships, practicums, and co-operative education. As the name suggests, co-operative education describes the three way partnership that is established through negotiation, contractual agreements, and ongoing communication between the student, the employer and the university. | Faculty of Information | learning | SDG4 |
| INF3903H | Co-operative Workplace Placement III | INF3903H or Cooperative Education Placement III is worth .5 FTE and unfolds in the fall following a student’s first year in the program. It comprises the student’s second 4 month work placement in their field of interest/concentration, and the completion of a number of deliverable throughout that placement. Workplace-integrated-learning is the umbrella term used to describe educational experiences that combine periods of in-class study with actual workplace experiences. Examples of workplace-integrated learning include internships, practicums, and co-operative education. As the name suggests, co-operative education describes the three way partnership that is established through negotiation, contractual agreements, and ongoing communication between the student, the employer and the university. | Faculty of Information | learning | SDG4 |
| MSL1150H | Collection Management | This course is designed to provide an understanding of objects, the storage, handling, conservations and management of collections, that is, the activities upon which the curatorial, research and educational functions of the museum are based. | Faculty of Information | conserv, conserv | SDG14, SDG15 |
| INF1322H | Communities and Values | Librarianship is a service profession that conceives of knowledge, in all its aspects, as fundamental to the human condition. People and communities exist at the heart of the discipline and at the heart of professional practices. They are the focus of our research and the clients of our practitioners. They come to us as unique individuals at any point along the life course seeking knowledge, and in communities (both large and small, formal and informal) working to achieve a common end. These social interactions bear the imprint of the professional values, core assumptions and principles upon which our discipline is founded. Some of these values include intellectual freedom, diversity, a respect for privacy, human rights, social justice, equal and open access without barriers, compassion, and empathy. Further, a commitment to these values demands knowledge of and participation in the public policy arena where decisions around the social, economic, cultural, and political implications of innovating information and communications technologies and their distribution are debated. Then there are the information professionals whom we work with and for; they are the communities of practice of which we are a part. | Faculty of Information | knowledge, social justice, human rights | SDG4, SDG16 |
| INF2120H | Conservation and Preservation of Recorded Information | An introductory course in preservation issues covering both restoration of the artifact and preservation of content. Topics include composition and manufacture of paper, principles and ethics of restoration; restoration methods; archival conservation practices; rare book conservation practices; preservation microfilming, theory and practice; national and international preservation filming efforts; mass deacidification; organization, administration and funding of preservation efforts; new document substrates; and, emergency and disaster planning. | Faculty of Information | conserv, conserv | SDG14, SDG15 |
| MSL1300H | Contemporary Theories of Art and Culture | This inter-disciplinary course offers students an overview of a wide range of contemporary developments in theoretical approaches to the study of art and culture. In particular, the course focuses on the recent turn towards more socially and historically-grounded modes of analysis within a number of disciplines and research fields, including art history, philosophy and museum studies. The course also traces the development of contemporary cultural theory, surveying recent work in cultural studies, sociology, feminism, and postmodernism, and drawing on several case studies in the museum, gallery, and public art sectors. | Faculty of Information | feminis | SDG5 |
| INF2250H | Copyright for Information Professionals | This course provides students with an understanding of the fundamentals of Canadian copyright law and how it is applied in the policies and practices of cultural heritage institutions (libraries, archives, and museums) in a time of rapid technological change. After considering the rationales for copyright, the course examines the structure and key provisions of the Canadian Copyright Act, before going on to explore selected copyright issues that are currently confronting policy makers and courts. | Faculty of Information | institut | SDG16 |
| INF2243H | Critical Histories of Information and Communication Technologies | This seminar approaches information and communication technologies from critical and historical perspectives. We will investigate theories of the relations among technology, information, ideology, culture, and social structure, as well as methods for studying those relations. First, we will survey the available theories and methods for understanding large scale technological systems, including the social construction of technology, technological determinism, feminist technology studies, and the political economy of information and communication. We will ask about the interests, motives, and tactics of news media, pop culture producers, amateurs, universities, corporations, and governments in promoting, sustaining, and interpreting information and communication systems. Finally, we will ask how information systems mediate, alter, or entrench power relations and cultural practices. While our focus will be on media and information technologies, more theoretical or methodological readings will necessarily cover other systems. Case studies may include investigations of writing, the printing press, industrialized printing, telegraphy, telephony, computing, and the internet. | Faculty of Information | feminis, invest, internet | SDG5, SDG9 |
| INF1324H | Critical Infrastructures | Infrastructures are ecologies of numerous systems, each with unique origins and goals, which are made to interoperate by means of standards, socket layers, social practices, norms, and individual behaviours. This course examines how information infrastructures form, how they change, and how they shape (and are shaped by) social and cultural forces. Particular focus is paid to libraries, archives, scientific research practices, the Internet, the World Wide Web, and cyber-infrastructures. The course includes an examination of the role of standards, such as library catalogues, classification systems, TCP/IP, HTML, and metadata standards, and changing social structures and knowledge practices, such as scientific disciplines, professional societies, and universities. Finally, the course engages with broad theories of infrastructure and foreground the usually hidden aspects of infrastructures, be they material, informational, or structural. | Faculty of Information | knowledge, infrastructure, internet, ecolog | SDG4, SDG9, SDG15 |
| INF2241H | Critical Making: Information Studies, Social Values, and Physical Computing | The focus of this class in on evaluating and exploring current critical themes in Information Studies through both literature and hands-on work. The course is organized around values that have been identified as key in regards to the design and implementation of socially and culturally sensitive information systems, in particular the values of privacy, autonomy, community, democracy, and social justice. Using design-based research on physical computing as an adjunct to critical scholarship in this area, we will explore how these values are expressed, debated, and resisted within the development and use of information systems. The class has three goals: first, to critically explore the social issues inherent in technical systems; second, to acquaint students with some of the possibilities and problems of new physical and ubiquitous information technologies; and third, to help them develop basic skills in designing, making, and evaluating information systems that use these new technologies. | Faculty of Information | social justice, democra | SDG16 |
| INF2316H | Critical Studies of Social Media | In 2018, it was revealed that Cambridge Analytica had profiled 80 million Facebook users and arguably used these profiles to influence their political decision-making in the US presidential elections and the Brexit vote. While Facebook’s data practices and the potential for influencing targeted users became as a surprise for many, critical studies of social media have highlighted for almost a decade now that social media sites are not neutral playgrounds for its users. Rather, social media sites are designed for the purposes of influencing users, monetizing their connections, and providing value for the owners of the site. To elaborate the complexity of our social media relations, the course draws on different phenomenological and material approaches of media theory. In specific, the course brings together some of the core themes of contemporary social media studies focusing on recent books that introduce critical approaches. Critical in this context does not mean positioning social media as something negative but rather it is an approach that investigates social media through its continuities and breaks, challenges corporate definitions of social media bringing the world closer together, and provides tools to analyze the logics according to which social media sites function and individuals are positioned as user subjectivities. | Faculty of Information | labor, invest | SDG8, SDG9 |
| INF3014H | Cultural Interpretive Methods for Media and Technology | This course is a survey of cultural and interpretive methods as they are applied to the study of media and technology across fields such as media studies, science and technology studies, cultural studies, game studies, and internet studies. Students will learn about genealogical, analytical and interpretative approaches to media content and technologies as well as cultural and critical ethnographic approaches to the understanding of media audiences, online communities, and creative labour participants. The emergent ethical and political dimensions of cultural and interpretive research will be stressed. This course presents the opportunity for students to learn and apply foundational theories in the field of Media, Technology and Culture through coursework deliverables such as research papers, proposal reviews, and research design documents. This fulfills objectives such as PLO 2: Research and Scholarship – b. The ability to make informed judgments on complex and emerging issues in information studies, which may require the creation of innovative methodologies, as well as c. The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication in diverse scholarly and practitioner venues. | Faculty of Information | labour, internet | SDG8, SDG9 |
| INF1501H | Culture & Technology I | Introduction to the wide range of issues and methodologies employed across the academy to identify, understand, analyze, investigate, and critique issues at the intersection of culture and technology. Provides a background in philosophy of information, philosophy of technology, and science and technology studies. Affiliated with the McLuhan Program in Culture & Technology, a program of the Coach House Institute (CHI). Particular focus on socio-technical issues having to do with computing, information systems and services, digital technologies, media, and the internet and social media. | Faculty of Information | invest, internet, institut | SDG9, SDG16 |
| INF1502H | Culture & Technology II | In-depth exploration of student-selected issues at the intersection of culture and technology, using the philosophical, critical, and methodological skills, knowledge, and techniques developed in INF1501H Culture & Technology I. Students will identify a topic on which they have educational and/or professional background, and explore the socio- technical consequences of that issue’s transformation in virtue of the development of computing, digital technologies, and information systems, services, and practices. Affiliated with the McLuhan Program in Culture & Technology, a program of the Coach House Institute (CHI). | Faculty of Information | knowledge, institut | SDG4, SDG16 |
| MSL2000H | Curatorial Practice | Curation is no longer a practice solely attached to the museum as it has been coopted by several communities and cultural producers, from bloggers to makers, and even chefs. It is in this context, full of contradictions about what curation represents – the skilled practice of the museum professional trained to take care of, research, and display artefacts, or the creative process, framed as democratic and inclusive, of selecting and re-arranging objects and information – that we situate our explorations of curatorial practice. This course, thus, explores the role of the curator (collector, researcher, storyteller, trend setter, social activist, etc.) in various types of museums, from the art gallery to the heritage site, in order to reflect on different models of curatorial practice. These methods for curatorship will be discussed with an emphasis on their histories and their specific cultural, social and political contexts. Likewise, they will be explored as dynamic, complex and shifting practices highly influenced by institutional context, audience expectations and broader taste cultures. To understand the curator’s place in contemporary cultural institutions, this class will explore a series of theoretical concepts such as author, connoisseurship, taste and visual culture, along with a series of curatorial research methods. Students will engage with professional and intellectual practices through a series of hands on projects designed to reflect critically on curation. | Faculty of Information | institut, democra | SDG16 |
| INF2202H | Data Governance in a World of Big Data | The goal of this course is to prepare students for successful careers in the information profession by providing an understanding of the concepts and practices of Data Governance. Data governance is about formally managing critical data throughout the organization and making sure organizations derive value from it. Organizations are typically forced to stitch together separate clusters, each with its own business purpose or data stores and processes and unique data types such as files, tables, or streams. Data Governance capabilities creates structure for the complexity to allow organizations to navigate their data landscape more efficiently. Data Governance is generally achieved through a combination of people, process and technology to ensure the volume, variety, velocity, and veracity of data brings the most value in the form of data science and analytics. | Faculty of Information | land, governance | SDG15, SDG16 |
| INF2115H | Data Librarianship | The course will address topics in the acquisition, management and retrieval of numerical information, both aggregated (statistics) and disaggregated (data). Topics will include public, private and academic sector data gathering, statistical production and dissemination, data warehousing and management, data repositories and consortia, user needs and the reference interview, data extraction and manipulation, and privacy issues. While the focus will be on socio-economic data and statistics, business and scientific datasets and statistical products will be discussed as well. The course will take the form of lectures and tutorials. There will also be a significant lab component outside of the scheduled hours | Faculty of Information | socio-economic, housing, production | SDG1, SDG11, SDG12 |
| INF1343H | Data Modeling and Database Design | The purpose of this course is to provide an introduction to databases by analyzing their structure, content and measurement and by applying principles governing data modeling, database design and production with an emphasis on modeling, design and representation of content, decisions and tradeoffs involved in modeling, design and creation, and issues of standardization, security and emerging trends. | Faculty of Information | trade, production | SDG10, SDG12 |
| INF2122H | Digital Preservation and Curation | This course examines the creation, curation, conservation, and preservation of digital materials in both the public and private sectors and enables students to develop an appreciation of the principles of management of digital information in the context of digital longevity. Students gain an understanding of the organizational, technical, social, and economic challenges encountered when enabling the long-term availability of digital materials. It provides an introduction to key models, workflows (from pre-ingest to dissemination), policies, characteristics of digital repositories, standards, metadata, annotation, audit and certification, technical approaches from hardware preservation to emulation, and future research challenges that need to be addressed if the preservation landscape is to be transitioned out of an arts and craft mode. | Faculty of Information | transit, conserv, conserv, land | SDG11, SDG14, SDG15 |
| INF2256H | Digital Scholarship | This course examines the sources of data, methods of inquiry, and dissemination outputs in current threads of digital scholarship across the humanities, social sciences, and sciences. Digital scholarship facilitates new modes of research and learning that challenge and alter the way we think about scholarship in academic and public discourse. Topics in digital scholarship frequently intersect with legal, labour, and advocacy issues around access, preservation, and knowledge mobilization. Information professionals are increasingly required to provide support services in data management, specialized software and tool training, and publishing. The skills and knowledge to be taken away by the student include both the theoretical and methodological knowledge above, as well as hands-on experience with current projects, software and technologies, and to create a digital scholarship project to support an organization’s goals and strategies. | Faculty of Information | knowledge, learning, labour | SDG4, SDG8 |
| MSL1230H | Ethics, Leadership, Management | This course introduces a perspective based on museum ethics and contemporary approaches to leadership in order to address key concepts, contexts and issues of museum management: the changing missions, external environments and stakeholders of contemporary museums, organizational structure and design, mission, policy and strategy, planning and programming, marketing, museum economics and financial management, museum professionalism, leadership and motivation, and managing creativity and change. Drawing from recent museum management practice and research, it touches upon organizational and strategic issues such as the role and responsibilities of the Board of Trustees, managerialism and the museum director, the virtues and limitations of instrumentalism, the balance between collections stewardship and public service, de-accessioning and repatriation, gate-keeping through cultural representation, working with communities, social inclusion, autonomy vs. commercialization, and the socioeconomic impact of museums. The approach, supported by an extensive reading list and guest speakers, connects pragmatic museum management concerns with values-based, critical management insights of value to future museum leaders. | Faculty of Information | socioeconomic | SDG1 |
| INF2135H | Evidence-Based Healthcare for Librarians | Students in this course will study how librarians support evidence-based healthcare: the integration of the best evidence into healthcare decision making. This course will provide an overview of the healthcare information ecosystem and systematic review methods. Topics covered include: the history of evidence-based healthcare; a critical understanding of the evidence pyramid; an in-depth investigation of bibliographic health science databases; and the roles of medical librarians in academic institutions, hospitals, and in under-resourced contexts. The course takes a practice-based approach to learning exhaustive, reproducible, and transparent search techniques; to the use of international reporting guidelines and conduct standards; and to software required to organize, screen, and document search results. | Faculty of Information | healthcare, learning, invest, ecosystem, ecosystem, institut | SDG3, SDG4, SDG9, SDG14, SDG15, SDG16 |
| INF2178H | Experimental Design for Data Science | At the heart of every Data Science project exists the planning, design and execution of experiments. Such experiments aim at understanding the data, potentially cleaning it and performing the necessary data analysis for knowledge discovery and decision-making. Without knowing the experimental design processes that are used in practice, researchers may not be able to discover what is really hidden in their data. The first aim of this course is to look at existing experimental designs that take into account the questions that need to be answered as well as the nature of the data and the different parameters used by algorithms. Subsequently, the course will introduce different qualitative and quantitative methods to assess the quality of the results. All concepts will be accompanied by examples and the students will have practical exercises and a project in which they will demonstrate their knowledge. | Faculty of Information | knowledge | SDG4 |
| MSL2352H | Foundations of Visitor Research | This course is intended to provide students with an introduction to the history, theory, and practice of visitor research in museums. Through course readings, guest lectures by museum professionals working in the field, and practical experience with instrument development as well as data collection, analysis and reporting, among other pedagogical strategies, students will learn institutions’ methods for learning about their audiences and evaluating museum exhibitions and programs. | Faculty of Information | learning, institut | SDG4, SDG16 |
| INF1602H | Fundamentals of User Experience | This course introduces students to the fundamentals of User Experience (UX) and User Experience Research (UER). The course covers a series of methods and tools in three areas: research, design, and evaluation. Methods and tools to conduct and analyse research data may include interviews, observations, questionnaires, secondary research, affinity diagrams, thematic analysis, stakeholder maps, empathy maps, and personas. Method and tools to design may include requirements analysis, use cases, scenarios, sketching, prototyping toolkits, and sequential storyboards. Method and tools to evaluate designs may include heuristic inspections, walkthroughs, usability testing, analytics, predictive models, and lean validation. More practical topics may include design thinking, UX strategy, UX ethic, agile and Lean UX, building a UX portfolio, and institutionalization of UX. | Faculty of Information | institut | SDG16 |
| MSL2115H | Global Cultures and Museums | This course examines museums and other cultural institutions – public memorials, UNESCO heritage sites or national parks – from a global perspective. The course looks at museums as participants within a global network of institutions, communities and practices informed by diverse histories – colonialism, post-colonialism, socialism, apartheid, etc. It explores, deconstructs and challenges both common global trends in museological culture and particularities of local and national practices. The course introduces students to contemporary and historical case studies from around the world including Eastern Europe, Asia and Africa, examined through interdisciplinary and international theoretical perspectives borrowing from anthropology, cultural studies, global studies, history, museum studies and memory studies. | Faculty of Information | institut | SDG16 |
| INF2209H | Human-Centered Topic Models | Topic models have emerged as a powerful methodological approach in human-centered data science since they lie at the intersection of empirical, positivist and interpretive techniques. Data scientists like topic models because they can provide sophisticated insights about large amounts of text data by incorporating human context and knowledge. This course will provide students with the computational ability to uncover latent topics from text documents and use qualitative, thematic analysis to make sense of them. | Faculty of Information | knowledge | SDG4 |
| INF2177H | Information Management and Systems | This course examines various notions of information architecture, systems architecture, and organizational architecture, and their inter-relationships and interactions. Examples will be drawn from a wide variety of systems types, including traditional information systems, document management systems, workflow systems, groupware, Internet and intranet systems, enterprise systems, data warehousing, metadata repositories, and intelligent agents. Issues will include dealing with legacy and change, enterprise-wide interoperability and beyond (e.g., e-commerce), convergence of information content and processing, and support for knowledge management. Frameworks and techniques for architectural modeling, analysis, and design will be considered | Faculty of Information | knowledge, internet, housing | SDG4, SDG9, SDG11 |
| INF2176H | Information Management in Organizations - Models and Platforms | The course covers both theoretical and practical aspects of managing information processes in organizations. In terms of theory, it introduces conceptual frameworks for the management of organizational information processes, including an analysis of their implications for the design and implementation of information systems and services. On the practical side, the course introduces the capabilities and tools associated with platforms such as the World Wide Web and Intranets to enhance the effectiveness of organizational information processes. As a course project, students work together to design an Intranet site as a platform for information and knowledge management. | Faculty of Information | knowledge | SDG4 |
| INF2181H | Information Policy, Regulation and Law | Introduction to policymaking and the players and stakes involved in information creation, access and use. Emphasis on the political, economic, legal and social issues affecting information and its institutions, including relevant social theory and analytical methods. The focal policy issues considered in depth will vary from year to year: e.g. government information, intellectual property, intellectual freedom, (universal) access, cultural content, community networking, and privacy. | Faculty of Information | institut | SDG16 |
| INF2173H | Information Professional Practicum | The goal of the practicum is to provide you with hands-on experience to supplement your theoretical knowledge and to help you develop professional competencies. Assignments are carefully structured to fit with the workplace and the classes are designed to focus on professional issues and workplace practices in different environments. The aim is to foster sharing, to deepen knowledge through experience, and to promote a high standard of professional practice and conduct in information work. The places and projects are assembled by the iSchool in the term before the course, and these are offered to students enrolled in the course on their first class (or as determined by the instructors). Each placement is discussed so that you can make a choice that is informed by your interests as well as the opportunities that are on offer. Students select their placements based on the proposals hosts provide. You are also welcome to arrange your own placement in consultation with the iSchool Careers Officer ahead of time to make sure the placement would be suitable. | Faculty of Information | knowledge | SDG4 |
| INF2239H | Information, Misinformation, and Health | What is misinformation? How does it take root, how can it be identified, and what can be done about it? One way to distinguish misinformation from valid information is to examine outcomes. Misinformation generally leads to poor outcomes based on poor decision making, which is itself based on faulty understanding. However, there are many cognitive and social mechanisms that give rise to misinformation, and there is also an enormous degree of subjectivity and positionality concerning what actually constitutes misinformation. Exploring the causes, subjectivities, and consequences of misinformation is the focus of this course. Health is an ideal context for analysis for three reasons: it is literally vital to everyone, it is rife with conflict and disagreement about what is safe or dangerous, and health information beliefs are situated on a wide continuum of education, expertise, and ways of knowing. Grappling with the concept of critical information literacy is an integral part of the course. This course unfolds in three parts. The first third is an exploration of epistemic foundations of knowing, with some emphasis on identifying limitations of positivism and the scientific method, and questioning health authority. The middle of the course focuses on the individual’s cognition, including health information seeking, information appraisal, and cognitive biases that can influence or impair understanding. The final third of the course is concerned with social dimensions of (mis)information and health, including intersectionality and health information, trust, and the postCOVID nature of expertise in public health. | Faculty of Information | public health | SDG3 |
| MSL3000H | Internship | The Museum Studies internship is a placement with a recognized museum, gallery or related institution. The goal of the Internship is the development of competence in the practice of museum studies. It is an integral part of the MMSt curriculum, intended to reinforce knowledge gained in coursework, apply it to real museum situations, provide increased context for subsequent courses and prepare students for the transition to emerging museum professional. Internship placements are chosen by students who work closely with the Careers Officer and the Instructor to ensure that the placement will meet their identified goals. | Faculty of Information | knowledge, transit, institut | SDG4, SDG11, SDG16 |
| MSL2330H | Interpretation and Meaning Making in Museums | This course explores contemporary practices of interpretive planning in various museums. In order to study how museums do interpretation, we explore a series of contemporary interdisciplinary theories of interpretation and discuss in depth different articulations of what and who constitutes the museum’s publics and communities. Further, we apply these theoretical perspectives to interpretive planning and work on a variety of individual and group projects in order to experiment with various interpretive practices. We reflect critically and in depth on official and unofficial forms of public programming and education visible in different cultural spaces and we investigate various interpretative methods utilized by cultural institutions to communicate with their audiences. As visitor centered institutions, museums engage in various acts of interpretation, either large scale, as it is the case of interpretive planning or in more obvious ways, through public programming and various other practices. Generally, this course observes interpretation as a form of communication with diverse audiences as museums are, first and foremost, public communicators. Therefore, this course has as its main objective to show students the multiple forms which interpretation, a very dynamic process, takes in a museum. The course educates students about two sides of interpretation: (1) the practices of meaning making (the crafting and communication of meaning) in various types of museums by museum professionals and (2) the complex and “messy” ways in which visitors make meaning (understand, translate and negotiate meaning) in museum environments | Faculty of Information | invest, institut | SDG9, SDG16 |
| INF1344H | Introduction to Statistics for Data Science | This course will provide students an introduction to statistics and statistical methods. It is intended and designed for students who have little or no familiarity with statistics in the Master of Information program so that their knowledge base is built on a solid foundation, which will prepare them for advanced data science courses in the program. This course emphasizes the application of statistical concepts and methods. This course will help students develop the ability to use quantitative methods to describe real world situations and to make ethical inferences and decisions based on the statistical results. Students will strengthen critical thinking skills to assess the value and limitations of measures and statistical estimates. This course will help students learn to construct reports that include meaningful charts, tables, and graphs for various audiences and that provide text that is appropriate for different audiences. The course will have lab sessions throughout the semester. The purpose of the lab session is to provide students with hands-on experience with data handling and regression analysis. | Faculty of Information | knowledge | SDG4 |
| INF2230H | Just Sustainability Design | Information technology and systems are reshaping our societies. Those involved in technology design and development have a chance to work towards social justice and sustainability. But how? Despite the enormous potential of IT to make the world a better place, actual tech development practice often reinforces inequality, fossil fuel production and other unjust and unsustainable aspects of our societies. The rising refusal of tech workers to build what they consider “evil” tech is a reminder that it doesn’t have to be that way. But how can those involved in systems design exercise professional responsibility and ethical judgment? What is the room for maneuver that we have available in systems design to make the world a more just and sustainable place? And what do we need to understand about computational systems, engineering methods and social theory to make meaningful contributions and interventions in this space? | Faculty of Information | worker, inequality, equalit, production, fossil fuel, social justice | SDG8, SDG10, SDG12, SDG13, SDG16 |
| INF1001H | Knowledge and Information in Society | This course provides an introduction to the ways that information and information processes shape and are shaped by society. In particular, it examines the social, institutional, political, legal, and economic roles of information and knowledge in public life, including how forms of new media, new distribution channels and new delivery systems are affecting traditional means of creating and disseminating information. We also discuss changes that stem from developments in the information environment at the individual, organizational and societal level. Focal issues include: the politics, ethics, and values of information; information as an economic phenomenon; the institutional structure of knowledge and cultural production; and the role of information professionals in all of these activities. The intent is to provide opportunity for students to: take a thematic approach to understanding the nature and role of information in both private and public spheres; create a contextual framework within which to analyze the major social issues and developments associated with information creation, dissemination and use; and consider the various perspectives that characterize current policy discussions on those issues as well as alternative interpretations to conventional wisdom. | Faculty of Information | knowledge, production, institut | SDG4, SDG12, SDG16 |
| INF2232H | Knowledge Equity in Information Organizations | The purpose of this course is to provide an introduction to concepts and considerations of epistemic injustice and knowledge equity in the context of GLAM organizations. The course examines theories of epistemic injustice, particularly as it touches on the circulation of information through information spaces such as libraries and explores and teaches practices that bring knowledge equity. Theorist Miranda Fricker has described epistemic injustice as “wrong done to someone specifically in their capacity as a knower.” Students will critically examine the ways dominant information organization (infra)structures are sites of epistemic injustice, where frameworks of description, digital encoding, and standardized naming are used as methods of domination and oppression. Students will also engage and explore theories and mechanisms to work toward knowledge equity within GLAM organizations. | Faculty of Information | knowledge, equity, equit, injustice | SDG4, SDG10, SDG16 |
| INF2179H | Machine Learning with Applications in Python | Machine learning has recently become the dominant field in AI research and constitutes the main part of the tools applied in industry-based AI positions. Business analysts, data scientists and AI engineers are required to know machine learning at different levels. The course will give a broad high-level overview of state-of-the-art machine learning methodologies. We shall focus on the application of these techniques to real-world data using the most advanced tools available for Python. The techniques will include: linear regression, basic techniques for classification, advanced regression and classification methods, and unsupervised learning. | Faculty of Information | learning | SDG4 |
| INF2186H | Metadata Schemas and Applications | With reference to different types of metadata (structural, descriptive, rights management, administrative, preservation, etc.) this course provides an examination of semantic and syntactic metadata schemas and applications across diverse domains, such as education, medicine, government information, cultural sector institutions, publishing, etc. Analyses of international metadata standards development, and a case study approach to metadata projects within a content management framework are important components of the course. | Faculty of Information | institut | SDG16 |
| MSL2100H | Museum Environment | This course is an introduction to preventive conservation. As such, it focuses on: identifying and quantifying the environmental factors that affect collections; developing strategies that mitigate those factors; understanding the materials that make up a museum collection – how they degrade, react to their environment and the objects around them; and evaluating the conservation requirements for the safe exhibition and storage of museum collections. | Faculty of Information | environmental, conserv, conserv | SDG13, SDG14, SDG15 |
| MSL2360H | Museums and Indigenous Communities: Changing Relationships, Changing Practice | This course explores the changing relationships between aboriginal source communities and museums holding their material heritage. We begin with a historical overview of collecting practices, the role of indigenous material culture in the development of museums, and the relationship between museums and colonialism. Contemporary case studies primarily drawn from post-colonial and settler contexts during the last three decades are investigated as a response to earlier practices. Students are challenged to use these case studies in order to interrogate ideas of the museum as a ‘contact zone’, the shifting meaning of objects, contemporary curatorial challenges, the potential of new museum practices, and source community expectations. Actual exhibitions, repatriation requests and museological dilemmas are used to engage critically with theoretical developments in material culture studies, material anthropology, art history, and indigenous studies. | Faculty of Information | settler, invest, indigenous, indigenous | SDG4, SDG9, SDG10, SDG16 |
| MSL2230H | Nature & Culture: Histories of Heritage Interpretations in North America | In North America, heritage interpretation is a professional field with complex histories, which have significant impacts on the current practices. This course delves deep into these histories to trace the foundations of heritage interpretation as a field of practice, with its values and methods. More specifically, we start our journey in the late decades of the 19th century, when American and Canadian governments formed national parks, which had severe implications for Indigenous communities. The formation of settler states resulted in a series of cultural institutions – national parks, historic houses, living history museums – which served the purpose of preserving the national past through nature and culture. Other large socio-political forces, industrialization, urbanization, migration, also contributed to the development of these institutions. Meanwhile, local and community needs further shaped these new (at the time) cultural spaces. As these cultural institutions were finding their place within the North American landscape, a new professional field was being shaped: heritage interpretation. This course uses a thematic and chronological approach to map out the field of heritage interpretation and tease out the following: the types of cultural institutions involved in preserving the nature and culture of the past; the professionalization mechanisms of these institutions (e.g. organizations, manuals); the resulting practices. Like any historical take on a field, this course will focus on the notions of change and relevance, looking at pivotal moments (e.g. the introduction of the Multicultural Act) and case studies (e.g. historical Williamsburg’s re-evaluation of enslaved communities histories), and aiming to balance large scale policy interventions with grassroots community initiatives. The course will be delivered through a hybrid method, combining lecturettes, seminar-style discussions, and mini-workshops. Learners in this course will read a variety of resources, including books, journal articles, professional publications, and grey literature. While the focus of this course is on the North American context, learners will be able to apply methods and frameworks from this course to other models outside of North America. | Faculty of Information | settler, industrialization, indigenous, urban, land, institut, indigenous | SDG4, SDG9, SDG10, SDG16, SDG11, SDG15 |
| INF2223H | Open Government and Research Data | Over two decades humans have increasingly recognized that data created by researchers and governments are a public good and have recurring value when these data are made broadly accessible. This has been encapsulated in the concept of Open Data. Open Data, whether produced as the result of governmental initiatives or research projects, are data that are released (made accessible) for redistribution, reuse, remixing, and reanalysis. This course provides students an opportunity to develop a functional knowledge of the open data concept in the context of government open data and research open data. In the case of research data, the release of these data are essential to facilitate the reproducibility, transparency, and verification of scientific studies. They also can become foundational resources for innovation and new discoveries. In the case of government open data, when effectively used these data enable citizens to tap public information resources which can empower citizens to contribute to social activism through using the analysis of data to underpin the questioning of public policy, to create new information services, and even to produce economic value and establish new businesses. The abilities to navigate critically the open data landscape to discover, assess, analyse, remix, and re-distribute these data are highly relevant for information professionals. In this course students will develop an understanding as to how to use open data personally and professionally and to support others to use it for a variety of purposes from, for instance, in the case of open research data validating or questioning research findings to in the case of open government data to enabling social activism. | Faculty of Information | knowledge, citizen, accessib, reuse, land | SDG4, SDG11, SDG12, SDG15 |
| INF2235H | Outer Space and the City | Cities are sites of capital accumulation and locations whereby technology finds concrete expression. As new urban interventions are needed to respond to conditions of massification, densification, mobility, global health, and environmental degradation, this seminar addresses the relation between outer space exploration and urban infrastructures. Outer space science and technology plays a central role in the design and development of urban, architectural and transportation systems, yet its impact and ubiquity often go unnoticed. Because outer space science and technology is a field that heavily relies on the tools and methodologies of information science (IS), IS specialists can play a crucial role in developing ethical frameworks for the urbanization of outer space technology. This seminar will equip students with the tools to identify -and develop- practical, tactical, and speculative modes of engagement that critically assess (document, evaluate, and subvert) the impact of outer space at an urban level. Students will be introduced to key concepts, theories, and case studies in science and technology studies, architecture, urbanism, and art to reflect -and speculate- on the cultural, social, and political implications of an interplanetary project of inhabitation. Students will engage with how outer space is reconfiguring the ways in which we design our cities by studying urban communication and infrastructures, satellites and drone technology as well as sites where the future of human inhabitation under extreme conditions is currently being envisioned and constructed. | Faculty of Information | global health, infrastructure, capital, cities, urban, environmental, planet | SDG3, SDG9, SDG11, SDG13 |
| INF2245H | Platforms: Global Histories, Practices,and Theories | We are told that now we are living in a platform society because digital platforms, from Amazon and Flipkart to Instagram and WeChat, shape the social life of a great majority of the global population. This course is designed to advance the knowledge about the global origin and development of the platform-turn in the intersecting fields of information studies, studies of science and technologies, management studies, and political economy of communication and media. The course provides an intellectual voyage of the global experience and expression of platform from the geography outside Anglophone where the term was first theorized in the manufacturing industry, and from the days when the concerning experiences were not yet understood through the perspective platforms as we know today to the contemporary era when we can hardly imagine an internet without digital platforms. The course explores the global histories and practices of the platform, as well as the implications of the increasing penetration of digital platforms into the social fabric of our life on a global scale. The course will guide the students to pay special attention to how local conditions, globalization, and the geo-politics of information and knowledge production intertwine to shape and be shaped by the intellectual undertaking to theorize platform as a discourse, business model, mediation device, power relation, and organizational revolution. Students will engage with key concepts, theories, and approaches in the emerging field of platform studies, but also with some overlooked histories and local articulations of what platform is and how platform works. The course will be a discussion-oriented seminar. Discussions will revolve around history, theorization, and politics of platform through examples of different platforms beyond the digital realm and from a variety of geographies. | Faculty of Information | knowledge, internet, globaliz, production | SDG4, SDG9, SDG12 |
| INF2240H | Political Economy and Cultural Studies of Information | Explores the institutionalized production and management of the economic value in information in relation to the production of lived culture. Includes critical examinations of globalization, the knowledge economy, media ownership, indigenous knowledge, and the commodification of culture, information, and knowledge. | Faculty of Information | knowledge, globaliz, indigenous, production, institut, indigenous | SDG4, SDG9, SDG10, SDG16, SDG12 |
| MSL2332H | Public Programs and Education | This course examines the theoretical roots, the ideological positions and the research literature on public programming and education strategies deployed in museums, parks, libraries, and heritage institutions. The course offers a critique of models of schooling, experience, citizenship and critical engagement that dominate current discourse and practices. Students will have the opportunity to try out and experiment with new programming strategies in class and during selected museum visits. The final project for this course is a production plan for an education program at a current exhibition, institution or cultural event. This a blended learning or hybrid course; part of the course will take place in an electronic learning environment, part will take place in an in-person classroom environment, and part in cultural heritage and museum environments. | Faculty of Information | learning, citizen, production, institut | SDG4, SDG12, SDG16 |
| INF2226H | Queer GLAM | This course provides an introduction to queer experiences and queer studies — including intersections of race, gender, and sexuality – within the context of Galleries, Libraries, Archives, and Museums (GLAM). The purpose of this seminar is to examine, synthesize, and understand a range of critical pressure points that have been central to queer experiences in the context of cultural heritage institutions, public history, community outreach, and “information labor” and “knowledge work.” Conversely, we will ask, how do GLAM institutions shape queer identity, activism, sociability, sex, art, and politics? | Faculty of Information | knowledge, gender, queer, labor, institut | SDG4, SDG5, SDG8, SDG16 |
| INF2167H | R for Data Science | Data science is a fast-growing field and new tools and techniques are designed everyday to perform data analysis in quick and robust ways. This course covers the fundamentals of data science using the R language and environment for statistical computing and graphics. R is currently widely used by information students and data scientists from various disciplines. The course will teach students how to do data science in an easy way. It is designed for students from the social sciences and from non-programming backgrounds. The course focus is not on learning a new programming language but rather on providing students with skills to approach various research questions that involve analysis of social sciences data. We will learn skills of data collection, storage, cleaning, transformation, visualization, and various techniques of data analysis. Most important, we will learn how those skills are applied in research involving the social world. We will apply those techniques to analyze structured tabular data, networked data, and unstructured text data through experimenting on real datasets, including online data. This course will provide students with a new skill highly in demand in the information and data | Faculty of Information | learning | SDG4 |
| INF2162H | Rare Books and Manuscripts | This course serves as an introduction to rare book and manuscript librarianship. Students will explore concepts ranging from book history and bibliographical description to the stewardship of rare books and manuscripts, and strategies for advocacy and outreach on behalf of special collections. While especially relevant for students interested in special collections librarianship, the course is accessible for all students with interests in rare books and manuscripts. | Faculty of Information | accessib | SDG11 |
| INF2320H | Remix Culture | Remix encapsulates the confluence of critical thinking and creativity in cultural production in particular and in creative endeavors more generally. This course enables students to examine the place of remix in contemporary society against the backdrop of legal constraints, moral and cultural challenges, political and economic vested interests, and the rise of participatory culture and remix as socially embedded behaviour. Remix practices involve finding inspiration in what has already been created and then deconstructing, transforming, contrasting, re-using, reconstituting and combining media to produce novel creative outputs that deliver new value. It happens both in physical and virtual environments. The practice is endemic in contemporary culture. We see it now in many forms of art from assemblages to video art, in data construction, in film and video, animation, games, genetic engineering, food, and many other aspects of our culture. Remix is not a new behaviour, it has a long history— for many its ubiquitousness in music production (e.g., hip hop) beginning in the 1980s was a key awareness point, but we have long seen its presence in architecture (e.g., spolia), art (e.g., cubism, collage, “readymades”), film, literature, and music. It has become a cornerstone of our participatory culture and a core information practice. What is different is that the virtual has made the processes of production more accessible to a broader audience and made it possible to distribute the results of remix activities effortlessly. At the same time content which appears to many as source material to inspire collective creativity is subject to vigorous efforts to lock it down as intellectual property. There are many perspectives, for instance, remix practices juxtaposes piracy against these restrictive practices. Remix raises questions about intellectual property rights (IPR), authorship, the collective, what creativity is and where its boundaries lie, what is novel, innovative and original, and the very nature of the producer-consumer. We will view remix through multiple lens some historical, some social, some political and others economic. Remix lies at the juncture of People-Content-Technology and this course investigates remix from the vantage of the field of Information and sets remix within the context of digital culture more generally. | Faculty of Information | invest, accessib, consum, production | SDG9, SDG11, SDG12 |
| INF1321H | Representing, Documenting, and Accessing the Cultural Record | Within the context of human activity, both individual and institutional, an exploration of epistemological and ontological approaches to creating, organizing, preserving, and accessing information and knowledge. The design and evaluation of tools and techniques used in support of curatorship, stewardship, discovery, and use of cultural artefacts and their records. | Faculty of Information | knowledge, institut | SDG4, SDG16 |
| INF3001H | Research in Information: Foundations | An introduction to, exploration of, and examination of the fundamental intellectual landscape of information research. Topics include: (i) an historically, conceptually and methodologically grounded understanding of the use of concepts of information and knowledge across the academy (in philosophy, history, social science, politics, engineering, etc.); and (ii) contemporary uses of ‘information’ as a substantial theoretical notion, both in the world in general (e.g., in public political discourse, in such constructions as “the information or knowledge age, economy, society, etc.”), and in such fields as political theory, biology, medicine, computing, etc. | Faculty of Information | knowledge, land | SDG4, SDG15 |
| INF1240H | Research Methods | Focuses on developing an understanding of appropriate quantitative and qualitative research methodologies and relevant descriptive and inferential statistics for the investigation of both practical and theoretical problems in the information professions. By considering the nature, concepts, and logic of the research enterprise, permits a critically informed assessment of published research, including data gathering and data analysis procedures. | Faculty of Information | invest | SDG9 |
| INF2224H | Service Design | This course examines the methods and theories of Service Design. Students will apply service design methods such as touchpoint mapping, service blueprinting, storyboarding, ethnomethodological service enactments, and video prototyping. The course examines the underlying theories of service design and the enablers and drawbacks of applying service design within a variety of organizational contexts. The course will emphasize studio-based learning and discussions of strategies for understanding and responding to the needs of service-based organizations. Each student will examine and demonstrate the applications of service design within a chosen organization. Throughout the course, students will also work on a major group design project. An emphasis will be placed on applied learning projects, in which students will partner with service-based organizations to complete their course project. Additional mentors and speakers will round-out the educational experience so that students appreciate the breadth of applications and opportunities to apply this growing discipline. | Faculty of Information | learning | SDG4 |
| MSL2255H | Social Digital Memory | This course introduces students to the theoretical frameworks and practices of digital memory, identity and participatory heritage involving networked communication, virtual communities, and social media. It aims to address the increased importance of online social networks and digital communication as fields relevant to the formation of the contemporary social and cultural record, and as components of an emerging digital infrastructure for identity, memory, and participatory heritage work. Participants will be exposed to concepts and theories on digital memory and online social networks, the sociotechnical infrastructures they depend on, and significant examples of social digital memory practice in contexts such as traumatic and contested memory work, self-representation, national, subaltern and intersectional identity, social activism, and participatory heritage curation. The course will address challenges posed by the platform economy, surveillance, group self-affirmation and fragmentation, dis/misinformation, digital exclusion, symbolic appropriation, and digital obsolescence of social digital memory. It will also explore the opportunities for institutional responses to practices of social digital memory, identity and participatory heritage, which adhere to principles of inclusion, diversity and equity, and promote equitable cultural representation, human rights, civic participation and social justice. Examples to be discussed include Korean pop social media fandom, the Archive of Our Own fanfiction community, the memory of the Holocaust on Instagram, the mnemonic affordances of TikTok, digital death on Facebook, pro-am digitization as well as #BlackLivesMatter hashtag activism. This is a hybrid, online course. As part of the asynchronous component of the course, students are expected to consult readings, recorded instructor lecturettes, and other resources available on the Quercus course website, actively identify and study additional online resources, and complete homework activities on a weekly basis, in line with the course schedule and instructions published in Quercus. To facilitate interaction and peer learning, they will be asked to participate in two online chat groups (between 3-7 people), one focusing on a platform they are interested into (e.g., Facebook, Instagram, Wikipedia, YouTube, TikTok), another on a key issue facing memory, identity and heritage practice on social media (e.g., activism, contested heritage, privacy, misinformation, participatory curation), to be agreed on the first week of class. An instructor-moderated discussion forum will also be created on Quercus, where they may ask questions, offer suggestions, and receive instructor feedback. The synchronous part of the course consists of mandatory online webinars, workshops and small group tutorials defined on the course schedule (1-2 hours weekly), aiming not at content delivery but at active learning through feedback to coursework and questions, group discussion, and collective engagement with examples of social media memory, identity and participatory heritage practice. | Faculty of Information | equitable, learning, equitable, equity, infrastructure, equit, institut, social justice, human rights | SDG4, SDG9, SDG10, SDG16 |
| INF2203H | Storytelling with Data | With the exponential growth of data in all aspects of our lives, the need to develop a meaningful narrative with the data is key to effective communication of findings. In this course, we will combine the art of storytelling with data science to develop an engaging and impactful narrative from data. Students will then choose datasets to work on as their project and explore the data to find the insights required to develop their stories. The project can be in any area of interest such as information systems, public policy, business where they have access to the required public data. The students can use their own datasets or use sources introduced by the instructor. This part requires prior experience with data science (INF1340) or programming in Python or R. Additionally, we will review a visualization tool (Tableau) and discuss considerations in choosing the right visuals. Once the initial exploration is done, students will work on explanation and developing an engaging narrative based on their findings. In this part, we will learn how leaders like TED and Pixar create their stories to engage the audience. We also incorporate learnings from design thinking to present possible solutions to the problems identified and to deliver to the stakeholders. At the end, the students will present their data stories to the class. | Faculty of Information | learning | SDG4 |
| INF2242H | Studying Information and Knowledge Practice | This is a seminar-style course that engages critical theories of knowledge-making practices and methodological approaches to their study. The focus is methodological and extends from the foundational themes and topics in information and knowledge. The emphasis is on how to study these issues, rather than merely on what the issues are. Approaches include ethnographic field studies, laboratory studies, critical discourse analysis, feminist science studies, social construction of technology, actor-network theory, activity theory, and distributed cognition. | Faculty of Information | knowledge, feminis, labor | SDG4, SDG5, SDG8 |
| INF2124H | Surveillance and Identity | Following Foucault and others, we can think of surveillance as a discursive technique which produces knowledge and identities. Surveillance infrastructures infiltrate and mediate everyday life. For example, internet “cookies,” shopping loyalty cards, and mobile phone numbers all individuate and identify us. These identifiers are used to index databases recording our web surfing activities, our movements, and our purchases. The databases are subjected to statistical analysis in order to produce knowledge of demographic categories, typical patterns, or suspect behavior. This knowledge is then applied back to individuals in the population in order to assign each to a particular niche market or risk group, and to act toward them accordingly. Thus, through surveillance, knowledge is created, categories and types are produced, and individuals are made visible as representatives of those types. This course investigates the technical, social, and legal contexts and implications of these practices. | Faculty of Information | knowledge, infrastructure, invest, internet | SDG4, SDG9 |
| INF1342H | System Requirements and Architectural Design | Designing information systems in the face of competing goals from multiple stakeholders, e.g., efficiency, cost, reliability, security, privacy, usability, adaptability, reusability, time-to-market. Systematic techniques and models for identifying and evaluating alternatives. Non-functional requirements and architectural design. Organizing design knowledge for reuse. | Faculty of Information | knowledge, reuse | SDG4, SDG12 |
| MSL2335H | The Digital Museum: From Strategy to Implementation | Digital technologies present exciting new opportunities for interaction with museum objects. They help forge unique and novel paths of meaning, and facilitate the creation of new museum publics. But they also unsettle the foundation of stability, materiality, and temporal order upon which many museums reside. This course explores the role of new and emerging digital technologies in the context of the contemporary museum experience. It is intended to provide students with the knowledge and skills to make informed decisions regarding opportunities and challenges afforded by digital technologies. Students in this course will investigate the impact of digital technologies on museums, their staff, their audiences, and their value propositions. They will explore the adoption of user-centred, multi-channel approaches to content creation and distribution, and will consider the requisite digital skills and literacies that can inform responsible digital adoption, development, and transformation. From digital strategy to the practical aspects of project management and development of digital experiences, students will gain an overview of processes related to the use of digital technologies by museum professionals. To develop this overview, students will participate in collaborative prototyping of digital experiences with our partners at the Ontario Science Centre. The development of these experiences will be supported by readings, case studies, planning exercises, technical demonstrations and tutorials, and guest speakers. | Faculty of Information | knowledge, labor, invest | SDG4, SDG8, SDG9 |
| MSL3900H | The Emerging Museum Professional | The Group of Ontario Emerging Museum Professionals defines an emerging museum professional as someone in the first 10 years of their museum career. According to the National Emerging Professional Network in the United States, “the word ‘emerging’ is subjective and means different things to different people. It cannot be defined by a length of time, level of education, title, or position. With constant advances and changes in the museum profession, one might consider themselves constantly “emerging” as they continually learn, grow, and develop new interests and skills.” MSL3900H integrates these two perspectives by introducing students to both the broad dimensions of the museum profession and the skills and learning strategies required to build a career in the field. Characteristics of museum professionals include engaging in autonomous reflection to drive self-improvement and solve problems, dedication to and capacity for continuous learning, excellent communication and interpersonal skills, well-developed emotional intelligence, the exercise of sound ethical judgment and conducting oneself in a manner that elevates the profession. Students in this course will identify and begin to develop the skills, knowledge and behaviors required of a museum professional. Through readings, group work, panel discussions and informational interviews, they will gain an understanding of the composition of the museum workforce and the nature of the museum workplace. Through MSL3900H, students will be prepared to undertake an internship placement, develop their professional identities and begin their journey from graduate student to emerging museum professional. | Faculty of Information | knowledge, learning | SDG4 |
| INF3900H | The Emerging Professional | The purpose of this course is to prepare students to hone their professional identity, professional communication skills, and professional learning capacity. Learning to become a capable workplace professional is as important as competence in one’s field of study. Characteristics of the capable workplace professional include: engaging in reflective practice to aid learning and to solve problems, valuing excellent communication and interpersonal skills, developing strong self-awareness, exercising sound ethical judgment, and developing an orientation to elevating their profession. The conceptual hub of the course is an exploration of the ideal type of ‘the professional’. Three overarching course themes are: (a) developing new awareness of learning and skills needed to become a capable workplace professional: (b) the reflective journey to develop one’s own sense of professional identity; (c) a practical emphasis on presenting oneself effectively in the job market. Students will become prepared to enter their field and to thrive as emerging professionals, both in student placements and beyond graduation. This course is recommended for first-year students contemplating the Co-op option and it is also suitable for graduating students contemplating the job market. | Faculty of Information | learning | SDG4 |
| INF2331H | The Future of the Book | This course considers the history and possible futures of books in a digital world. In this course “the book” is interpreted broadly, meaning not just an object with covers and pages, but also an evolving metaphor for conceptual frameworks for knowledge, and a metonym that brings together many different technologies, institutions, and cultural practices. The course introduces students to interdisciplinary approaches such as book history, textual studies, history of reading, and digital humanities, with an emphasis on balancing theoretical speculation with practical implementation. Readings will survey topics such as the ontology of born-digital artifacts, critical assessment of digitization projects, collaborative knowledge work, reading devices (old and new), e-book interface design, text/image/multimedia relationships, theories and practices of markup, the gendering of technologies, the politics of digital archiving, the materiality of texts, and the epistemology of digital tools. Students will also receive a practical introduction to XML markup and visualization tools. | Faculty of Information | knowledge, gender, labor, institut | SDG4, SDG5, SDG8, SDG16 |
| INF2228H | The Future of Things: Digitization and Remediation | This course will explore how and why material objects, cultural artifacts, and artistic works relate to and are transformed through technological mediation. We will examine several case studies in which elements of the analogue or natural world are digitized and presented in new screen-based forms. Throughout the course we will combine theoretical readings on the nature of materiality, the politics of digitization, and the aesthetics of digital representation with case studies of specific digital archives, collections, and organizations. Topics will include the scanning of books by mass digitization organizations like the Internet Archive and Google Books; diverse practices of curation and remediation in the museum and library sectors; technologies for digitization and remediation including 3D scanning, photography, OCR and applications of machine learning for textual transcription; specialist imaging techniques including multi-spectral imaging and micro-CT scanning; the mediation and digitization of social processes; artistic and conceptual engagements with digitization; the relationship between digitization and conservation of historical materials; and the creation of digital archives and collections. We will conclude the course by considering the role of materiality and embodiment in a highly digitized culture and the significance of material craft and the handmade alongside digital surrogates. | Faculty of Information | learning, remediation, internet, conserv, conserv | SDG4, SDG6, SDG9, SDG14, SDG15 |
| INF1323H | The Information Experience | INF1323H focuses on identifying and understanding what is “informational” in any setting. Students will develop sharpened vision to discern informational patterns, that is, an ability to trace what Bates (1999) calls the “red thread of information” pervading life. This metaperspective is unique to the academic discipline of Library and Information Science (LIS) and brings information resources, structures, systems, and behaviours into focus to enable and improve information provision. Each semester the aforementioned information phenomena will be critically examined in social contexts germaine to LIS, such as: reference service, readers’ advisory, scholarly knowledge production, and hobby careers, among others. Theoretical and methodological tools will be introduced to help participants understand these information environments as socially-constructed, patterned, knit-together, and dynamic. As the semester unfolds, students will refine their observational and analytical skills by conducting an exploratory Research Project about the information experience within a setting or population of personal interest or career relevance, which can serve as the starting point for lifelong learning and a concatenated research career. | Faculty of Information | knowledge, learning, production | SDG4, SDG12 |
| MSL2331H | The Museum Exhibition: Histories, Practices, Genres | The exhibition is a museum’s main form of public engagement, and this course investigates the histories, processes and practices through which exhibitions have developed over time, within a Western and global context. Why do museums prioritize exhibitions over other forms of programming? Why do exhibitions succeed, and why do they fail? How do professional communities develop best practices, and how prone are such practices to change? This course starts by introducing you to the foundational theoretical models developed by museum studies scholars and museum professionals to think about museum exhibitions. To explore these theories in practice, the course will zoom in on specific case studies and exhibition development strategies from diverse types of institutions, including art galleries, encyclopedic, history and natural history museums, science centers, historic and heritage sites. Within this framework, the course will expand on curation, interpretation and communication, three pillars of exhibition development which define the museological “front of house”. This course embraces a holistic approach to the study of the museum exhibition, which requires that you observe exhibitions in their institutional and cultural contexts, and with the awareness that each institution is different in its approach to curation, interpretation and communication. | Faculty of Information | invest, institut | SDG9, SDG16 |
| INF3009H | Theory and History of Media Technology | Historical and theoretical perspectives on technological change and its social implications provide a foundation for intensive study and critical analysis of new communication technologies. A grasp of the social, political and economic contexts in which technologies emerge allows the student to discern the way culture both shapes and is shaped by information and communication technologies. Course topics are thus chosen to broadly acquaint students with key historical moments in the history of technology and in the historical situatededness of academic knowledge production regarding media and technology. They provide a framework in which early theorizations of media and technology are studied to enrich current understanding of media. The course also provides grounding in a range of theorizations to give the student a broad overview of the multiplicity of approaches and methods that can aid investigations of technological change in social contexts. This graduate seminar explores the history of “new” media as agents of change in cultural, social, and spatial infrastructures, economies, and cultural politics. By remembering that every media was once new, and that we need new theory to conceptualize new media, students will investigate how the emergence of new interfaces change communication relationships, information dissemination, audience practices, and consequently the way we think about the world and ourselves. Having in mind that each media reflects old media, but also brings up the new, one must learn how to critically think about each new medium by taking into consideration its specific characteristics. | Faculty of Information | knowledge, infrastructure, invest, production | SDG4, SDG9, SDG12 |
| INF2171H | Usability Assessment: Concepts, Methods and Tools | This course will introduce students to concepts related to usability, methods for conducting usability assessments, and tools used by usability professionals; it does not require any previous knowledge or experience in the area of usability. Although usability is most often associated with websites, desktop applications and mobile apps, it also applies to anything with a user interface, from smartwatches, to eReaders, elevator controls, remote controls, election ballots and forms. In the course, students will be exposed to professional and research publications on usability and to resources widely used by usability professionals. In assignments, students will gain experience using two methods for assessing usability. First, students will conduct a heuristic evaluation. Second, students will plan and carry out a small-scale usability test, analyze the data from the test, and prepare a final report. In carrying out the usability test, team members will have an opportunity to experience multiple roles. In the last session, each teamwill present their findings. | Faculty of Information | knowledge | SDG4 |
| INF2191H | User Interface Design | User Interface Design is broadly concerned with the design of user interfaces for machines and software. On computer screens, this refers to the shaping and the presentation of navigation controls and information displays, as well as functional controls. With the gradual rise over the last decade in mobile and ubiquitous computing (the “internet of things”), the study of user interface design has necessarily broadened to small screens and even everyday objects. Students will learn basic principles of user interface design, interaction models and laws, differentiation of interaction styles, and different user interface paradigms. More practical topics may include physical ergonomics, cognitive ergonomics, design guidelines for different platforms, differentiation of interaction styles, design widgets, accessibility, localization, and software prototyping tools. | Faculty of Information | internet, accessib | SDG9, SDG11 |
| INF2208H | User-Centered Systems for Communication | This course will introduce students to concepts related to systems for human-human and human-agent communication. In particular, the course covers the theoretical mechanisms and UI/UX design principles for developing technology to support communication through the system (e.g. teleconferencing), around the system (e.g. collaborative software and hardware), and directly with the system (e.g. human communication with intelligent agents). The course will provide students with a mix of theoretical knowledge and practical application of that knowledge. Specifically, the course focuses on developing the foundational knowledge driving the design of these systems, and on examining the practical design mechanisms for their support. In the course, students are exposed to existing academic research and publications on design for communication, as well as current practices in the industry around their implementation in practical scenarios. Key trends in design practice will be illustrated with current examples. The course also emphasizes the need for designing with consideration for privacy, diversity, and communication ethics, and demonstrates how and when core UX research methods are applicable. | Faculty of Information | knowledge, labor | SDG4, SDG8 |
| INF2200H | UX Leadership and Influence | In a fast-moving business world, User Experience (UX) leadership and influence are necessary skills for UX professionals to be successful. UX leaders advocate for user-centered design practises, infuse this into the culture of an organization, and drive business by user needs and design mandates. In addition to cultural leadership, the UX leader needs to work closely with other stakeholders – including users, product owners, managers, engineers, and experts/specialists in other disciplines – to set up best UX delivery practices, design operations, and agile methodologies to ensure effective design and delivery of excellent end-to-end user experiences. This course introduces students to essential UX leadership skills, provides opportunities to develop and hone those skills, and builds awareness of the expectations for exemplary UX leadership. Studio-based learning and discussions of strategies for understanding the tenets of UX leadership will be employed. Each student will examine and demonstrate the applications of UX leadership via lectures, individual assignments, and a major group design project. Students will then learn how to communicate the value of UX to executives, as well as how to recognize business challenges that can be turned into UX opportunities and successes. An emphasis will be placed on the application of both UX best practices – including design thinking, user research, and agile development – and personal skills relating to influence, like empathy, awareness, storytelling, and persuasion. | Faculty of Information | learning | SDG4 |
| INF2164H | UX Research and Design for Video Games | his course examines the particular roles of User Experience Design (UXD) and User Experience Research (UXR) in video games and the video games industry. The course specializes in video games as interactive interfaces, introduces core video game concepts, discusses the role of UX in the video game development process, and highlights how and when core UX research methods are applicable to this unique domain. Key trends in the video game industry will be illustrated with current examples. Throughout the course, students will practice video game analysis, heuristic evaluation of video games, as well as usability, appreciation, and challenge testing using industry-standard user research tools. Inclusivity, accessibility, and making video games for everyone will be a recurring theme that reflects the current state of the industry. | Faculty of Information | accessib | SDG11 |
| FOR3012H | Analytical Methods in Forestry | A series of modules designed to provide an introduction to practical methods in basic statistics, geographic information systems (GIS), conflict resolution and social sciences. Students will be required to complete at least three of four modules. | Faculty of Forestry | forest | SDG15 |
| FOR3002H | Applied Forest Ecology and Silviculture | An examination of the natural processes that determine the structure and function of forest ecosystems at the tree, stand and landscape scale, and approaches to integrating ecological theory in forest management practice. Topics include silvics and functional ecology of tree species, forest succession, soils and biogeochemical cycles, stand dynamics, growth and yield modelling, silvicultural systems and forest conservation ecology. The emphasis will be on northern temperate forests with select examples from other regions. Field and laboratory exercises will provide practical experience in forest biometrics and inventory, silvicultural experimental design, stand management prescriptions and the use of forest landscape databases and models. | Faculty of Forestry | labor, conserv, species, ecosystem, forest, ecolog, conserv, species, land, forest conservation, soil, ecosystem | SDG8, SDG14, SDG15 |
| FOR3001H | Biodiversity of Forest Organisms | Introduction to systematics, identification and classification of plants and animals comprising the main taxonomic groups of forest organisms: trees, fungi, bryophytes, lichens, ferns, conifers and other Gymnosperms, Angiosperms, insects, other arthropods, amphibia, reptiles, birds and mammals. Community ecology, diversity and function in relation to forest management planning are addressed through field trips, lectures & a team-based consultant report. The course is composed of a 8-day field camp at the beginning of term, followed by lectures and field trips covering topics in biodiversity of forested landscapes and ecosystems. | Faculty of Forestry | animal, biodivers, ecosystem, forest, biodivers, ecolog, animal, land, ecosystem | SDG14, SDG15 |
| FOR1294H | Bioenergy and Biorefinery Technology | This course focuses on technological advances and approaches in deriving biofuels and chemical feedstocks from forest and other biomass. Fundamental chemical attributes of biomass, as they affect the fuel value and potential for deriving liquid, solid and gaseous fuels from the biomass will be discussed. Processing options for valuable chemicals for other applications will also be discussed. Emphasis will also be placed on the economics and processing efficiencies of these conversion technologies. | Faculty of Forestry | energy, biofuel, forest | SDG7, SDG15 |
| FOR3008H | Capstone Project in Forest Conservation | This course will involve analysing information and preparing formal reports based on the summer internship, in consultation with individual faculty supervisors. Students will deliver brief seminar presentations on their work, and there will be an oral defence of the final paper. | Faculty of Forestry | conserv, forest, conserv, forest conservation | SDG14, SDG15 |
| FOR3006H | Case Study Analysis in Forest Management | Case Study Analysis in Forest Management: The course focuses on developing skills in integrating forest management related knowledge from natural and social sciences , and offers opportunities, through discussion of case studies, to learn applications of knowledge from natural and social sciences to the solution of real-life multi-dimensional forest management problems. Concepts related to integration science and case study analysis are introduced and many case studies, related to forest conservation, forests for industrial production, forestry NGOs, international forestry, trade of forest products, wildlife management, public participation, and Aboriginal forestry are discussed. | Faculty of Forestry | knowledge, trade, production, conserv, forest, conserv, forest conservation, wildlife | SDG4, SDG10, SDG12, SDG14, SDG15 |
| FOR3000H | Current Issues in Forest Conservation | Major approaches and challenges facing effective conservation of the world’s forests are addressed through critical analysis of Canadian and international forest management and practices, including global land use conflicts within inhabited and pristine landscapes, aboriginal communities and the forest industry. Guest lectures and professionally-based assignments are used to investigate ENGO and governmental perspectives in topical areas including climate change, carbon sequestration, endangered species legislation, value-added wood product technology, and biomolecular advances. | Faculty of Forestry | invest, climate, carbon sequestration, conserv, species, forest, conserv, land use, species, land, forest conservation, carbon sequestration, endangered species | SDG9, SDG13, SDG15, SDG14 |
| FOR1288H | Design and Manufacturing of Biomaterials | This course focuses on the manufacturing processes, properties and uses of wood and agricultural fibre based products including wood based composites, ligno-cellulosic/thermoplastic composites and structural or engineered composites. There will be particular emphasis on the effects of adhesives and additives. Rheological behaviour of wood-furnish mats and visco-elastic behaviour of materials and final products. | Faculty of Forestry | agricultur | SDG2 |
| FOR3003H | Economics of Forest Ecosystems | The focus of the course is to build theoretical foundations of economic issues related to forest ecosystems and to develop an understanding of their applications to real life situations of forest conservation. The different economic concepts related to forest ecosystems are taught in a three-step process – theory, practice, and application. First, some basic concepts of economics, such as consumer choice, firm behavior, and competitive markets are introduced. The second part of the course is organized in five units – one unit each on welfare theory, rent theory, cost-benefit analysis, forest rotation, and international trade of forest products. | Faculty of Forestry | welfare, trade, consum, conserv, ecosystem, forest, conserv, forest conservation, ecosystem | SDG1, SDG10, SDG12, SDG14, SDG15 |
| FOR1270H | Forest Biomaterial Sciences: Fundamentals, Applications, and the Next Frontier | A key course for graduate students to gain fundamental knowledge focused on forest biomaterial sciences, to have an overview of the utilization of these renewable materials for industrial applications, and to be exposed to leading-edge sciences and technologies in fields relevant to the application of forest biomaterials. Topics will cover materials science, mechanics, wood chemistry, surface sciences, adhesives, nanotechnology and relevant advanced analytical characterizations methods. The course format will be a combination of seminars and student projects and presentations according to specific topics that are selected based on students’ interests or thesis projects. | Faculty of Forestry | knowledge, renewabl, forest | SDG4, SDG7, SDG15 |
| FOR3009H | Forest Conservation Biology | This course provides students with an understanding of the distribution and ecology of the world’s major forested ecosystems and a broad grasp of major conservation biology issues in each. A summary of global physical geography and ecosystem classification in the opening weeks is followed by lectures, presentations, and discussions on key conservation biology issues organized into three modules: tropical forests, subtropical forests, and temperate forests. Topics include the evolution of concepts of forest conservation, sustainable forestry and ecosystem conservation; and the effectiveness of regulatory approaches and management practices in different societies, regions, and nations. | Faculty of Forestry | conserv, ecosystem, forest, ecolog, conserv, forest conservation, ecosystem | SDG14, SDG15 |
| FOR1416H | Forest Fire Danger Rating | The assessment of forest fire danger is a critical aspect of forest fire management. We will review the physical, mathematical and statistical aspects of models used for forest fire danger rating in Canada, including fuel moisture, fire occurrence and fire behaviour models and will examine how these models have been developed based on field and laboratory experimentation and statistical modelling techniques. Through lectures and assignments we will examine the assumptions underlying these models and their use, and develop an understanding of how to modify or develop new models to fit new forest types or management needs. | Faculty of Forestry | labor, forest | SDG8, SDG15 |
| FOR3004H | Forest Management Decision Support Systems | The use of analytical methods and mathematical modelling in the planning for sustainable management of forests and integration of the ecological, economic and social issues related to forest management. Introduction of various decision-making techniques such as linear programming, computer simulation and geographic information systems. | Faculty of Forestry | forest, ecolog | SDG15 |
| FOR3011H | International Forest Conservation Field Camp | An intensive two-week field course based at international field stations will take place at the beginning of the summer term following the first academic session of the program. (See “Field Work Note” under “Introduction”.) The application of theoretical principles acquired in academic core courses to practical projects in community forestry and forest conservation. The course will involve students in group research and assessment, and will include cooperation with local training and research institutes, conservation projects and non-government organizations. A number of international course locations will be used. | Faculty of Forestry | conserv, forest, conserv, forest conservation, institut | SDG14, SDG15, SDG16 |
| FOR3007H | Internship in Forest Conservation | A guided research practical internship to take place in the summer following the first winter session to provide students with experience in applying concepts, principles and methods acquired in formal courses to the solution of practical forest management problems. Students, individually or in groups, will carry out detailed analyses of practical problems in forest conservation at a field location in Canada or abroad. The internship will include interaction with forest managers and individuals or groups involved in forest-related issues. The results of the internship will be used in the subsequent fall semester to prepare practical policy recommendations which will be incorporated in a research paper, consulting report or management plan (see FOR3008F). | Faculty of Forestry | conserv, forest, conserv, forest conservation | SDG14, SDG15 |
| FOR1413H | Natural Resource Management II | Directed studies (master’s level) course dealing with selected aspects of natural resource management by arrangement between student and individual staff member. A maximum of one directed studies course taken with a student’s supervisor can be credited toward meeting departmental degree program requirements. | Faculty of Forestry | natural resource | SDG12 |
| FOR1001H | Graduate Seminar | An overview of the current issues facing forest conservation, management and research is presented in guest seminars and student presentations. Students will improve their writing and presentation skills as well as broaden their appreciation of forest science through written assignments and presentations. Weekly attendance at seminars and a poster presentation during the fall along with a written research proposal and seminar workshop the following spring are required. During the first fall session, the course includes select assignments in conjunction with students from the professional forest conservation program (MFC). | Faculty of Forestry | conserv, forest, conserv, forest conservation | SDG14, SDG15 |
| FOR3010H | Society and Forest Conservation | The course focuses on social and political dimensions of human-forest interactions and theoretical approaches to study these interactions. It explores the social practices, institutions and regimes of power and knowledge in shaping human-forest relations. Taking a political ecology approach, the course examines how power, knowledge, culture and nature intersect and shape each other; and explore issues of equity and justice in different forest governance contexts. The course explores forest governance challenges in different parts of the world, including in Canada. The course will be run as a seminar, with student-led activities, research and presentations. | Faculty of Forestry | knowledge, equity, equit, political ecology, conserv, forest, ecolog, conserv, forest conservation, institut, governance | SDG4, SDG10, SDG13, SDG14, SDG15, SDG16 |
| FOR3005H | Stresses in the Forest Environment | The natural functioning of forest systems with emphasis on the disruption caused by stress factors in tree and forest development. Classification and identification of important stresses including pollution, forest insects, diseases and competing vegetation. The role of environmental factors that influence forest health will be considered at the level of the cell, tree and stand. Students will apply the principles and techniques of managing disturbed forests to both urban and general forest situations. An integrated approach to sustaining forest health will be taken through exposure to strategies of decision-making in appropriate laboratory and project assignments. | Faculty of Forestry | pollution, labor, urban, environmental, pollut, forest, pollut | SDG3, SDG8, SDG11, SDG13, SDG14, SDG15 |
| FOR1610H | Sustainable Forest Management and Certification | The field and practice of sustainable forest management and certification are rapidly evolving. This course is designed to provide an overview of sustainable forest management policies and programs from a provincial, national and international perspective. Through the implementation of such policies and programs, various outcomes should be achieved (ecological sustainability, biodiversity conservation, economic stability and community longevity). Historical perspectives, current initiatives and future opportunities are reviewed. The successes achieved by the implementation of such a program are measured through the use of criteria and indicators and certification processes. The ISO, SFI, the Canadian Standards Association, the Forest Stewardship Council and other certification processes are studied. | Faculty of Forestry | conserv, biodivers, forest, biodivers, ecolog, conserv | SDG14, SDG15 |
| JFG1610H | Sustainable Forest Management and Certification | The field and practice of sustainable forest management and certification are rapidly evolving. This course is designed to provide an overview of sustainable forest management policies and programs from a provincial, national and international perspective. Through the implementation of such policies and programs, various outcomes should be achieved (ecological sustainability, biodiversity conservation, economic stability and community longevity). Historical perspectives, current initiatives and future opportunities are reviewed. The successes achieved by the implementation of such a program are measured through the use of criteria and indicators and certification processes. The ISO, SFI, the Canadian Standards Association, the Forest Stewardship Council and other certification processes are studied. | Faculty of Forestry | conserv, biodivers, forest, biodivers, ecolog, conserv | SDG14, SDG15 |
| FOR1575H | Urban Forest Conservation | Course objective: to provide background on the many challenges facing those charged with the responsibility of managing urban forest ecosystems. A major theme will be the need to address these challenges within the context of planning and legislative processes. Topics: the historical role of tree and green spaces in urban environments; socio-economic and environmental benefits; urban forests and the law; stresses acting on trees in the urban environment and potential remedial measures. | Faculty of Forestry | socio-economic, urban, environmental, conserv, ecosystem, forest, conserv, forest conservation, ecosystem | SDG1, SDG11, SDG13, SDG14, SDG15 |
| FRE2024H | Alterite et representation: litterature d'Afrique et des Caraibes | De Frantz Fanon et Aimé Césaire à Valentin Mudimbe, Patrick Chamoiseau, Fatou Diome et Véronique Tadjo, nombreux et nombreuses sont les auteurs/autrices francophones qui réfléchissent sur l’altérité et son rapport à des contextes d’oppression vécus par les populations africaines et caribéennes, tels l’esclavage, la colonisation ou le racisme dans les sociétés contemporaines. Certain-es auteurs/autrices attirent l’attention sur la relation entre l’altérité et les types de représentations qui influencent les structures, institutions et dynamiques sociales. D’autres inscrivent un commentaire dans leurs œuvres sur leurs propres rôles et responsabilités en tant qu’auteurs/autrices qui créent, à travers leurs écrits, des représentations de Soi et de l’Autre. Dans ce séminaire, nous analyserons une sélection d’œuvres littéraires, de textes critiques et théoriques par des auteurs et autrices africain-es et caribéen-nes dans l’objectif d’explorer le fonctionnement de la représentation, notamment à l’égard du lien qu’elle entretient avec l’altérité et, aussi, avec les contextes sociaux spécifiques qui sont abordés dans les œuvres. Ces textes révèlent une vision critique, voire autocritique, de la représentation. Ils traitent la littérature, dotée de capacités autoréflexives, comme un terrain riche pour interroger l’altérité au sein de contextes d’oppression. | Department of French | racism, reuse, institut | SDG4, SDG12, SDG16 |
| FRE1136H | Arguments, structures et representations en francais | Ce cours se veut une exploration des questions fondamentales soulevées par la représentation linguistique des relations prédicat-argument en français. Après une exploration préliminaire des propriétés de la structure de la phrase en français, nous nous pencherons sur le problème spécifique de la détermination des mécanismes minimalement nécessaires pour rendre compte de la projection des arguments verbaux sélectionnés et non sélectionnés. La construction d’une typologie des verbes du français basée sur la sélection des arguments sera à la base de nos discussions. Les types de verbes suivants seront examinés : transitif, inergatif, ditransitif et inaccusatif. Les arguments non sélectionnés jouent un rôle de premier plan dans les avancées récentes en linguistique théorique. Nous nous concentrerons surtout sur les arguments datifs appliqués en français, ce qui nous conduira à explorer les systèmes casuels et pronominaux du français. | Department of French | smes, transit | SDG8, SDG11 |
| FRE1905H | Baudelaire et la modernite symboliste (1850-1900) | Nous nous proposons dans ce séminaire d’explorer l’œuvre poétique et critique de Baudelaire, puis d’en mesurer la profonde imprégnation dans la littérature de la seconde partie du XIXe siècle. Nous vérifierons en quoi elle détermine chez Mallarmé, Verlaine, Rimbaud et chez l’ensemble des représentants de la modernité poétique, par delà leurs nombreuses différences, une conception commune de la poésie. Nous serons ainsi amenés à constater que, tout en cultivant le fantasme romantique d’une poésie qui donnerait accès à l’ordre transcendant du Sens, les héritiers de Baudelaire ont la particularité d’ancrer les conditions de possibilité d’une telle expérience spirituelle dans le monde des sens, en promouvant une pratique innovante et « stupéfiante » du langage propre à stimuler les sensations, à agir sur les affects et incidemment propre à creuser et nourrir chez leurs lecteurs une « fringale d’intensité perceptive et d’ultra-sensibilité » (H. Lemaître). | Department of French | reuse | SDG12 |
| FRE2036H | Configurations du genre sexuel-dans la prose contemporaine des femmes | La problématique du genre sexuel (du «gender») est un des enjeux majeurs, sinon le plus important, des diverses théories et pratiques féministes récentes. Si le genre sexuel est généralement conçu comme un ensemble d’éléments constitutifs de rapports sociaux fondé sur les différences perçues entre les sexes, et aussi comme une façon de signifier les rapports de pouvoir, aucun consensus sur son sens et sur son fonctionnement n’existe. Catégorie de pensée qui fait partie intégrante de la subjectivité et de l’identité, le genre sexuel soulève plusieurs questions déterminantes: la différence sexuelle, les rapports entre le biologique et le culturel, l’apport de la socialisation dans la construction de l’identité, la critique des rôles sociaux (souvent stéréotypés) assignés aux individus, la définition et la composition de la catégorie des femmes, etc. Dans un premier temps, il s’agira d’analyser et de contraster les multiples conceptions du genre sexuel chez certaines théoriciennes féministes françaises (Delphy, Guillaumin, Mathieu, Wittig) et anglo-américaines (Butler, de Lauretis, Scott, Showalter). Ensuite, nous étudierons quelques textes contemporains de femmes, pour en dégager les stratégies textuelles et épistémologiques qui sous-tendent ces différentes représentations littéraires du genre sexuel et l’apport de ces stratégies aux modalités plurielles de la construction du sujet féminin. Il importe de préciser que les volets théorique et analytique de ce cours seront d’un apport utile à celles et ceux qui travaillent sur les questions de l’identité et du sujet, quel que soit le siècle de leur spécialisation. | Department of French | gender, sexes | SDG5 |
| FRE2105H | Ecritures du moi: de la representation textuelle a la representation visuelle du sujet vivant | Il y a aujourd'hui dans les sciences humaines un regain d'intérêt pour les récits autobiographiques. L'on ne manque pas d'appellations pour désigner les nombreux sous-genres autobiographiques qui foisonnent les littératures françaises et québécoises depuis plus de trois décennies : littérature personnelle ou intime, récits ou témoignages autobiographiques, histoires de vie, documents vécus, témoignages autobiographiques illustrés, mémoires, photo-journal, album de famille, carnet d’écriture, etc. Quelle que soit l’expression adoptée pour désigner toutes ces artères susceptibles d'être chapeautées par l'appellation des « écritures du moi », cette production littéraire répond à une fascination pour le « vécu », marque chez l'instance scripturale une revendication du sujet écrivant, de l’artiste, de la subjectivité masculine/féminine, voire elle apparaît comme un espace privilégié pour arriver à une compréhension intime du sujet et du contexte sociohistorique et culturel dans lequel il s'inscrit. Ce cours poursuivra deux objectifs. En privilégiant les problèmes épistémologiques et formels présentés dans les théories de l'autobiographie et des rapports texte/image, il s'agira tout d'abord de se pencher sur les traits caractériels qui sous-tendent les différents sous-genres autobiographiques qui composent notre corpus littéraire et les différents types d’images qui parsèment leurs textes : journal intime (Blais et Ernaux), récits autobiographiques illustrés de clichés (Ernaux et Lilar), reproductions/descriptions de portraits (Blais et Ernaux), récits autobiographiques ponctués d’ekphrasis photographiques (Ernaux et Duperey), journal illustré de portraits peints (Blais) et albums de famille (Duperey, Ernaux et Lilar). Seront ensuite étudiées les stratégies textuelles et visuelles mises en œuvre dans la construction des différents sujets autobiographes, diaristes et épistoliers mis en œuvre dans la production littéraire et iconographique de ces écrivain(e)s et artistes québécois, français et belge. | Department of French | production | SDG12 |
| FRE2109H | Histoire des pratiques litteraires et culturelles des femmes au Quebec (1830-1960) | Reposant sur l’étude de plusieurs trajectoires d’écrivaines, de textes et de supports écrits (documents d’archive, livres, journaux, magazines), ce cours veut inviter les étudiants et les étudiantes à réviser le préjugé tenace selon lequel peu de femmes auraient écrit au Québec avant les années 1960. Le 19e siècle et la première moitié du 20e siècle forment un moment déterminant pour le développement d’une littérature nationale au Québec, grâce entre autres à l’expansion de la presse et de la culture médiatique, à l’émergence d’un champ éditorial dynamique, et à l’épanouissement d’une critique littéraire tant laïque que d’obédience religieuse. Les femmes sont loin d’être absentes de ces phénomènes, que ce soit en tant qu’agentes de production de la littérature (romancières, poétesses, journalistes, scénaristes) qu’en tant que destinataires. Reconnaître et éclairer leur existence n’a d’ailleurs rien d’anodin, puisqu’un tel geste implique de modifier substantiellement notre manière de faire et de dire l’histoire littéraire. Ce cours examinera cette « autre » histoire de la littérature québécoise, en prenant soin de replacer l’écriture des femmes et leurs pratiques de lecture dans leur contexte social et culturel. Notre lecture approfondie de plusieurs œuvres significatives (poésie, roman, nouvelle, pièce de théâtre, chronique, critique) et notre exploration de quelques pratiques discursives (comme la correspondance, le journal intime ou la page féminine d’un journal quotidien) nous permettront de mieux comprendre les contraintes et les possibles qui conditionnaient, avant la Révolution tranquille, les pratiques d’écriture des femmes au Québec. Nous verrons ainsi comment les écrivaines parvenaient à négocier leur place dans la sphère littéraire et à publier leurs propres textes. | Department of French | production | SDG12 |
| FRE1203H | LITERATURE SEMINAR II: LITERARY PERIODS | Les Lumières Souvent étendues au 18e siècle entier comme « Le siècle des Lumières », les Lumières propres n'en occupent que la deuxième moitié. Ancrés dans les valeurs de l'humanisme de la Renaissance, des esprits «éclairés» créent un mouvement philosophique, littéraire et intellectuel qui détermine profondément la vision occidentale du monde. C'est dans ce siècle que les bases de nos sociétés modernes sont établies. Que ce soit du point de vue politique et philosophique avec la Déclaration de l'indépendance américaine, la Déclaration des droits de l'homme et du citoyen et l'établissement de la première république avec la Révolution française ou du point de vue économique avec le développement du capitalisme et du système colonial ou encore du point de vue culturel qui voit la langue et la culture françaises élevées au statut de modèle pour l'Europe entière. Ce cours offre un accès à la richesse intellectuelle des Lumières dans les domaines des arts, lettres et sciences en situant les «lettres» dans leur contexte historique. Le programme inclut un échantillon des productions culturelles de «philosophes» comme Montesquieu, Voltaire, Diderot et Rousseau, de femmes auteures telles Mme de Graffigny, Olympe de Gouges et Mme Riccoboni ou d'auteurs, dramaturges, poètes et artistes moins connus. En parallèle, le cours invite à une réflexion sur l'historiographie des Lumières et l'héritage de la modernité. | Department of French | capital, production | SDG9, SDG12 |
| FRE1204H | LITERATURE SEMINAR III: LITERARY GENRES | Ce séminaire se propose d’aborder la prose d’idées comme lieu de réflexion et d’élaboration intellectuelle à l’intersection des genres littéraires. Il s’agit d’envisager la prose d’idées à travers les écrits des femmes qui se sont approprié ce genre en raison de sa flexibilité esthétique, discursive et formelle. En croisant les approches synchronique et diachronique, le séminaire suivra un parcours permettant de définir les jalons du genre tout en analysant finement des textes précis qui contribueront à améliorer notre compréhension de ses étendues. Sans emprunter une chronologie descendante, le séminaire abordera la prose d’idées en tant qu’elle développe un argumentaire implicite ou explicite, et vise à convaincre ou à enseigner. Ce genre se distingue par sa tendance à modeler son lectorat en obéissant au schéma discursif du protagoniste et de l’antagoniste. Les modalités du débat d’idées au sein de l’essai chez Simone de Beauvoir et du manifeste de Hélène Cixous (XXe siècle) nous offriront la possibilité de mesurer l’envergure de ce genre souvent polémique. Avec des écrivaines de l’Ancien Régime (Marie de Gournay et Olympe de Gouges) nous découvrirons que l’histoire de ce genre s’apparente aux écrits politiques des revendications des droits des femmes, sans pour autant s’y limiter, puisque la question de l’abolition de l’esclavage est également traitée par Olympe de Gouges à la veille de la Révolution française. De plus, les productions apparentées à la conservation, à la lettre, au traité d’éducation ou à l’éditorial prennent une place de choix dans les écrits provocateurs ancrés dans l’actualité des débats sociaux et littéraires de la Renaissance chez Christine de Pizan et Hélisenne de Crenne ainsi que dans les chroniques de Delphine de Girardin, une pionnière du journalisme naissant au XIXe siècle. | Department of French | labor, production, conserv, conserv | SDG8, SDG12, SDG14, SDG15 |
| FRE2007H | Litterature et ethique : nouveaux textes, nouvelles problematiques | Loin d’être nouveau, le rapport entre l’éthique et la littérature a été repensé autant dans les œuvres littéraires contemporaines que dans la théorie. Dans un monde où l’éthique est constamment remise à l’avant-plan des discours (politiques, scientifiques, culturels, économiques), il devient très stimulant, voire nécessaire de s’interroger sur la façon dont la littérature met en jeu et refaçonne ces discours ou ces nouveaux enjeux éthiques. C’est ce que nous chercherons à faire dans ce séminaire, en insistant non pas tant sur les questions de théorie éthique (ou de philosophie morale) que sur les liens complexes et conflictuels entre éthique et esthétique littéraire. Au regard de l’éthique, nous aborderons une série de problématiques variées, qu’elles soient philosophiques, culturelles, politiques ou autres (pensons à la posthumanité, à la torture, au « souci de soi ») que nous tenterons de lier à des concepts et pratiques littéraires à l’œuvre dans les textes à l’étude : le fictionnel, l’essai, la narration, l’intertextualité, l’ironie, etc.). Sans oublier de créer des ponts avec d’autres époques ou d’autres cultures, le séminaire s’attardera à des œuvres contemporaines françaises et québécoises (roman, essai, théâtre), qui non seulement mettent en scène de nouveaux conflits de nature éthique, mais proposent surtout des questionnements sur l’éthique de l’écriture ou la responsabilité du geste d’écrire. | Department of French | torture | SDG16 |
| FRE1103H | Seminaire de linguistique I: Phonetique et phonologie | Ce cours abordera des thèmes et des problématiques reliés au traitement de la parole - la perception, la mémoire lexicale, et la production - à la lumière d'exemples pertinents au français : sa structure phonologique et son influence sur la perception et l'acquisition ; des difficultés d'apprentissage L2 ; le traitement automatique de la parole ; ainsi que des questions formelles. Les étudiants apprendront à s'engager avec des questions de recherche actuelles en phonétique et phonologie par le biais d'un mini projet de recherche. | Department of French | production | SDG12 |
| RSM3034H | Capital Markets Workshop | Contact department | Graduate Department of Management | capital | SDG9 |
| RSM3054H | Current Topics in Consumer Behaviour | Contact department | Graduate Department of Management | consum | SDG12 |
| RSM3055H | Econometric Methods in Marketing | This course focuses on recent developments in quantitative marketing and empirical industrial organization, with an emphasis on dynamic structural models. We will study techniques for developing and estimating models of demand and competition in both static and dynamic settings. In these types of models, an economic agent’s decision today can have an impact on how he and other players make their decisions in the future. In many situations, economic agents recognize this relationship and make strategic choices. Examples of dynamic demand models include consumer learning models, inventory and stockpiling problems, durable goods adoption and replacement decisions. Examples of dynamic competition models include dynamic price competition, entry-exit, store location and product positioning. We will emphasize the importance of combining theory, institutional details and econometric techniques to answer these types of questions in marketing, industrial organization and other applied microeconomics areas. By discussing several empirical applications in detail, we will illustrate how to apply basic modeling techniques to problems at hand. There is no text. The course will be a mixture of lecture notes and discussion of specific papers. | Graduate Department of Management | learning, consum, institut | SDG4, SDG12, SDG16 |
| RSM3030H | Financial Theory I | This course is an introductory PhD level course on the basic theories of asset pricing. It consists of four parts. The first part deals with individual choices under uncertainty, including expected utility theory, risk aversion, stochastic dominance, and two-period consumption portfolio problems. The second part deals with equilibrium pricing theories, including implications of no arbitrage and stochastic discount factor, risk sharing, aggregation, and consumption-based pricing in complete markets, mean-variance efficiency and the Capital Asset Pricing Model, and the Arbitrage Pricing Theory. We also explore the relation between these various pricing theories and extend the treatment of individual consumption/portfolio problems and equilibrium pricing to a multi-period setting. In the third part, we review recent developments in asset pricing by introducing some stylized facts and new theories. The fourth part provides a brief introduction to asymmetric information in financial markets. | Graduate Department of Management | capital, financial market, consum | SDG9, SDG10, SDG12 |
| RSM3051H | Marketing Theory I: Consumer Behaviour | The purpose of the class is to discuss the major marketing journals, the review process,the relationship between academic marketing and marketing practice and what is required to achieve academic success. We will also discuss different perspectives on consumer behaviour. The readings provide background of two different approaches to consumer behaviour, social psychology and behavioural economics, and an overview of current research in consumer behaviour. | Graduate Department of Management | consum | SDG12 |
| RSM3065H | Meso Organizational Behaviour | The term organizational behavior is meant to reflect both a macro emphasis on organizations and a micro emphasis on individual behavior. Yet, OB research has fulfilled the promise of a multilevel approach to organization studies unevenly. As Lyman Porter (1996) noted in the fortieth-anniversary issue of Administrative Science Quarterly, “A continuing and frequently stated challenge that we ought to keep trying to meet is to forge a stronger link between the macro and micro parts of the field. This argues for giving more attention to what have been labeled meso phenomena and also to research attempts to show how individual and group actions can affect organizational actions, as well as vice versa. A focus on only the macro side or only the micro side of the organizational studies coin, as it were, will keep giving us an incomplete and ultimately unsatisfying picture.” Encouragingly, since 1996, the number of multilevel studies in organizational journals has sensibly increased, providing organizational scholars with a more solid theoretical and empirical foundation to conduct multilevel OB research. Leveraging this foundation, this course introduces you to the study of meso OB, defined as the simultaneous study of multiple levels of organizational behavior. The intent of this class is to build your scholarly “toolkit” by exposing you to a wide range of topics related to meso research. Regardless of your field of study or focus of research, your ability to understand, develop, and extend theory will be enhanced by an enriched understanding of the mechanisms that connect variables, particularly mechanisms that bridge levels of analysis. By design, this class surveys many different types of mechanisms, collective constructs, and areas of cross-level research. The class topics have been selected to first introduce you to mechanisms and meso-level theorizing and then begin to explore these in the context of basic mechanisms related to meaning making, emotion, and action. Sociomateriality and temporality are topics that are receiving increasing attention as key mechanisms. We end the class by exploring a set of meso or multi-level topics, including teams, identity, culture and climate, and learning in organizations. This is a theoretical class, so our focus will be primarily on theoretical issues; however, I encourage you to pay attention to the range of methods that scholars use to study meso-level topics. As the course progresses, you will develop your own meso research proposal and present it to the class at the end of the semester. This course aims to help you: ● To gain an understanding of some of the central concepts and tools in meso organizational behavior research. ● To gain exposure to a number of areas of meso OB research and begin a process of becoming familiar with multilevel theory and empirical strategies. ● To begin to identify areas of particular interest to you and to start thinking about how a meso OB perspective might be suitable to your research questions. ● To begin to develop your own point of view on the field of OB through a meso lens. The readings have been selected to give you an introduction to each of the topics we cover, with additional supplementary readings, should you wish to explore a specific topic in more depth. There is a set of assigned readings for each class – marked with an asterisk (*) in your syllabus – that you are responsible for reading and summarizing prior to class. We will discuss these readings in detail during our seminar. You are expected to be familiar with the assigned readings and actively participate in the class discussion. All the readings are available online through the university library system (use EBSCO Business Source Premier database). | Graduate Department of Management | learning, climate | SDG4, SDG13 |
| JGC1740H | Humans and Things | Whether it’s the Alexa home virtual assistant, the graphic interface on a computer game, the partially automated (not to mention the self-driving) vehicle, the robotic arm in an assembly line, or the bot assistant on an online store, we have built a world of animated things. What does it mean to be human in a world of animated things? Art, religion, and philosophy have been exploring the interface between human life and animated things for thousands of years. Can we use artistic explorations to better understand human life in a world of technologically animated things? In this course we will examine some aspects of this exploration, focusing on puppetry as a strategy and a solution to the problems of personhood. Puppets have always served as animated things that probe the limits of the human. And as soon as we talk about limits of the human, we are talking about how we imagine dehumanized bodies. ‘The human’ has held onto its particular status in the modern era, associated with privileges and rights. But as we are increasingly aware, the limits and mode of existence of this self-described human also defined those deemed ‘not fully human’, including women, slaves and animals. Mimetic traditions across human histories and geographies have in various ways posed questions about the limits of the human. Enquiries across philosophy, theology, anthropology, and aesthetics have raised challenges through which to confront assumptions about the limits of the human; and puppetry arts have been integral both to reinforcing and to challenging the assumptions about relations of power, and conceptions of thought and agency. The questions raised are integrally about labour (and who does it); and in such terms the robot – a kind of contemporary stand-in for the puppet – has increasingly been integral to such debates. This is an experimental course that brings graduate students at the University of Toronto into dialogue with their peers at the University of the Western Cape, South Africa. It is taught by colleagues at the two universities who share an interest in practical and theoretical problems associated with puppetry and the limits of the human. Our aim is to establish a dialogue to investigate a single practical and theoretical problem from the point of view of students and researchers living and working in two very different societies. Keywords –Animation: physiological, filmic, theological, technological –Thinking machines and the cultural history/deep time of AI –Dehumanization in the contexts of South African apartheid and North American indigeneity –Subjectivity/subject positions and performance: When can one speak as and for another? –Anthropomorphism and the non-human other–how and when is anthropomorphism licensed–artistically, ecologically, ethically? | Department of Germanic Languages & Literatures | women, labour, invest, animal, ecolog, animal | SDG5, SDG8, SDG9, SDG14, SDG15 |
| GER1050H | Methods and Texts in Yiddish Studies | This is the core course for the field of Yiddish Studies, focusing on methods of analysis (from literary and gender studies to postcolonial and critical race theory etc.) of major religious, literary, and scholarly texts created in the Yiddish language from 1500 onwards. Conducted both in Yiddish (reading) and English (discussion), students are trained both in advanced understanding of Yiddish cultures as well as in how they hybridized with co-territorial communities through the ages. The texts analyzed include the Tsene-Rene, Haskole literature, works by the klasiker (classic Yiddish writer) Y.L. Perets, Dovid Bergelson, Shire Gorshman, Anna Margolin, and others. | Department of Germanic Languages & Literatures | gender | SDG5 |
| GER6000H | Reading German for Graduate Students | In this course German reading knowledge is taught following the grammar-translation method designed for graduate students from the Humanities. It is an intensive course that covers German grammar with focus on acquiring essential structures of the German language to develop translation skills. The course is conducted in English, and consequently participants do not learn how to speak or write in German, but rather the course focuses exclusively on reading and translating German. Prior knowledge of German not mandatory. By the end of the course, students should be able to handle a broad variety of texts in single modern Standard German. This course is not intended for MA or PhD students in German. | Department of Germanic Languages & Literatures | knowledge | SDG4 |
| GER1540H | Revolutions | How do we feel the suffering of others? Can we identify with this suffering? How has suffering been represented in literature (and other media)? Is it morally permissible to represent suffering, and find pleasure in its depiction? Does the representation of suffering have a cathartic effect on the audience? How have authors engaged with the psychology and aesthetics of suffering? In this course, we will examine these and related questions by discussing literary texts from the 17th to the 19th century. We will also draw on theoretical texts ranging from eighteenth-century empirical psychology to today’s studies in the cognitive sciences. While the focus of the course is on materials from around 1800, the concepts with which we will engage originate in both eighteenth-century and contemporary discourses. Students are encouraged to develop their own interests within the course’s conceptual framework, and final projects that investigate materials from outside the course’s specific time frame are possible. A visit to the excellent collection of relevant materials owned by U of T’s Thomas Fisher Rare Book library is planned as part of the course program. | Department of Germanic Languages & Literatures | invest, fish | SDG9, SDG14 |
| GER1820H | The Learning and Teaching of German | This course is designed to introduce students with little or no prior second language teaching experience to the theories and practices of second/foreign language learning and teaching. Students will gain a critical understanding of the major teaching methods and techniques used in universities today with a focus on German as a foreign language. The course is meant to equip students with the means to remain informed about the central debates taking place in the field of SLA/FL language theory and practice. Assignments will include lesson-planning, class observation reports, and the design of reading, writing, speaking, and listening exercises. Students will apply the techniques learned through micro-teaching and peer-teaching exercises. The overall objective of this course is to provide students with pedagogical tools and meta-linguistic awareness that will allow them to become successful language instructors. | Department of Germanic Languages & Literatures | learning | SDG4 |
| JPG1909H | Advanced GIS Data Processing | This course will complement the existing data analysis and quantitative methods courses currently being taught in the department. It will strengthen and broaden both the theoretical basis and skillsets available to graduate students in geography and urban planning for advanced data analysis in GIS. By introducing both the theory and application of up-to-date data analysis techniques and the state of art of GIS data processing, this course will fill a significant gap in our curriculum. | Department of Geography and Planning | urban | SDG11 |
| GGR1302H | Advanced Hydrology and Water Quality | This course will take a hydrological perspective in examining the landscape controls on surface water quality. We will consider how the study of surface water and ground water hydrology lead to an understanding of stream water chemistry through the examination of hydrological flowpaths and the chemical interaction of water and the matrix/matrices through which it flows. An advanced understanding of hydrological processes will be emphasized. Pertinent field and laboratory techniques will be introduced. Pre-requisites: GGR 309H/315H, OAC Chemistry or equivalents. | Department of Geography and Planning | water, labor, land | SDG6, SDG8, SDG15 |
| PLA2000H | Advanced Planning Theory | In this course we collaboratively map the territory of planning theory, exploring and describing those areas of the theoretical landscape that resonate with your research and practice. We draw on interdisciplinary literature and philosophies, grounded in case studies. The role of the planning academic and our responsibility to urban issues are discussed. Themes of transformation, policy and power, representation and culture, displacement and inequity, public space and urban form, mobility and movement are woven throughout. | Department of Geography and Planning | equity, labor, equit, urban, land | SDG4, SDG8, SDG10, SDG11, SDG15 |
| JPG1120H | Advanced Qualitative Research: Methodology and Epistemological Foundations for Planning and Geography | This course arises out of the interest of doctoral students in Planning and Geography who desire to acquire rigorous qualitative research skills that would complement their research interests, assist in developing their dissertation proposals, and contribute to preparation for a career as educators and scholars in academia and beyond. The primary concern is to develop a deep understanding of a range of qualitative research methods and their epistemological foundations, with an emphasis on ethnographic approaches. Readings and discussions will be oriented to developing a philosophical understanding of the epistemology and ontology of knowledge so that students can develop a critical approach to research design. Readings reflect an understanding that doctoral planning and geography students commonly conduct ethnographic research in international settings, which requires an ability to read and interpret complex meanings, as well as attend to the politics of knowledge production and representation. The course will also address basic qualitative research methods, such as interviews and discourse analysis, and approaches to analysis (including the use of qualitative analysis software) – with a focus on critical approaches to knowledge production and researchers’ positionality. The course is organized as a seminar with a heavy emphasis on collective analysis of course materials, and each student’s involvement in writing reflections and classroom discussions on a weekly basis. | Department of Geography and Planning | knowledge, production | SDG4, SDG12 |
| JPG1400H | Advanced Quantitative Methods | Spatial Analysis consists of set of techniques used for statistical modeling and problem solving in Geography. As such, it plays an integral role in the detection of spatial processes and the identification of their causal factors. It is therefore a key component in one’s preparation for applied or theoretical quantitative work in GIScience, Geography, and other cognate disciplines. Space, of course, is treated explicitly in spatial analytical techniques, and the goal of many methods is to quantify the substantive impact of location and proximity on human and environmental processes in space. | Department of Geography and Planning | environmental | SDG13 |
| GGR2150H | Advanced Seminar in Selected Topics | What is the nature of a market economy and how and why it differs across space? This course seeks to dig deep into these basic questions, through a purposive conversation between the economic geography and various currents of contemporary research on markets and capitalisms, especially economic/political sociology, comparative politics, political economy and institutional economics. In the end, I hope students can be 1) equipped with analytical and methodological tools in explaining the diversity and disparity of markets and economies in real-world settings at multiple scales, and 2) prepared to participate in intellectual debates on economic policy and distributional justice issues. Our approach explicitly seeks to locate “economic” relations within a much broader set of political, cultural, and legal parameters. We share the belief of sociologists that all forms of purposive human behaviors (including “market” behaviors) are socially constructed, socially grounded, and socially enabled, and thus even the rational “core” of market transactions is itself socially structured and constituted. On this regard, our perspective might be referred as Polanyian, seeing all markets are embedded in social relations and institutions. Economic sociologists, however, have often kept silent on the simultaneously spatial constitution of these phenomena, and in their accounts issues related to the spatial and scalar constitution of the market-building projects frequently play no more than trivial roles. This course focuses on actually-existing markets and their geographically-mediated formation and transformation. By focusing on the simultaneously social and geographic constitution of economic relations, we believe an emboldened economic geography with a more persuasive voice in the field of heterodox economic studies can hopefully be realized. We seek to foreground the spatial configurations and dynamics of markets, while injecting a substantive institutional and political treatment to economic contexts. We critically explore how markets are produced, stabilized, reshaped and fall apart at multiple geographic scales. We discuss key intellectual contributions developed outside of geography under the rubric of ‘varieties of capitalism’ and introduce ‘variegated capitalism’ approach proposed by geographers. We also critically engage the normative debates on states/ markets, neoliberalism and capitalism. Throughout the semester, we will constantly ask questions such as what would be an adequate understanding of the market and why and how the construction of market relations and economic competency is a geographic process. For years, this has been an advanced undergraduate course. Now we are offering it as an integrated course for both graduate and undergraduate students. Hopefully such an engagement will make it more beneficial to all. For graduate students, workloads and expectations are set up at a higher level than undergraduate students, but everyone is expected to actively participate in class discussion in an equal manner. | Department of Geography and Planning | disparity, capital, disparity, institut | SDG1, SDG10, SDG9, SDG16 |
| PLA1653H | Advanced Studio in Urban Design and Planning | This course is an advanced version of PLA 1652H. Emphasis will be placed on research applications to urban design, and the use of computer-generated images for design and presentation purposes. | Department of Geography and Planning | urban | SDG11 |
| PLA1552H | City Planning and Management | The purpose of this course is to prepare professional planners to manage their own activities and provide leadership when operating as part of the city administration. This will be done by providing an understanding of how services and programs are established, planned and delivered by city governments and other agencies. The focus will be on providing students with practical approaches to implementing land use, environmental and other policies. Students will be introduced to the planning and management tools used to deliver the full range of programs a city must provide. The course will be delivered through readings, lectures and group discussions. Significant use will be made of case studies on city issues which students will analyze and discuss in class. This course is offered in alternate years with PLA1551H. | Department of Geography and Planning | environmental, land use, land | SDG13, SDG15 |
| PLA1601H | Climate Change and Resilience: Planning and Policy | This course covers the basic principles of environmental planning. Emphasis is placed on environmental planning and policy-making in an urban context. The sustainability of urban settlements will be the overarching question throughout the course. While it does introduce some technical tools, the principal aim will be to enable thinking and analysis related to this question. The course is broad in scope but also allows students an opportunity to explore topics of special interest. It will offer a combination of North American examples and a comparative international perspective. | Department of Geography and Planning | urban, resilien, climate, environmental, resilience, resilience | SDG11, SDG13, SDG15 |
| PLA1108H | Communication in the Face of Power | As has been widely documented in Planning Theory (e.g., John Forester, Planning in the Face of Power, year), planning action entails complex navigation of fields of power. Even within notoriously rigid bureaucratic systems, planners routinely engage strategies to subvert power, communicate counter-hegemonic information, and build coalitions for progressive change across unlikely constituencies. These strategies require communication skills for organizing and developing political strategy in the face of structural inequality and oppression, including race, class, gender, sexuality and disability. At the same time, planners also routinely interface with communities, whether from inside (organizing processes for citizen participation) or outside (as community-based planners) the bureaucracy. In so doing, they require skills in community engagement, community-based research, participatory action research, political strategy, participatory planning, indigenous planning, working with Indigenous rights holders, anti-oppression thinking and decolonial thinking. To do all of this communication labor effectively, planners require skills oriented to communicating strategy and results, including the use of digital tools, writing for non-professional audiences (e.g. op-edits), story-telling, and making podcasts, creative writing or theatre, and so on. This course spans the gamut of communication skills required for planners committed to the principles of equity, diversity and inclusion, working to promote social justice in communities, cities and regions. | Department of Geography and Planning | disabilit, decolonial, equity, anti-oppression, citizen, gender, labor, inequality, equit, equalit, indigenous, cities, forest, social justice, indigenous, indigenous rights | SDG3, SDG4, SDG5, SDG8, SDG10, SDG16, SDG11, SDG15 |
| JPG1820H | Disability and the City | What is disability? And, what do we think we know about it? What is everyday life like for persons with disabilities in the city? What does it mean to think about disability intersectionally? And, what, if any, gap is there between the rights of persons with disabilities and how systems, services, and insitutions function (or don’t)? These are just some of the questions that we will address in this course. For many of you, this is likely your first course about disability. To help navigate this space, we begin by working through different ways of conceptualizing disability – i.e., the “models” of disability. Here, we will consider everything from theological perspectives on disability, to the social model and beyond. Within this early part of the course, we will take on and work through fairly recent ontological and epistemological debates regarding the “definition” and “description” of disability. From there, we will move closer to the everyday lives of persons with disabilties in the contemporary city. We will not necessarily limit our analysis to the Western context, and will consider disability within a global cities context. In the second half of the course, we will work through and learn how to navigate the terrain of disablity rights, moving ever closer to disability and the city. Here, we will use case studies (from education, to school transport to bike lanes and active transport infrastructre more broadly), and – COVID willing, experiential learning, to explore the realization (or lack thereof) of disability rights within the context of the institutional, material, and social dimensions of cities. | Department of Geography and Planning | disabilit, learning, cities, institut | SDG3, SDG4, SDG11, SDG16 |
| GGR1832H | Geographies of Decolonization & Liberation | This course examines theorizations of decolonization, liberation and freedom by BIPOC (Black, Indigenous and People of Color) thinkers/organizers. Course participants will examine the entanglements of (settler) colonialism, racial capitalism, anti-Black racism and white supremacy, as well as social movements and everyday practices of decolonization and liberation. We will discuss how BIPOC geographies are deeply interconnected, and together necessary for radical transformative change and decolonial futures. | Department of Geography and Planning | decolonial, settler, racism, capital, bipoc, of color, indigenous, decolonization, indigenous | SDG4, SDG9, SDG10, SDG16 |
| GGR1816H | Geographies of Secularism, Islam and Gender | Secularism is a key principle of Western modernity and an epistemic framework that shapes our understanding of the political legitimacy of bodies, spaces, nations, and borders in the contemporary world. While rooted in the social and political legacies of Enlightenment philosophy, secularism has become more contested in relation to the heightened visibility of Islam, Islamist politics, identities and cultural practices in the second half of the 20th century. In this course we critically explore the geographies of secularism and the key debates around concepts of secularity, religion and secularization from feminist, post-colonial and anti-capitalist perspectives with a focus on Islam and the Islamic world. This course will examine the genealogy of secularism, its relationship to Western colonialism and Orientalist thought, and its discursive currency in some non-Western contexts as a fixture of Western modernity. It will question the assumed neutrality of the separation between ‘religious’ and ‘secular’ in the context of Muslim identities and cultural practices and examine secularism’s gendered, racialized and historically specific constructions of subjectivity, space and politics. The course will have an interdisciplinary perspective that will draw from studies in geography, political science, security studies, anthropology, literature, and gender studies. It will bring in case studies primarily from the Middle Eastern context as well as through the experience of xenophobia and Islamophobia of Muslim populations in Europe and North America. We will consider questions such as: what is the relationship of secularism to the global resurgence of Islamic movements? Whose “values” are in the Quebec charter of values? How has secularism shaped the designation of women’s bodies and spaces in the context of hijab and burqa debates in the West? How can we understand concepts of freedom, rights and agency in the context of Muslim women’s activism? How does secularism designate security and risk to Muslim identities in the context of global war on terror? | Department of Geography and Planning | gender, women, feminis, capital | SDG5, SDG9 |
| JPG1428H | Greening the City: Urban Environmental Planning and Management | This course focuses on the recent efforts to ‘green the city’ by integrating vegetation and other green infrastructure into the built environment, including emerging research supporting such initiatives. We will examine greening goals associated with ecosystem service provisioning, individual and community well-being, environmental justice, and urban resiliency in light of climate change. The role of urban planners, municipal policy, private property owners, and other key actors will be examined in-depth. Throughout the course, issues associated with bridging knowledge gaps between the social and natural sciences, unique characteristics of urban ecosystems, and the role of specific decision-makers will be considered. | Department of Geography and Planning | well-being, knowledge, green infrastructure, infrastructure, urban, resilien, green infrastructure, climate, environmental, environmental justice, ecosystem, ecosystem | SDG3, SDG4, SDG6, SDG11, SDG9, SDG13, SDG14, SDG15 |
| JPG1507H | Housing Markets and Housing Policy Analysis | The objective of this course is to provide an opportunity for in-depth analyses of housing, as both product and process, and to apply these analyses to concrete housing situations and current policy and planning problems. Two principal themes are emphasized: 1) assessments of changes in the structural and spatial dimensions of housing demand and supply, and alternative modes of housing provision; and 2) evaluations of housing policies and programs and their relationships to social and economic policies and urban planning. The latter will be undertaken primarily through the discussion of case studies of specific problems and policy issues, the former through a review of basic concepts on housing in the first few weeks of class. | Department of Geography and Planning | urban, housing | SDG11 |
| PLA1652H | Introductory Studio in Urban Design and Planning | This studio course introduces the basic principles and skills of urban design to students from various backgrounds by working through exercises of sketching, research and design involving such challenges of planning as housing, public space and transportation in their relation to the politics and aesthetics of urban form. | Department of Geography and Planning | urban, housing | SDG11 |
| GGR1110H | Issues in Geographic Thought and Practice | How do geographers go about addressing the challenges and problems of the world? How does the wider context (social, institutional, environmental….geographical!) shape the kinds of issues geographers examine, how these issues are framed, and how they are addressed? How do broad intellectual currents influence the work that is done in geography (and vice versa), and how do we understand the relationships between the broad intellectual currents and the “world out there”? Consistent with current emphasis in critical geography, all geographers, whether explicit or not, are using both theory and so politics in their work, along with some implicit or explicit problem statement in framing what they look at and what are they trying to explain. Even the choice of phenomena to examine is a political choice. Thinking carefully about these issues helps to understand the relationship between scholarship (geographical or otherwise) and the “real world”, while at the same time facilitating reflexive and careful consideration of research topics and approaches. This is, in our view, preferable to relying uncritically on policy or academic discourses and their prevailing theories, debates, questions, and approaches. | Department of Geography and Planning | environmental, institut | SDG13, SDG16 |
| PLA1656H | Land Use Planning: Principles and Practice | This course introduces students to the statutory and non-statutory components of the planning process, including issues and implications of various planning policies and tools, and the role and responsibilities of key stakeholders. The course provides students with a foundation in the planning framework in Ontario, through a review of the intent of legislation and policy, and a critical discussion of the application of policy to current issues and case studies. With an emphasis on several issues of relevance to municipalities in the Toronto region, it also reviews planning approaches from cities around the world. The course focuses on land-use planning but also explores other key considerations and issues in the planning process. | Department of Geography and Planning | cities, land use, land | SDG11, SDG15 |
| PLA1103H | Legal Basis of Planning | This course examines the legal basis of planning, including the relevant legislation, bylaws and policies that guide planning in the Province of Ontario. Part I of the course introduces you to the basics of planning law — in essence, how to distinguish between law and policy, how to read case law, and understanding the role of the courts. Part II focuses on planning law in action, including understanding how legal issues affect the day-to-day life of planners, a field trip, and guest speakers. In Part III we will take a close look at current issues and problems in planning law, including indigenous-municipal planning relationships, the Places to Grow legislation, and the zoning of rooming houses. | Department of Geography and Planning | indigenous, indigenous | SDG10, SDG16 |
| JGE1425H | Livelihoods, Poverty and Environment in the Developing Countries | The livelihoods of the rural (and in some cases the urban) poor in the developing world are closely connected to the environment. Hundreds of millions of people, including many indigenous and other traditional peoples, rely directly upon natural resources, at least in part, for their subsistence and often, also, for market income. For many of them, access to such resources is a matter of survival-of life or death, a way of life, or the hope for a better future for them or for their children. Although the livelihoods of these peoples are sometimes regarded as having a negative impact on the environment, more recently, many of them are being heralded as models for biodiversity conservation and sustainable resource. A better understanding of how the rural (and urban) poor make a living -their livelihoods- is considered key to addressing issues of poverty and sustainable resource use, and also for environmental change mitigation and adaptation. This course seeks to develop an understanding of livelihoods among the poor in developing countries, with a focus on how assets, social relations and institutions shape livelihood opportunities in the present and into the future. More broadly, attention will be paid to the ways in which livelihoods are connected to the environment, but also to economic and political processes, with an eye to gain insight on their potential for poverty alleviation, sustainable resource use, and environmental change mitigation/adaptation. The course will also explore emerging areas of inquiry in livelihoods research. | Department of Geography and Planning | poverty, indigenous, income, urban, rural, natural resource, environmental, conserv, biodivers, biodivers, conserv, institut, indigenous | SDG1, SDG10, SDG16, SDG11, SDG12, SDG13, SDG14, SDG15 |
| PLA1702H | Pedestrians, Streets, and Public Space | Streets compose, by far, the largest component of the publicly owned territory of cities. They are used daily by most people in a wide variety of capacities and contexts, as transportation facilities, as spaces of consumption and leisure, as places of politics and protest, as places to make a living, and as places to live for the unhoused. Streets are both one of the most every day, non-remarkable functional spaces, and places of intense politics, exclusion, and surveillance. This course will consider streets as public space, especially from the perspective of their use by pedestrians. This is an enormous topic that incorporates: the nature of public space; how streets are designed and for whom, and how this is institutionalized and changing; the political and social construction of how streets “should” be used and how this use is controlled in terms of both activities and people; streets as a place for illicit activities and for the expression of dissent; and much more. Given the enormity the subject, the course, too, will need to exclude many topics. Indeed, it will exclude more than is covered. That said, the course will begin with a brief discussion of how public space is defined and move on to the history of the construction of the modernist street. From there, it will touch on research relating urban from to walkability and health, and then move to changing ideas about street design. The course will finally return to more political themes about changing street design and gentrification, and streets as places where political dissent and social difference is both controlled and expressed. | Department of Geography and Planning | cities, urban, walkab, consum, institut, illicit | SDG11, SDG12, SDG16 |
| GGR1200H | Physical Geography Core Course | The Graduate Department of Geography and Planning offers a mandatory course on topics of interest to physical geographers, and is centered on the dissemination of information useful for the career advancement of Masters and Doctoral students. Seminar presentations from both U of T faculty and invited researchers will be given to introduce students to the Department’s physical geography research clusters. Practical information on how to write funding applications, paper abstracts, and how to give effective oral presentations will also be covered. Discussions of multi-perspective issues such as the supervisor-student relationship, women in science, the peer-review system, authorship, and evaluating success in academia will be led by students. The actual content of the course will vary from year to year depending on the specialty of Instructors and the interests of enrolled students. | Department of Geography and Planning | women | SDG5 |
| JPG1828H | Place and Indigenous Research | This course considers the politics, agency and ethics of place within a research context. It seeks to normalize the meaningful consideration and application of anti-colonial and Indigenous perspectives and approaches in geographical and environmental research, what Tuck and McKenzie (2015) call critical place inquiry. Intended not only for students working with Indigenous communities and engaging Indigenous research paradigms and critiques of settler-colonialism, this course asks what research design looks like when Indigenous sovereignty, land stewardship, and guest and Treaty responsibilities are taken seriously. Attentive to methodology, what Margaret Kovach (2009) describes as knowledge belief system and methods, students will reflect on their worldview, relations of accountability, and the politics of knowledge production on Indigenous lands. The first half of this seminar course will focus on Indigenous conceptualizations and practices of place, agency, and coexistence. This will be followed by Indigenous, Indigenous-led, and anti-colonial research methodology, ethics, and methods/practice. Topics for discussion will include researcher preparation and relational accountability, place, space, and land, Indigenous knowledge and legal systems, research paradigms and ethics, land-based research methods, interpretive analysis and narrative. | Department of Geography and Planning | knowledge, worldview, settler, indigenous, production, environmental, land, legal system, indigenous, sovereignty | SDG4, SDG10, SDG16, SDG12, SDG13, SDG15 |
| JPG1512H | Place, Politics and the Urban | The course examines the relationship between geography, politics, and governance. In particular, it seeks to interrogate the theoretical importance of place, space and urban form in the production of political and social values, practices, strategies, and discourses, and in turn, analyze the implications of the place-politics nexus for understanding shifts in the direction and form of urban policy, governance and citizenship. The course begins with a broad examination of the theoretical bases for linking place and politics, particularly as this relates to the construction of urban and non-urban places, with literature drawn from a number of sources, including geography, urban studies, political science, and planning theory. The course then examines a number of specific cases, from gentrification as a political practice, to the politics of homelessness and anti-panhandling legislation, and the political geography of regional planning and municipal amalgamation, that inform and challenge our understanding of the relationship between place and political praxis. | Department of Geography and Planning | homeless, citizen, urban, production, governance | SDG1, SDG4, SDG11, SDG12, SDG16 |
| PLA1651H | Planning and Real Estate Development | Provides an overview of the Canadian and U.S. development industry within the real estate development process. The course then covers the financial basis of urban development projects (private and public finance); the participants; land assembly procedures; land banking; mixed-use projects; sectoral and scale differences within the development industry market and locational search procedures. Finally, it addresses the interface of the industry with the public sector. | Department of Geography and Planning | urban, land | SDG11, SDG15 |
| JPG1813H | Planning and Social Policy | (CORRECTED DESCRIPTION) The world is seeing a clear resurgence of the urgency of directly and explicitly addressing the needs of equity deserving groups in a way that builds on but goes beyond the remit of identity politics. We now have a much richer understanding of the socially structurally and institutionally embedded nature of identity politics — rather than simply the false assignation of identity as constituted through biology, movements like Black Lives Matter, Idle No More, CRIP and MAD movements, etc., have brought a deeper understanding of how policy planning and practice perpetuate structures of inequality. Key to a justice approach to social policy and planning is understanding how policy shapes a landscape of inclusion and exclusion and how ordinary people come to be “read”, rightly or wrongly, as particular subjects based on the prescriptive aspects of policy. We are now at a moment when diverse social movements are beginning to take upon themselves the reimagining or promotion of much more ambitious alternative modes of governance, which would replace rather than simply amend existing structures. This can be found in widespread calls the redesign of institutional landscapes, from defunding of the police to expansive programs of truth and reconciliation. This course in social policy and planning calls upon us to rethink participation, consultation, experiential knowledge and our engagement as planners with existing power structures – this is not the moment to abandon social planning, but the time to reinvent it. | Department of Geography and Planning | knowledge, equity, inequality, equit, equalit, reconciliation, truth and reconciliation, gini, land, institut, governance | SDG4, SDG10, SDG15, SDG16 |
| PLA1101H | Planning History,Thought, and Practice | This course introduces master’s students to key ideas in planning history, thought and practice. We explore concepts and practices across social, economic, environmental, urban design and transportation planning. We consider longstanding debates in planning such as those around expertise, knowledge and process, and the varied paths planners take to build a better city. Theory is grounded in case studies and historical examples and guest speakers working in planning help us think about these ideas in relation to practice. | Department of Geography and Planning | knowledge, urban, environmental | SDG4, SDG11, SDG13 |
| JPG1615H | Planning the Social Economy | What would it take to build a ‘social economy,’ an economy rooted in the principles of social justice, democratic governance and local self-reliance? What are the progressive and regressive implications of such an undertaking? JPG 1615 will explore these questions both theoretically and practically. Theoretically, with recourse to some canonical and more recent writings about the interface between ‘society’ and ‘economy’. Practically, the course will look at what role municipal governments could and do play in building the social economy. The case of social housing in the GTA serves as an example—as well as a context for learning about key tools in local economic development. The course will also consider how communities and neighbourhoods are growing increasingly active in developing alternative economic institutions, such as cooperatives, participatory budgets and community development financial institutions in order to institutionalize the social economy at the local scale. | Department of Geography and Planning | learning, housing, institut, governance, social justice, democra | SDG4, SDG11, SDG16 |
| JPG1429H | Political Ecology of Food and Agriculture | Agrifood systems, connecting production and consumption, markets and various types of agrarian labour, are undergoing profound social and ecological change. Among these developments are large-scale land grabs, the financialization of food and farming, challenges to settler agriculture and the resurgence of indigenous food systems, the emergence of robust ‘urban’ and ‘rural’ alternatives to industrial and colonial agriculture. In trying to make sense of these changes, and the various social movements that have emerged in their wake, this course deploys the related paradigms of agrarian political economy and political ecology to analyze the forces and social relations that define land-based and food-focused transformations, both historically and in the contemporary moment. The course examines the often forgotten roots of contemporary debates in political ecology and food, that is, the enduring agrarian question. The agrarian question examines the extent to which capital has transformed agricultural production and the degrees to which producers have been able to resist dispossession and the industrialization and capitalization of agriculture. The course starts with foundational perspectives on the agrarian question from the early 20th century before discussing the renaissance of these debates in the 1970s and 1980s and the emergence during this time of political ecology as a critical approach to the study of food and land-based practices. Updating these earlier debates the course tackles a number of defining contemporary developments, as noted above, that are reshaping the meaning and character of land and food. | Department of Geography and Planning | agricultur, food system, settler, labour, capital, industrialization, indigenous, urban, rural, consum, production, political ecology, ecolog, land, indigenous | SDG2, SDG4, SDG8, SDG9, SDG10, SDG16, SDG11, SDG12, SDG13, SDG15 |
| JPG1522H | Production of Space: Aesthetics, Technology, Politics | This seminar investigates articulations of aesthetic, technological and political forces in the production of space—understood as the triad of ‘conceived space’, ‘perceived space’ and ‘lived space’, following Henri Lefebvre’s influential theorization in The Production of Space. With reference to intellectual resources drawn from several strands of critical theory, space figures here as something radically contested, and dialectically related to social relations. The work of artists, architects, planners, geographers, scientists, technocrats and politicians, along with influential conceptions such as ‘modernism’, ‘avant-garde’, ‘culture industry’, ‘spectacle’, ‘alienation’, ‘governmentality’, ‘subjectivity’, ‘ideology’, ‘decolonization’, ‘utopia’ and ‘revolution’ will feature prominently in this course, in order to theorize how space and society are co-produced, and why various political projects—capitalist, nationalist, fascist, colonial, socialist, feminist—are also spatial projects. As such, the prime objective of this course will be to develop critical-theoretical as well as conjunctural awareness of aesthetic, technological and political mediations of the socio-spatial dialectic–with special attention to the work of architects, urban designers, planners and geographers in the context of subaltern citizens pursuing their ‘right to the city’. | Department of Geography and Planning | citizen, feminis, capital, invest, decolonization, urban, production | SDG4, SDG5, SDG9, SDG10, SDG11, SDG12 |
| GGR1822H | Queer Geographies | Queer “is about messing things up, creating disorder and disruptive commotion within the normative arrangements of bodies, things, spaces and institutions” (Manalansan, 2015: 567). In this course, we will explore queer in this manner – as mess maker, disruptive force, and sanctuary for social difference. Though formal legal equality for LGBT people has been achieved in some countries around the world, homophobia and transphobia persist everywhere. So do heteronormativity (the privileging of certain heterosexual or ‘straight’ subjects over others) and homonormativity (the privileging of some homosexual or ‘queer’ subjects over others). We will explore queer thought as spatial thought, especially via its connections to postcolonial, critical race, and feminist theories. We will consider how dynamics of race, gender, class, colonialism, and geopolitics are central to expressions of sexual politics, and how queer theory and social movements build frameworks for social and spatial justice. | Department of Geography and Planning | gender, queer, feminis, equalit, institut | SDG5, SDG10, SDG16 |
| GGR1911H | Remote Sensing | This graduate course is offered to graduate students of diverse backgrounds, and therefore it does not require prior training in remote sensing. Similar to GGR 337, the emphasis of this course is on the basic concepts and skills in using remote sensing data. However, graduate students are expected to learn additional skills in using remote sensing imagery for environmental research, as a way to encourage you to use remote sensing techniques for your graduate research. | Department of Geography and Planning | environmental | SDG13 |
| JPG1503H | Space, Time, Revolution | This graduate seminar explores historical, geographical and political aspects of revolution, with special reference to the making and unmaking of capitalism. In doing so, we will approach some key issues of space, time and revolution by revisiting the concepts and practices of the dialectic, ideology and history, in order to explicate their relationship to radical politics located within—and against—the historical geography of capitalism. This theoretical exploration will be complemented by comparative studies of several revolutionary experiences, such as the Haitian revolution, the Paris Commune, the Bolshevik revolution, and anti-colonial as well as feminist struggles in both colonies and metropoles. This course is intended as a study of subjective and objective conditions of revolutionary politics—past, present and future. | Department of Geography and Planning | feminis, capital, metro | SDG5, SDG9, SDG11 |
| JPG1809H | Spaces of Work: Value, Identity, Agency, Justice | This course will introduce students to Marxist, feminist, anticolonial and intersectional perspectives on ‘work’ in the twenty-first century. A key intention of this course is to prompt students to examine what forms of work – and also whose work – has been taken into account in geographical scholarship and to explore a number of prominent debates concerning labour, work and employment within geography over the last three decades. In doing so we will engage with foundational political economy texts on the relations of labour under capitalism, and texts within geography and sociology on work, labour, place and space. We will also examine a number of broad economic and cultural shifts in the nature of contemporary work and employment such as de-industrialization, the feminization of labour markets and service sector work, neoliberalization and the rise of the ‘precariat’. At the same time, students will be prompted to consider critiques of some of these ‘transformational’ narratives to probe the colonial, patriarchal, and capitalist continuities shaping the contours of contemporary work. In this sense this is not an exhaustive course on labour and work in geography, but rather a series of discrete introductions to key scholarly arguments about work, often followed by a range of responses to those arguments in the following week. The course will touch on a broad range of topics, including unfree labour, labour organizing, precarious employment and social reproductive work which are tied together by four overarching themes that run through the course – value, identity, agency and justice. Overall this course aims to give students the chance to explore not only how work has been conceptualized and studied in geography, but how it could be. | Department of Geography and Planning | precarious, anticolonial, feminis, employment, labour, capital, industrialization | SDG1, SDG4, SDG5, SDG8, SDG9 |
| JPG1616H | The Cultural Economy | This course examines the so-called “cultural turn” in economic geography, often referred to as “the new economic geography”. We will begin by considering various ways of theorizing the relationship between culture and economy. After reflecting upon the historical antecedents of contemporary understandings of this relationship, we will explore selected themes in the cultural economy literature such as cultural industries, consumption, economic discourse, work cultures, governmentality and commodity chains/actor networks. | Department of Geography and Planning | consum | SDG12 |
| JPG1818H | The Geography and Planning of Climate Action and Activism | In the face of growing concerns around the climate crisis and its immediate and long-term impacts on our planet, organizations focused on activism and action have mushroomed locally and globally – from the very local scale to the international scale. The purpose of this course is to introduce students to range of tools critical to successful peaceful social mobilization (both within and outside of the state). The course draws on a range of scholarly literature on effective strategies of social mobilization – from geography, planning and cognate disciplines — as well as a range resources from social movement organizations. Though focused on questions of climate activism in the Canadian context we often incorporate lessons learned from other kinds of social movements in other locales. Students will be encouraged to focus on context dependent appraisal of the challenges and opportunities afforded by different approaches to mobilization around the climate crisis. While there is a long tradition of scholarly study on the relative efficacy of different approaches to social mobilization, to the best of my knowledge no such course in relation to climate activism exists at the Univeristy of Toronto, although there are several courses across the sciences, social sciences and humanities that address the climate crisis. Each year we connect with non-government organizations – sometimes locally, sometimes internationally – that focus on climate justice. As part of the course assignments, students will collaborate with these organizations to develop documents (e.g. reports, infographics, blogs) to assist them in their work. | Department of Geography and Planning | knowledge, peace, labor, climate, planet, climate justice, peace | SDG4, SDG16, SDG8, SDG13 |
| GGR1422H | The Geography of Urban Air Pollution | This course will examine current local to global issues of urban air pollution. Topics covered will include understanding sources of air pollution, human health effects and study designs, stages of urban development and air pollution, mitigation approaches, global challenges and current air pollution issues by region. Measurement technologies and their applications, including low-cost sensors and regulatory grade instrumentation will be explored. Students will apply tools for spatial and temporal modelling of urban air pollution including dispersion modelling, spatial interpolation, remote sensing and land use regression modelling. | Department of Geography and Planning | pollution, urban, pollut, pollut, land use, land | SDG3, SDG11, SDG14, SDG15 |
| JPG1554H | Transportation and Urban Form | The need to reduce automobile dependence and congestion has been argued widely in recent years, and urban form has been identified as a major aspect influencing choice of travel mode. The combined imperatives of sustainability, healthier cities, and worsening congestion has prompted an increasingly rich body of research on the relationships between urban form, transport infrastructure, and travel patterns, and an array of new methodological approaches to research them. This course critically examines this research and examines planning strategies that seek to influence travel through coordinated transport investment and land use and design control. Both regional and neighbourhood scale issues and strategies will be addressed. The geographic focus of the course will largely be metropolitan regions in Canada and the United States, but there will be opportunity to examine other national contexts. | Department of Geography and Planning | infrastructure, invest, cities, urban, metro, land use, land | SDG9, SDG11, SDG15 |
| PLA1703H | Transportation Planning & Infrastructure | Infrastructure is the term that describes the transportation systems, sewers, pipes, power lines, health, education, justice and recreation facilities that provide urban dwellers with necessary public services. In recent years, billions of dollars of public money have been spent upgrading existing transportation systems and infrastructure assets, and planning and delivering new facilities. Infrastructure has many impacts on the way that people in cities live. The way that transportation and infrastructure systems are planned, financed, and distributed impact on environmental sustainability, job creation, social equity, economic development, and urban livability. Moreover, infrastructure has the potential to both serve existing populations, and shape the way that future communities are built. Through lectures, discussions, workshops, readings of scholarly articles and case studies, the course will aim to engage students in the key topics and debates related to the provision of urban transportation systems and infrastructure. Topics to be covered will include: project planning, causes and cures for cost overruns, financing mechanisms such as public-private partnerships, and the politics of facility planning and management. | Department of Geography and Planning | equity, infrastructure, equit, cities, urban, environmental | SDG4, SDG9, SDG10, SDG11, SDG13 |
| PLA1655H | Urban Design and Development Controls | This course looks at urban design strategies in the context of planning processes. It introduces students to a broad array of contemporary Canadian and U.S. municipal and regional design control policies and implementation tools, focusing on the most innovative and successful approaches but also examining lesser approaches and the structural constraints and value choices associated with them. Connections between design control policy and design outcomes are critically examined within the context of individual case studies. | Department of Geography and Planning | urban | SDG11 |
| PLA1525H | Urban, Regional and Community Economic Development | This course surveys urban, regional, and community economic development theories and planning practices, with a focus on North America in comparative perspective. Coverage includes orthodox and neoclassical theories from economic geography, urban economics, and political science/sociology, which provide the rationale for people-centric, place-based, and institutionally-oriented economic development plans and policies. Heterodox and community-oriented alternatives are also examined. Using real-life cases, we review cluster strategies, enterprise zones/districts, labour and capital relocation incentives, regional and anchor institution strategies, workforce development systems, community benefit agreements, living wage policies, local hiring/procurement preferences, and community/cooperative ownership models. This course is restricted to students in Geography & Planning Programs. Students from outside the department must contact the instructor for permission to enrol. | Department of Geography and Planning | labour, wage, capital, urban, institut | SDG8, SDG9, SDG11, SDG16 |
| JPG1706H | Violence & Security | This course explores the shifting spatiality of organized violence, as well as changing theories of war and in/security. From the historical nationalization of legitimate war as a project of ‘internal’ and ‘external’ colonialism, to the disciplining of labouring bodies as part of the rise of geo- and bio-political forms, to the contemporary securitization of everyday urban life and the blurring of the borders of military and civilian, war and peace, and ‘inside’ and ‘outside’ state space, this seminar tracks the geographies of the political through the logistics of collective conflict. The course will examine perpetual, urban, and privatized forms of war that trespass modern legal, political, ontological, and geographical borders. Finally, we will explore problems of war ‘at home’. How does the practice of war within the nation and the productive nature of war for domestic politics trouble our assumptions about the nation state, citizenship and ‘normal’ political space and time? | Department of Geography and Planning | peace, citizen, labour, urban, peace, violence | SDG4, SDG16, SDG8, SDG11 |
| PPG2002H | Applied Economics for Public Policy | This course will look at the motivation and operation of major spending programs and revenue-raising tools of Canadian governments. It will explore rationales for government action such as externalities, information failures, redistribution and macroeconomic management, and the principal-agent problems that affect the design, financing and delivery of programs in areas such as healthcare, education, retirement income, and intergovernmental transfers. A key focus of the course is using financial statements and other reports to understand governments’ behaviour and mitigate principal-agent problems. | Munk School of Global Affairs and Public Policy | healthcare, income | SDG3, SDG10 |
| GLA2000H | Capstone Seminar | The Capstone course will rely on clients –representing the private sector, an international organization, a non-governmental organization, or government — and students will work in teams to tackle a current issue confronting these clients and their organizations. Students will learn to analyze these problems across dimensions of global economy and markets, global institutions, and global civil society. Throughout the course, students will engage in activities designed to assist global problem-solvers, while also looking for opportunities to defend and advance their clients’ organizational interests. | Munk School of Global Affairs and Public Policy | institut | SDG16 |
| GLA2011H | Citizenship and Globalization | Who belongs to a political community, and according to what criteria? This course will explore questions of citizenship and belonging that have become hot-button political issues in recent years in Canada, the United States, across Europe, and increasingly, in other parts of the world. We will survey key debates and topics such as admission requirements, steps to naturalization, the rights of non-members, civic integration tests, identity-based claims for exemption and accommodation, cultural diversity, barriers to full membership, citizenship and global inequality, dual nationality, the commodification of citizenship, and the surge of populist nationalism and anti-immigrant sentiment. We will place these developments in a broader theoretical, comparative, and international context. Emphasis will also be given to the impact of globalization on new regimes of migration control, the political economy of refugee responsibility sharing arrangements, the rise of supranational and non-territorial conceptions of membership, and the future of borders in a post-pandemic world. | Munk School of Global Affairs and Public Policy | citizen, globaliz, inequality, equalit, refugee, nationalism | SDG4, SDG9, SDG10, SDG16 |
| PPG2008H | Comparative Public Policy | This course is designed to expose MPP students to the scholarly literature on public policy across a wide range of countries. Through the study of public policy in other countries, students will deepen their knowledge of public policy, even Canadian policy. Major theories and research paradigms will be examined, with a focus on the relationship between theory, research design and measurement. Emphasis will be on comparing wealthy countries, though policies from the developing world will be drawn upon as well. To begin the course will examine the sources of public policy, asking how institutions, ideas and interests shape policy. Then, the course will turn to how policy shapes society, thinking carefully about how we measure policies and how we distinguish outputs from outcomes.To focus the course study, students will explore two policy areas in depth. (Students interested in other areas will have many chances to engage with the relevant literatures.) There will be somewhat different themes between the two instructors’ sections (Fall/Spring). While there will be quite a bit of overlap, students who have a strong interest in one of the following themes, should note: – Fall sections (Prof. Donnelly): will focus on comparative diversity and migration policies, covering both causes and consequences – Spring sections ( Prof. White): will focus on comparative inequality and welfare state policies, also examining both causes and consequences | Munk School of Global Affairs and Public Policy | welfare, knowledge, inequality, equalit, institut | SDG1, SDG4, SDG10, SDG16 |
| GLA2034H | Decision Making and Strategic Thinking | This core elective introduces students to scholarship on the psychology of decision making and the analytics of strategic thinking. Drawing from the literature on public policy making, behavioral economics, and strategic analysis, the seminar will develop the analytical tools and the practical leadership skills students need to navigate the intersection among the global economy, global institutions, and global civil society. Students are required to analyze and craft strategies to address global public policy problems in the context of the three sectors. | Munk School of Global Affairs and Public Policy | institut | SDG16 |
| GLA2027H | Ethics and Global Affairs | Examination of ethics and moral reasoning applied to the study of global affairs. Current debates in moral philosophy and how they help us to better understand contemporary controversies in global affairs. Examination of a number of current policy debates, such as issues of justice in social and environmental policy, the use of military intervention in international affairs, and the accommodations of religious and ethnic differences in liberal democracies. | Munk School of Global Affairs and Public Policy | environmental, democra | SDG13, SDG16 |
| GLA2025H | Global Affairs Lab | This lab analyzes current global economic policy challenges. Students write weekly short research notes similar to those produced by research departments and firms in the financial sector, and present their findings in class. Topics are current trade and monetary policy, financial regulation, economic forecasts, and market developments as they feed back into policy making. Following revisions, select research notes are published on the lab website. Students also write an end-of-term longer research note that offers more detailed analysis. The course is aimed at students who seek future employment as economic and policy analysts in the public and private sector. | Munk School of Global Affairs and Public Policy | employment, trade | SDG8, SDG10 |
| GLA2001H | Global Capital Markets and Global Strategies | This course will examine the intersection of the global political economy and investment strategies as the current global economic realignment takes place. It analyzes new players, new structures, and new opportunities as the global economy restructures and examines how strategies are built. Students will analyze cases and prepare two memoranda and a group project. Students will also learn the practical skills required to develop investment strategies. | Munk School of Global Affairs and Public Policy | capital, invest | SDG9 |
| GLA1014H | Global Development | This course introduces the key challenges that shape development policy at the international level. The course comprises three main components: first, an introduction to the main approaches to international development, covering economic (growth), political (governance) and social (civil society) perspectives; second, an overview of the primary international actors shaping development policy and outcomes, with a focus on the management and impact of foreign aid; and, third, detailed discussion of selected key issues, likely including economic liberalization, resource rents, conflict and post-conflict reconstruction, social development and participatory development. By the end of the course students will have a detailed knowledge of the most important contemporary debates in the field along with the analytical tools to engage with a broader range of development issues in practical work. | Munk School of Global Affairs and Public Policy | knowledge, governance | SDG4, SDG16 |
| GLA1003H | Global Security | Analyses the global security architecture, grand strategy, and contemporary and emerging security challenges. Topics may include the evolution of contemporary national security doctrines, the implications of shifting loci of power for global security, the role and limits of multilateral security arrangements, the role of intelligence and intelligence failure, and threat assessments of emerging or ongoing security problems such as nuclear proliferation, terrorism, and insurgency. | Munk School of Global Affairs and Public Policy | terroris | SDG16 |
| PPG1000H | Governance and Institutions | This course is intended to provide foundational knowledge of key governance structures and political institutions at the federal, provincial, and municipal levels in Canada. The course will examine the Constitution, the Westminster parliamentary system, federalism, and the courts. In this course, students will consider emerging challenges to existing institutions, including the rise of cities, demands for self-government among Canada’s Aboriginal Peoples, and the transition from government to governance, and will conclude by reflecting on the quality of Canada’s democratic institutions in comparative perspective. | Munk School of Global Affairs and Public Policy | knowledge, cities, transit, institut, governance, democra | SDG4, SDG11, SDG16 |
| GLA2014H | Innovation and Economic Development | This seminar challenges you to open your mind and ask crucial questions regarding to innovation and economic development in the global economy. This course provides an introduction to the complex relationships between innovation, technology, and policy. During the course students will acquire improved understanding and critical insight about: Different perspectives on the meaning of economic development and the interpretation of economic development problems. An understanding of globalization and its impact on innovation and economic growth. Context of national and international trends, including issues of competitiveness, technological change, and globalization that influence economic development. New strategies and themes for economic development, including those which focus on knowledge, technological innovation, and creativity. Key aspects of the literature and debates about innovation and local economic development policy and practice, including perspectives of scholars and practitioners. | Munk School of Global Affairs and Public Policy | knowledge, economic growth, globaliz | SDG4, SDG8, SDG9 |
| GLA2018H | Innovation and the City | One of the ironies of globalization is that the forces that were supposed to make distance less relevant have concentrated innovative activity within regions. As a result, some of the most important policy and business decisions are made locally. This course explores how municipal actors can navigate the opportunities, and challenges, associated with globalization. After explaining why innovation is concentrated in cities, the course debates why some cities are more innovative than others. To this end, the course discusses the role of size, government policy, human capital, social capital, branding and other issues. Two additional questions frame the analysis. How can municipal actors, who lack the fiscal resources and regulatory tools of a nation-state, promote innovation? And if innovative activity is concentrated in a handful of large cities, what options are available to smaller communities? By the end of the course, students are expected to develop a strategy to promote innovation in Toronto (or another community). | Munk School of Global Affairs and Public Policy | capital, globaliz, cities | SDG9, SDG11 |
| GLA1006H | International Legal Challenges | This course introduces students to public international law and its relationship with global affairs and public policy. The course will present foundational information such as the history and sources of international law, international legal personality and key actors in international law, questions of jurisdiction, the relationship between international and domestic law, and the settlement of international legal disputes. It will then consider key topics in international law such as the protection of human rights and the environment, the laws of war, international criminal law, and economic and trade law, considering both the content of the law and its application in selected case studies. This course will draw on a range of views about the nature, impacts, limits, legitimacy, and future of international law, and illuminate the ways that international law shapes and is shaped by politics and power. Students will consider both dominant/”mainstream” voices and ideas in the field, and insights and critiques of those who have often been at its margins, including Indigenous and feminist perspectives. | Munk School of Global Affairs and Public Policy | feminis, trade, indigenous, human rights, indigenous | SDG5, SDG10, SDG16 |
| GLA2023H | Justice Reforms in Global Context | This is a second-year course in the MGA program. It examines the political economy of anti-corruption around the world, competing ideas about integrity in the schemes for measuring, curbing, and combating corruption, and the dilemmas for justice systems that get involved in the fight against corruption. | Munk School of Global Affairs and Public Policy | corrupt | SDG16 |
| PPG2001H | Legal Analysis of Public Policy | Energy policy lies at the centre of economic development, environmental sustainability, First Nations reconciliation and retail politics. It is complex and difficult. Ontario’s current energy policy structure was implemented in the early 2000s. It was based on a belief in markets and regulatory independence. This was consistent with, and drew ideas from reforms in Europe and the United states. Although, in practice, Ontario policy was inconsistent with its founding ideas, there has not been a fundamental reconsideration of these premises. This course will examine the history and ideas informing energy policy in Ontario and other jurisdictions for the purpose of exploring new ways to conceive of and manage the challenges of regulating energy. Specific issues to be addressed include: – The federal and provincial frameworks for energy supply; – Institutional governance in energy regulation; – The role of different technologies in energy systems; – The challenges posed by renewable power to electricity markets; and – The rise of distributed generation and alternative technologies | Munk School of Global Affairs and Public Policy | energy, renewabl, reconciliation, environmental, institut, governance | SDG7, SDG10, SDG13, SDG16 |
| PPG1003H | Macroeconomics for Policy Analysis | The purpose of this course is to give MPP students a non-technical and broad-based understanding of macroeconomics and the tools of macroeconomic policy analysis.There are at least two reasons why macroeconomics is part of the MPP program: First, some MPP students will eventually wind up working on macro policy issues. Second, even those who do not will find that their policy work takes place in a broader macroeconomic environment that will inevitably affect them and that they need to understand. | Munk School of Global Affairs and Public Policy | wind | SDG7 |
| GLA1001H | Macroeconomics: Markets, Institutions and Growth | Introduction to the key concepts of international trade and international finance, with attention to contemporary issues and policy. Empirically assesses alternative trade theories, and examines international commercial policy, international finance and macroeconomics, as well as their relationship to broader global issues. The course is designed to utilize understanding of international trade and international finance to help students think through real world events and design policy responses. The supplementary readings thus deal with key world issues in order to illustrate the more abstract material and to engage with global economic policy challenges. | Munk School of Global Affairs and Public Policy | trade, institut | SDG10, SDG16 |
| GLA1010H | Microeconomics for Global Affairs | This course covers the principles of microeconomics, with an emphasis on global affairs. In addition to the principles and techniques of microeconomics and models of economic behaviour, this course provides case studies of topics such as international trade, capital markets, international development, and tradeoffs in economic policy, in the context of global affairs. | Munk School of Global Affairs and Public Policy | capital, trade | SDG9, SDG10 |
| PPG1002H | Microeconomics for Policy Analysis | This is a course in microeconomic theory for students in the MPP program at the Munk School of Global Affairs and Public Policy. One objective of the course is to provide students with a foundation in microeconomic analysis and to demonstrate how it can be used to develop and evaluate public policy. Another objective is to increase students’ economic literacy and comfort with economic arguments. The course is designed to be accessible to all students, including those with no previous exposure to economics. | Munk School of Global Affairs and Public Policy | accessib | SDG11 |
| PPG2022H | Moral Foundations of Public Policy | Moral questions abound in framing public policy. What are the legitimate aims of the state? How should costs and benefits of policy choices be measured and distributed across the population? And what ethical constraints are there on the pursuit of state aims? This course will explore these theoretical questions in the context of several distinct policy areas, including health care, environmental protection, tax and economic policy, family policy, and drug control. | Munk School of Global Affairs and Public Policy | health care, environmental | SDG3, SDG13 |
| GLA2010H | The Geopolitics of Cyberspace | The constantly evolving digital electronic telecommunications environment that surrounds us is having dramatic and far-reaching impacts on our lives, social relationships, and systems of political authority. While they have not eliminated the perennial quest for power, security and competitive advantage among actors on the world stage, they are profoundly changing the context and the character of these contests. Individuals, organizations, corporations and states are all seeking ways to control information and information systems to pursue political objectives in the midst of a rapidly evolving technological environment. This course is an intensive examination of the newly evolving terrain of global digital‐electronic‐telecommunications through the lens of the research of the Citizen Lab. For over 15 years, the Citizen Lab (https://citizenlab.ca/) — an interdisciplinary research laboratory based at the Munk School of Global Affairs and Public Policy, University of Toronto (which the instructor founded and currently directs) — has investigated issues at the intersection of information and communication technologies, human rights, and global security. We use a “mixed methods” approach to research combining practices from political science, law, computer science, and area studies. We see ourselves as a kind of “early warning system,” looking over the horizon, or peering beneath the covers of the technological systems that surround us, to expose abuses of power, violations of human rights, or other threats to privacy and security. After setting the stage with some general readings on background and context, we turn to several modules organized as detailed examinations of the Citizen Lab’s mixed methods research on information controls, including analyzing Internet censorship and surveillance, investigating targeted digital espionage, uncovering privacy and security risks of mobile applications, disinformation operations, and the role of the private sector in information controls. We conclude with an exploration of threat modeling and how each of you can increase your own digital hygiene. The goals of the class are two-fold: first, we aim to familiarize you with the unique approach, methods, and outputs of the Citizen Lab. The Citizen Lab is a very unusual research organization. Our publications routinely make world news, and we have exposed the wrong-doings of very powerful states and companies. (Perhaps not surprisingly, these efforts have had significant repercussions, which we will discuss); second, we also aim to better equip you with the tools to help you navigate this complex, evolving terrain. You do not need to be a computer scientist or software engineer to take this course, nor will you learn how to become one. But we hope that by the end of the course you will have a better understanding of how digital-electronic-telecommunications are organized and are evolving, and more importantly how they impact your life, rights, and security. | Munk School of Global Affairs and Public Policy | citizen, hygien, labor, invest, internet, human rights | SDG4, SDG6, SDG8, SDG9, SDG16 |
| GLA2012H | The Global Political Economy of Trade | This course covers the politics of trade, from the domestic policy-making process to the institutions that govern the global economy. Tracing the history of the international economy, the course introduces students to several, competing theoretical approaches to trade. The second part of the course applies this knowledge to a range of current issues, including dispute resolution, regional integration, investment, innovation, environmental regulation, labor standards and economic development. | Munk School of Global Affairs and Public Policy | knowledge, labor, invest, trade, environmental, institut | SDG4, SDG8, SDG9, SDG10, SDG13, SDG16 |
| GLA2006H | The Political Economy of Money and Finance | The course introduces students to international monetary and financial relations over the last century, and focuses on the issues of financial power, cooperation, conflict and institutions in the world economy. Topics covered are the politics of exchange rate adjustment, the role of the IMF, the political economy of financial crises, and the domestic and international political implications of global monetary developments. Case studies are used to link theory, policy and practice. For students in the Global Markets stream, this course complements GLA2001H by focusing on “the view from politics” as opposed to “the view from the markets.” | Munk School of Global Affairs and Public Policy | institut | SDG16 |
| GLA2015H | The Political Economy of the Welfare State | This class explores how communities can design effective and equitable social policies. The course opens by addressing several common misconceptions about the welfare state, including the connection between economic competition and social protection, the relationship between social spending and inequality, and the role of the state. The second part of the course examines the politics of reform in three broad areas: Old people (pensions and health care), young people (housing and labor markets), and identity (gender and immigration). The course concludes by exploring new approaches to social protection, including non-state alternatives. By the end of the course, students should be able to develop a politically feasible, economically competitive strategy to reform social policy in a community of interest.\ | Munk School of Global Affairs and Public Policy | welfare, health care, equitable, equitable, gender, labor, inequality, equit, equalit, housing | SDG1, SDG3, SDG4, SDG5, SDG8, SDG10, SDG11 |
| PPG2018H | The Role of Government | This course explores the complexity of current government policy-making in a comparative perspective. Students will examine the rationales for and the limits to government intervention and will identify the policy levers available to government actors in a dynamic political context. The course explores the government’s role in the financing and delivery of public policy goals while balancing concerns of efficiency and equity. Students will explore substantive and procedural issues in a range of major policy areas such as trade, security, redistribution, health care, the environment, indigenous peoples issues and urban policy. | Munk School of Global Affairs and Public Policy | health care, equity, trade, equit, indigenous, urban, indigenous | SDG3, SDG4, SDG10, SDG16, SDG11 |
| PPG1005H | The Social Context of Policy-Making | This course explores how policy processes and frameworks need to be evaluated in light of the social context in which they are developed. Factors to be considered include the interplay between public values and expectations and public policy; the implications of cultural diversity and demographic change, and understandings of ethical principles of conduct in public organizations. A related goal is to help students learn how to use empirical research to answer highly contested issues in policy circles and in public life. We will pursue these objectives by introducing students to major trends in inequality in Canada, assessing these trends within a comparative context, reflecting on their normative implications, and examining alternative policy responses to these developments. | Munk School of Global Affairs and Public Policy | inequality, equalit | SDG10 |
| HIS1265H | Atrocities and Memory in Postwar Europe and North America | This course will examine how Europeans and North Americans confront the memory of both Nazi mass murder and the Allied bombing of Germany through the law, literature, left wing agitation, film, memorials and museums, and political debates. How do postwar representations of German atrocities and the Allied liberation of Europe, or conversely, German suffering and Allied war crimes shift throughout the postwar period, and what do these representations mean for “overcoming the past?” We will juxtapose generational responses, national reactions (including Germany, Poland, Israel, and the US and Canada), and official vs. unofficial representations of the atrocities of the Second World War. Among the focal points: the Nuremberg and postwar West German trials of Nazis, the fascination with Anne Frank, anti-fascist terror in 1970s Germany, The Berlin Memorial and the US Holocaust Museum, and films such as Shoah and Schindler’s List, and the explosion of debate on the bombing of Germany between 1943-45 | Department of History | cities, land | SDG11, SDG15 |
| HIS1704H | Colloquium in Latin American and Caribbean History | Made up of several independent nations and overseas dependencies, the Latin American and Caribbean region is both the product of a tumultuous past and a site of constant reinvention. Once the home of hundreds of distinct languages and cultures, this fascinating region has witnessed centuries of dramatic changes: from the Iberian invasions of its indigenous heartlands to the Haitian Revolution, from the struggles to build independent nation-states in the nineteenth and twentieth centuries to the rise of military dictatorships and more recent efforts to rebel against an overbearing United States. This course examines diverse debates within the study of Latin American and Caribbean History, from the pre-Colombian era to the present (specific topics and approaches vary from year to year, based on instructor preference). No prior knowledge of the region or of historical research is required; indeed, the course is open to students from any discipline and specializing in other regions of the world. The goal of this seminar is to provide students with a foundation in the historiographies of colonization, racialization, nation-state formation, gender and sexuality, and the environment (among other topics). | Department of History | knowledge, gender, indigenous, land, indigenous | SDG4, SDG5, SDG10, SDG16, SDG15 |
| HIS1830H | Critical Approaches to Historical Anthropology | ‘Historical anthropology’ as a distinct, appealing and influential mode of enquiry seeking to combine historical and anthropological approaches to analyse social and cultural processes through time, emerged from important dialogues and engagements between historians and anthropologists over the past three decades. Through a critical examination of the propositions of ‘historical anthropology’, the course will probe how its practitioners have grappled with the constitutive, if problematic relationships between ‘culture’, power and history and ethnography and the ‘archive’. Equally, it will assess the extent to which historical anthropology has elaborated new research methodologies, shaped historiography and facilitated conversations and encounters between disciplines. In this regard, course readings will draw attention to recent strategies proffered by scholars grappling with the possibilities and dilemmas of historical anthropology in spaces deeply marked by colonialism, nationalism and globalisation like South Asia. Course materials will draw upon, but will not be limited to readings from South Asia | Department of History | labor, globalis, nationalism | SDG8, SDG9, SDG16 |
| HIS1673H | Critical Historiography of Late Imperial and Modern China | This is a graduate reading seminar that will introduce students to the major issues and debates in the Anglophone historiography of late imperial and modern China. It aims to provide students with a broad perspective on the field, prepare them for comprehensive examinations, help them develop their teaching portfolios, give them a chance to practice giving and receiving peer critique, and improve their public presentation skills. Expect to cover topics including state-society relations; commercial and industrial economies; ideological orthodoxies and not-so-orthodoxies; gender, sexuality, and families; frontiers and ethnicities; technological, intellectual, and cultural patterns; and the perhaps the biggest set of questions of all: what has changed (and what has not) in the transition to "modern" China? Has that transition occurred yet? And why do so many, scholars or not, find the question so gripping? Though the focus is solidly on China c. 1600 to c. 1970, students will have many opportunities to incorporate their own interests and knowledge from other geographic areas, time periods, or disciplinary fields. Students will produce two short book reviews, a mock undergraduate syllabus (and offer peer review on their classmates’ syllabi), and an annotated bibliography, as well as leading discussion at one point in the course. | Department of History | knowledge, gender, cities, transit | SDG4, SDG5, SDG11 |
| HIS1533H | Gender and International Relations | This seminar explores the use of gender as a category of analysis in the study of international relations. Topics include gendered imagery and language in foreign policymaking; beliefs about women's relationship to war and peace; issues of gender, sexuality, and the military; and contributions of feminist theory to IR theory. | Department of History | peace, gender, women, feminis, peace | SDG4, SDG16, SDG5 |
| HIS1555H | Gender and Slavery in the Atlantic World, Seventeenth to Nineteenth Century | The course examines the relationship between gender and the experience of slavery and emancipating several Atlantic world societies from the 17th-19th centuries. Areas to be covered are the Caribbean, Brazil, the U.S. South, West and South Africa and Western Europe. | Department of History | gender | SDG5 |
| HIS1245H | Gender in Europe 1500 - 1950 | This course explores theories and histories of gender with particular attention to Europe over four-and-a-half centuries. We will consider gender and sexuality as connected and entangled with religion, violence, the state, and everyday life. The chronological and geographic boundaries of the course are porous, and we will be especially attentive to linkages between Europe and Africa, Asia, and the Americas and the ways gender shaped those interactions and intersections and how people experienced them. Assigned readings will pair older scholarship with new work to reveal continuities and changes in the discipline. Students will explore an area of particular interest in a historiographic analysis and participate in peer-review workshops. | Department of History | gender, violence | SDG5, SDG16 |
| HIS1900H | History in International Affairs | The course will explore historical examples of decision-making in international affairs. The choice of case studies will vary from year to year, but might allow attention to a wide range of issues: e.g., decisions to go to war; economic globalization and instability; energy and environmental crises; regional tensions around indigenous, ethnic, or religious divisions; post- colonial political adjustments involving law, gender, and institutional development. Readings, research, and discussions will consider whether greater sensitivity to historical roots and complexities might have improved the results produced by decisions and solution efforts\ | Department of History | gender, energy, globaliz, indigenous, environmental, institut, indigenous | SDG5, SDG7, SDG9, SDG10, SDG16, SDG13 |
| HIS1275H | Imperial Germany, 1871-1918 | This research seminar will focus on recent controversies concerning social, cultural, and political change in the time of Bismarck and Wilhelm II. Among the topics to be considered are state- and nation-building after 1866, regional identities, antisemitism, gender and sexuality, religion, radical nationalism, popular culture, workers’ protest, electoral chicanery, murder in a small town, and everyday life on the home front in 1914-18. A combination of secondary literature and primary documents (all in translation and many online) will be discussed each week, beginning with a short student presentation. In the second term, students will concentrate on their research papers. Among the required texts will be James Retallack (ed.), Imperial Germany 1871-1918. The Short Oxford History of Germany (2008). The course will conclude with a viewing of the 1951 East German film adapted from Heinrich Mann’s biting satire, The Loyal Subject (1918). | Department of History | gender, worker, nationalism | SDG5, SDG8, SDG16 |
| HIS1440H | Irish Nationalism in Canada: 1858-1870 | An examination of Irish Canadian nationalism in the context of transatlantic migration patterns, revolutionary and reformist movements in Ireland, annexationism and Irish radicalism in the United States, and ethno-religious tensions in Canada. | Department of History | land, nationalism | SDG15, SDG16 |
| HIS1820H | Law, Space and History | An introduction to historical studies of law and space, this course will cover themes such as legal histories of colonization and the corporation, emergency, legal geographies of national spaces, frontiers and urbanism, the constitution of public and private property, and bodily space. In addition, the class will consider methodological reflections on jurisdictions, temporality, scale and place-making for historians. Readings will be cross regional and comparative but focus on colonization in Asia, Africa and North America. Open to students of anthropology, geography, and law. | Department of History | urban | SDG11 |
| HIS1236H | Modern French Colonial History | This seminar will examine recent trends in French colonial history, covering the period from the conquest of Algeria (1830) to the wars of decolonization. Readings will span a wide geographical range, encompassing French colonies in Asia, Africa, the Caribbean, the Indian Ocean and the Pacific, and ending chronologically with postcolonial legacies and the question of Francafrique. | Department of History | decolonization, ocean, ocean | SDG10, SDG14 |
| HIS1014H | Neoliberalism in North America | Neoliberalism has been North America’s dominant ideological, policy-framework and political,economic and social reality for the last half-century. Neoliberalism’s defining elements— free trade, individualism, market fundamentalism, privatization, deregulation and a weakening of the state –have profoundly reshaped Canadian and American governance and society since the 1970s, and marked a departure from the Keynesian interventionist approaches that dominated policy and discourse from 1945 until the 1970s. This course seeks to historicize neoliberalism’s emergence, its ascendance, and the resistance that this ideology and its policies have engendered from its beginnings in the postwar period to the present, and within a transnational context. The aim of this course is for students to develop their own opinions on just what the impact of neoliberalism has been on life in North America. Students will develop and sharpen these views by critically assessing historical works together, and by individually addressing issues through writing and seminar discussion. It should be emphasized that this is first and foremost a history course, and that all of these activities shall be rooted within the historical discipline. | Department of History | gender, trade, governance | SDG5, SDG10, SDG16 |
| HIS1287H | Polish Jews Since the Partitions of Poland | The history of the Polish Jews and of Polish-Jewish relations are among the most interesting and controversial subjects in the history of Poland. The Jewish experience in Poland can contribute to an understanding of the Holocaust and of the non-Jewish minorities in Central and Eastern Europe. The course will explore the history of Polish Jews from the Partitions of Poland to the present time, concentrating on the late 19th and first half of the 20th centuries: the situation of Polish Jews in Galicia, the Congress Kingdom of Poland, and Prussian-occupied Poland before 1914; during World War I; in the first years of reborn Poland; in the 1930s; during WW II; and in post-war Poland. The course will examine the state policies of Austria, Prussia, Russia, and Poland towards Jews; the rise of Jewish political movements; the life of Jewish shtetls in Christian neighbourhoods; changes in the economic position and cultural development of Jewish communities in Poland, and the impact of communism on Jewish life. Materials for the course are in English. Sessions will focus on an analysis of primary sources, translated from Polish, German, Russian, Yiddish, and Hebrew, as well as on secondary sources, representing diverse interpretations and points of views. | Department of History | minorit, land | SDG10, SDG15 |
| HIS1180H | Race in Law, Society and Policy: Comparing USA and Canada | This course explores the enduring power and changing forms of “race” in Canada and in the United States from historical and theoretical perspectives. We will examine how “race” has affected society and inequalities within both nations. We will also see how “race” has impacted both nations’ engagements with the world. To make our comparison concrete, we will consider connections as well as divergences. To that end, our examination of “race” will focus on tracing interactions among law, society, and policy from the late 19th century to the early 21st century. We will examine these interactions as they affected white, black, indigenous, Asian, Latino, Muslim and mixed race residents. We also will probe related impacts on transnational and international relations. This is both a reading and research course. | Department of History | equalit, indigenous, indigenous | SDG10, SDG16 |
| HIS1664H | Religion and Society in Southeast Asia | This course introduces students to the historical debates on religion and society in the eleven states that now constitute “Southeast Asia.” Readings will address how religious practices in the region—animism, Buddhism, Islam, Confucianism and Christianity—have served as forces for social and political change in the modern period. Particular emphasis will be placed on the role of “religion” in the region’s political transitions in the twentieth century, including the ways in which Southeast Asia’s approach toward “modernity” directly relies upon religious authority. | Department of History | transit | SDG11 |
| HIS1662H | Rethinking Modernity Through Japan | The purpose of this seminar is to introduce graduate students to the major problems, paradigms, and literature on global modernity as seen through the lens of Japan. The course will begin with reflections on area studies as it has addressed questions of modernity and modernization in Japan, while also attending to recent criticisms of this body of knowledge. Although specific topics will vary from year to year, they may include considerations of nationalism, democracy, labor, social management, science, education, biopolitics, empire, temporality, gender and sexuality, culture and ideology, warfare, social conflict, and shifting understandings of human difference. Readings selected for their theoretical or comparative utility will complement those on Japan. In the 2017-18 year the course will especially highlight the period that stretches from the 1930s to 1945. | Department of History | knowledge, gender, labor, nationalism, democra | SDG4, SDG5, SDG8, SDG16 |
| HIS1019H | Science, Nature, and Empire | Empire has long been considered a crucible in which the sciences of nature were formed. The radically different environments, places, and forms of life that Europeans encountered as they expanded their territorial reach overseas—and the exotic organisms that accompanied returning explorers and collectors to Europe—exploded standard understandings of nature and the world, ushering in new theories, methods, and practices for knowing nature. This course will engage literature on the science of nature since the early modern period, with a particular focus on the 18th and 19th centuries, in the context of European imperial exploration, expansion, and violence. Particular attention will be paid to the roles of indigenous knowers, knowledge systems, theories, and practices in shaping modern understandings and sciences of nature. | Department of History | knowledge, indigenous, indigenous, violence | SDG4, SDG10, SDG16 |
| HIS1435H | Studies in Victorian Society | This course will consider some of the major themes in Victorian social and cultural history with emphasis on the most recent secondary literature. Examples include a feminist analysis of the victims of Jack the Ripper, a revisionist treatment of servants after Downton Abbey, and covid-informed examinations of the influenza pandemic of 1918. Emphasis will be on trends in the scholarship, models for writing, and links with other fields. | Department of History | feminis | SDG5 |
| HIS1205H | The Communist Experience in Central and Eastern Europe | This course introduces students to the theory and practice of 20th century east European Communism. A little over three decades since the fall of the Berlin Wall and the disintegration of the east European communist regimes, scholars across the disciplines continue interpreting communism’s multifaceted legacy. Consensus on what exactly constituted state socialism and how to remember it, however, is difficult to achieve. With emphasis on recent historiography, this course highlights the complexities of the communist past. Focusing on a range of issues--such as nostalgia, consumer culture, sexuality, gender, nationalism, dissidence, political violence and attempts at transitional justice--this course will reveal that, when considered as a lived-experience, it is impossible to represent socialism in a straightforward and unambiguous narrative. Instead, we will explore the various, sometimes conflicting, ways in which people lived in and through the communist regimes and the ways in which they have come to interpret their legacy. This course will combine discussion of scholarly studies with screenings of documentary and fiction films. For their writing assignments students will produce a historiographical survey, a comparative essay on visual and written sources, and a research paper based on both secondary and relevant primary sources. Students will also deliver an in-class presentation and lead discussion. | Department of History | gender, transit, consum, nationalism, violence | SDG5, SDG11, SDG12, SDG16 |
| HIS1269H | The Social History of Medicine in the Nineteenth and Twentieth Centuries | The seminar, designed to inform students about developments in this new emerging scholarly field, will include topics such as the evolution of the doctor-patient relationship, the impact of medical care upon health, the evolution of such medical specialties as internal medicine, neurology and psychiatry, the relationship between culture and the presentation of illness, and the history of medical therapeutics. | Department of History | illness | SDG3 |
| HAD5760H | Advanced Health Economics and Policy Analysis | Economic models of human and institutional behaviour are employed in this course to analyse the workings of the medical market. Specific attention is paid to the behaviour of both health care providers (e.g., physicians and hospitals) and health care clients. In analysing the behaviour of these participants in the health care industry, attention is paid to the socio-economic dimensions of health, health reform, physician supply management and payment reform, and health system restructuring. | Institute of Health Policy, Management and Evaluation | socio-economic, health care, institut | SDG1, SDG3, SDG16 |
| HAD5751H | AI Development and Implementation in Health Care | Despite promises that Artificial Intelligence (AI) will transform health care, the development and adoption of AI in health care has lagged behind other industries. Some of the causes for this lag include restrictions on the use of health care data, resistance from the clinical community, the gap between hype and reality of AI, ethical concerns, regulation of health technologies, and difficulties bridging the cultures of healthcare and engineering. Yet despite spectacular failures such as Watson Health, AI is slowly beginning to appear in health care settings, most often in the context of research, but increasingly in the form of FDA and Health Canada-approved products. The aim of this course is to build a critical understanding of end-to-end lifecycle of AI in health care, from working with raw health care data, to integration of AI with clinical workflow, through to regulatory approval. This course will be of particular interest to translational AI researchers looking to apply their work to health care, as well as health care practitioners and informaticians seeking to understand how to leverage AI in their industry. | Institute of Health Policy, Management and Evaluation | health care, healthcare | SDG3 |
| HAD5314H | Applied Bayesian Methods in Clinical Epidemiology and Health Care Research | This course will introduce students to Bayesian data analysis. After a thorough review of fundamental concepts in statistics and probability, an introduction will be given to the fundamentals of the Bayesian approach, including a look at how computer simulation can be used to solve statistical problems. Students will learn how to use the brms package in the R statistical software environment to carry out Bayesian analyses of data commonly seen in health sciences. Bayesian methods will be covered for binary, continuous and count outcomes in one and two samples, for logistic, linear and Poisson regression, and for meta-analysis. | Institute of Health Policy, Management and Evaluation | health care | SDG3 |
| HAD5011H | Canada's Health System and Health Policy | The Canadian health care system (Medicare) remains a top policy issue and a key-defining characteristic of Canadian identity. There continues to be strong public and political support for Medicare’s guiding principles: universality, comprehensiveness, accessibility, public administration and portability. Yet, as recent federal and provincial reports on health care have emphasized, Medicare faces tremendous challenges. An aging and increasingly diverse population, new diseases, new and more costly medical technologies, as well as changing values and expectations have generated rising and more complex demands. There is an increasing emphasis on community-based health promotion and social support in contrast to more traditional care in hospitals and institutional settings. Individuals and communities are demanding a greater role in decisions about their health and the use of scarce health resources at the same time as the pressures of globalization begin to constrain the capacity of governments to implement domestic policy solutions. In spite of billions of new health care dollars, public concerns about long waits for care in Canada continue to fuel debate about the “sustainability” of publicly funded health care and the need for commercial health care options. HAD5011 (and HAD5010, its counterpart for students in the professional stream) is the first of two courses which develop and apply a policy analysis “tool kit” to critically analyze key issues and trends in Canada’s health care system and health policy. Course sections examine the current state of health care in Canada, the public-private mix, the influence of powerful interest groups, and the shift toward home and community care, paying particular attention to the ideas, interests, and institutions which have shaped the Canadian health care system in the past and continue to shape its future. HAD5010/5011 is designed for health professionals and students of health policy who need to “make sense” of a rapidly changing and increasingly politicized health care environment in which “evidence” is often only one, but rarely the most important factor driving change. HAD5011 is directed towards students in research streams (MSc/PhD) who must demonstrate strong analytical skills and a more developed mastery of the research literature. | Institute of Health Policy, Management and Evaluation | health care, globaliz, accessib, institut | SDG3, SDG9, SDG11, SDG16 |
| HAD5747H | Cognitive, Social, and Information Science Theory in Health Informatics Research | Research in Health Informatics (HI) is generally applied in nature. However, as the field grows and matures, there is a growing need to develop its theoretical foundation. The body of knowledge and theory in HI stems from diverse disciplines as Information Science, Computer Science, Cognitive Sciences and Human Computer Interaction, Communication, Management Information Systems, Social Psychology, and Sociology. The purpose of this course is to expose students to theories from the above disciplines that have informed, or could possibly inform, research in HI. The course will be delivered as a graduate seminar and students will select theories, present them to the class, and discuss their potential use in health informatics research. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD5778H | Comparative Health Systems and Policy | Each country’s health system and policies are largely shaped by historical, political, social and economic contexts; but in general, they have similar challenges such as rising expenditures, limited accessibility, poor patient responsiveness, limited coordination across the health continuum and public health and health system threats from both communicable and non-communicable diseases. This comparative health systems and policy course is intended to capture the rapidly expanding field of comparative studies in health systems and policy. It will provide a comprehensive theoretical and methodological foundation to understand why we compare health systems in different countries or provinces within a country and what we can learn from those comparisons. In the second part, the course will provide specific examples of health system and policy development in high income countries as well as low-and-middle-income countries (LMICs). Although this a taught course, the main requirement is to complete a major paper applying theoretical and methodological tools to a comparative health systems or comparative health policy case study including two or more jurisdictions (a province/state and/or country). | Institute of Health Policy, Management and Evaluation | public health, communicable disease, income, accessib | SDG3, SDG10, SDG11 |
| HAD5775H | Competition, Cooperation and Strategy in Health Care | Current changes in the Canadian health system, including most prominently changes in the accountability requirements on health system organizations have renewed interest in strategic planning techniques more common to private sector organizations. A number of strategic planning tools such as balanced scorecards and scenario planning are used in Canada, but there is varied understanding of how they can be adapted to a Canadian context that has different characteristics from the competitive marketplace that stimulated their uptake elsewhere and how these concepts affect institutions within the Canadian health system.This course endeavours to show how these tools can be used to understand and respond to critical issues in Canadian health system management. Students taking this course explore a number of issues around the application of strategy and performance measurement frameworks to cases from the for-profit, government, and broader public sectors in health care. This is a survey course that touches on a number of issues and examples in the management of health system organizations.Objectives:1. To increase students’ ability to synthesize different pieces of information on competitive forces in the environment to support the development and evaluation of strategy2. Enable students to apply industry and corporate strategic analysis and performance measurement techniques to address common health policy topics through organizing disparate sources of information on an organization’s competitive environment. | Institute of Health Policy, Management and Evaluation | health care, institut | SDG3, SDG16 |
| MHI1002H | Complexity of Clinical Care | In Complexity of Clinical Care, the implications and practical application of the outputs of AI and Machine learning are discussed in class, and in select assigned readings. This class provides an overview of how clinicians can use the outputs of these methods to benefit clinical care. Students complete an assignment where they shadow a clinician and learn about some of the clinical challenges and questions experienced by the clinician. In a final assignment, students propose solutions to these observed challenges and questions. These solutions may require AI and/or machine learning methods. | Institute of Health Policy, Management and Evaluation | learning | SDG4 |
| HAD5311H | Comprehensive/Synthesis | Our expectation of a successful PhD in clinical epidemiology is that she/he will have sufficient breadth and depth of knowledge in their chosen field of clinical research – sufficient to be considered an expert in this field. This implies a thorough understanding not only of the research methods (which is the focus of the majority of the PhD course work), but also of the theoretical underpinnings of these methods. The intent is for the Comprehensives / Synthesis course outlined here to ensure the latter. In addition, through the Synthesis component, we hope the students will have a good understanding of the history / evolution, and philosophical principles underlying, the field of clinical epidemiology. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD3030H | Concepts and Strategies in Patient Safety | Efforts to improve patient safety have thus far fallen into two different but, not mutually exclusive categories: 1) a “safety science approach”, drawing on lessons from other high risk industries to develop systems for reporting and learning from safety problems, recognizing the degree to which human errors are often facilitated by latent system problems, attention to human factors design principles affecting everything from equipment use to shift schedules and clinical environments, as well as the importance of teamwork, communication strategies, and organizational culture. 2) “evidence-based medicine approach”: as with much clinical research, this approach targets common problems (in this case, harms caused by medical care as opposed to diseases), looks for interventions to prevent such complications (e.g., prophylaxis for venous thromboembolism, bundles for preventing central-line associated infections, bar-coding to prevent medication administration errors), assesses the evidence supporting these interventions and the degree to which effective implementation strategies also exist.Beginning with a brief history of patient safety in healthcare, including high profile cases and seminal studies that launched the widespread interest in patient safety, the course will cover key concepts and examples from both of the approaches to studying and reducing patient safety problems. The course will use examples of commonly discussed patient safety practices to convey the state of the evidence supporting the practices as well as key underlying concepts. For instance, the discussion of order sets and computerized decision support will include a review of what is known about their current effectiveness, but also include human factors concepts related to optimal order set design. Similarly, the discussion of checklists will include not just the evidence supporting their benefit (e.g., in peri-operative settings) but also the importance of attending to teamwork and communication issues that support successful implementation. | Institute of Health Policy, Management and Evaluation | healthcare, learning | SDG3, SDG4 |
| MHI2013H | Data Visualization in Health Care | A picture is worth a thousand words. Shear amount digital information collected in healthcare brings opportunities and challenges at the same time. Decision-makers are challenged to take timely actions with this data yet are not equipped with required tools to help them in this process. Proper visualization of data empowers them in this task.In this course, we will introduce the foundation concepts of data visualization such as proper use of different graphs. The course will cover the complete life-cycle of data visualization including requirement analysis, data preparation, graphing, validation and sustainability plan.We also cover both best practices and latest trends such as interactivity, story-telling and visual analytics that currently drive the demand in the market. It will include hands-on exercises using the best BI tools as identified by the Gartner’s Magic Quadrant and group activities to augment kinesthetic learning. | Institute of Health Policy, Management and Evaluation | health care, healthcare, learning | SDG3, SDG4 |
| HAD5730H | Economic Evaluation Methods for Health Service Research | Health Economics is concerned with the study of resource allocation within the health sector and between that sector and other sectors. This course is designed to introduce participants to an array of economic evaluation methods used to assess health care programs, services, technologies, and other interventions. Prior knowledge of economics is not required; however, participants are expected to possess quantitative skills (e.g., the ability to undertake statistical analyses). Upon completion, participants will not only have analytic skills that are applicable to economic evaluation, they will also know how economists approach important issues in health services research and decision-making. | Institute of Health Policy, Management and Evaluation | health care, knowledge | SDG3, SDG4 |
| MHI2002H | Emergent Topics in Health Informatics | Health Informatics essentially seeks to apply information technology to solve key problems and improve all aspects of healthcare, including primary and acute care, research, and education. Topics in the course focus on the management of information technology, and the knowledge it produces including fundamental concepts of data structure, quality, analytics and aggregation, as well as data visualization. Personalized and intelligent medicine will be explored, and the ethics and societal implications of AI will be addressed. The course provides an interdisciplinary perspective of AI stakeholder values, intelligent medicine, machine learning, and knowledge representation. Students will learn when and how it is appropriate to apply machine learning for the improvement of health and healthcare. Applied, handson, and conceptual AI content will be explored in depth. | Institute of Health Policy, Management and Evaluation | healthcare, knowledge, learning | SDG3, SDG4 |
| MHI2003H | Emerging Applications in Consumer, Public and Global Health Informatics | Health informatics (HI) has traditionally been focused on technology for healthcare providers. However, HI is now transforming healthcare on many other fronts, such as by addressing consumers’ needs for health information (i.e., consumer health informatics). This course will provide students with an overview of the role of consumer health informatics in changing the face of our healthcare system. Consumer health informatics trends and applications such as artificial intelligence, will the explored, and relevant theoretical frameworks for the creation of consumer health informatics will be reviewed.Another emerging area of HI is public health informatics. This is the application of information and communication technology to the field of public health to support and enhance public health practice and business processes, with the ultimate goal of improving population health. The course will provide students with an overview of the function and activities of public health agencies and authorities in Canada, which will allow for a better understanding of the need and uses of technology in public health practice and research for syndromic surveillance, immunization management, etc.Populations around the world face different health challenges and live within different healthcare systems. This course will provide examples of the use of HI to improve health in various regions across the world (i.e., global health informatics). This will provide students with a broad perspective of the potential applications of HI appropriate for populations around the world.An overarching theme throughout the course will be the ethical and societal impact of consumer, public, and global health informatics. | Institute of Health Policy, Management and Evaluation | public health, global health, healthcare, consum | SDG3, SDG12 |
| HAD5720H | Evaluation I | This course will provide a general introduction to the science of evaluation and prepare students for more advanced courses. Students will acquire foundational and theoretical knowledge (via lectures and readings) and practical skills (tutorials and group project) about program evaluation. Students will learn about different evaluation frameworks, designs for program evaluation, research methods (qualitative, quantitative, mixed) and the strengths and limitations of different approaches. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD5743H | Evaluation II | The growing focus on learning and accountability in Canada and internationally has resulted in an increasing need for evaluation approaches to understand and assess if interventions/programs work, how they work, and what can be done in the planning and implementing phase to make them work. Given the complexity of some of the health interventions, the designs and approaches required to evaluate need to go beyond standard clinical trials and often will involve the evaluator working with the policymakers and program planners right at the formulation of the intervention/program. This class will focus on development, implementation and evaluation of a variety of complex policy and programmatic interventions, which aim to improve outcomes at the patient, provider, population and system level. Topics to be covered in this class include: the role of program theory and why we need to think theoretically about complex interventions; the relationships between program theory, threats to validity and evaluation design; stakeholder engagement, needs and evaluability assessment, types of evaluation (process and outcome evaluation) with different approaches and how they respond to complexity (approaches will include realist evaluation and developmental evaluation); varieties of evaluation design including experimental and quasi-experimental designs, economic evaluation. | Institute of Health Policy, Management and Evaluation | learning | SDG4 |
| MHI2009H | Evaluation Methods for Health Informatics | There is little debate that health information systems have transformed clinical practice and the patient experience. Health information systems hold the promise of improving the flow of information, the coordination and integration of services, and the quality and safety of care. These systems, however, are often imperfect solutions implemented in complex environments. The true impact of health information systems on the health care system still remains relatively unknown. For the many implementations of health information systems, there are relatively few evaluations and a paucity of high quality research studies to assess the impact of health information systems within a wide range of contexts. In addition, the digital landscape is rapidly changing with the emergence of big data and digital tools such as machine learning, process automation, predictive/preventive analytics and artificial intelligence. This course is designed to demystify the evaluation process and give you the tools that you need to build a solid evaluation plan for every new eHealth project that you work on. | Institute of Health Policy, Management and Evaluation | health care, learning, land | SDG3, SDG4, SDG15 |
| HAD5779H | Evidence Synthesis for Health Services, Systems and Policy Research | This course will help students understand the role of evidence synthesis in health services, systems and policy research and provide them with knowledge and skills to conduct systematic reviews and meta-analyses. Students will learn how to formulate a research question for a systematic review, develop a review protocol, conduct a comprehensive search of relevant literature, evaluate the level of evidence and the quality of studies, extract information, synthesize the evidence (using appropriate statistical methods for meta-analysis) and report the findings. Students will also learn principles related to other approaches of evidence synthesis (e.g. critical interpretive synthesis, realist review, meta-narrative review, scoping reviews, rapid reviews, overview of reviews). As part of the course, students will develop and register a systematic review protocol and conduct the systematic review potentially followed by a meta-analysis. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD5308H | Evidence Synthesis: Systematic Reviews and Meta-Analysis | This course is designed to instruct healthcare professionals, who have some background in critical appraisal of the literature and study design, how to systematically review available evidence either from randomized controlled trials, observational studies or diagnostic tests. The course will also cover the aspect of appropriate summarizing of the evidence using statistical techniques. | Institute of Health Policy, Management and Evaluation | healthcare | SDG3 |
| MHI2010H | Extended Health Informatics Practicum | The MHI2010H Practicum Extension supports students’ ongoing learning and contribution at practicum placement sites. The course is designed to build on work and reflection to date, as achieved via the MHI2005Y Practicum course. The Learning Contract, Discussion Board and Journal are repeated elements of that course, and the Practicum Report is a document to be prepared to evaluate both practicum and extension work. Note: There is one final evaluation due from preceptor.There are no live group workshops for this course, however students are welcome to communicate with Julia Zarb, course instructor, for any reason related to assignments and/or extension experience throughout the duration of the course. | Institute of Health Policy, Management and Evaluation | learning | SDG4 |
| MHI2016H | Extended Health Informatics Project | The MHI2016H Project Extension supports students’ ongoing learning and contribution at employer sites. The course is designed to build on work and reflection to date, as achieved via the MHI2015Y HI Project course. Note: There is one final evaluation due from supervisor/employer, and no interim report is required.There are no group workshops for this course, however students are invited to communicate with Julia Zarb, course instructor, via live or phone meetings. Ideally, students will set one meeting with the instructor for at least 30 minutes over the course of the term. | Institute of Health Policy, Management and Evaluation | learning | SDG4 |
| MHI2001H | Fundamentals of Health Informatics | This course is designed to provide an introduction of basic concepts and recurrent themes in Health Informatics (HI)- an emergent discipline that deals with the collection, storage, retrieval communication and use of health-related data, information and knowledge. During the course we will explore a number of topics central to understanding of the field including the motivation for HI; Biomedical data, information and knowledge; technological support for decision making (including predictive analytics, machine learning and artificial intelligence); the main types of information systems in health care and their design; and organizational and societal issues. | Institute of Health Policy, Management and Evaluation | health care, knowledge, learning | SDG3, SDG4 |
| HAD3010H | Fundamentals of Improvement Science | This will provide core improvement concepts for students in the new Masters of Science in Improvement stream. Students will have varying experience with health care improvement and patient safety and will have different professional backgrounds. The fundamentals course will provide a solid baseline for future courses; an understanding of the prerequisite knowledge base; areas of focus (key themes) for the program; an understanding of critical quality and safety issues facing health care today, an appreciation of the research elements of the program and an introduction to statistical process controls used in improvement processes. Specifically the course provides an introduction to program themes related to quality improvement skills and capacity; the rate of uptake, spread and sustainability of evidence based quality improvement ; leadership, innovation and change management skills; coordination and implementation of improvements across organization and between levels of health care. Course Content by Module: All classes will combine didactic and small group interactive exercises, and guest lecturers will be invited to share expertise from the field for approximately one hour during most of the modules. This course will provide a framework for improvement science, and introduce key concepts that will be applied and expanded upon in subsequent courses in this master’s stream. | Institute of Health Policy, Management and Evaluation | health care, knowledge | SDG3, SDG4 |
| HAD5754H | Global Quality of Care in Health Systems | This highly interactive course analyzes macro- and meso- health system level issues related to quality of care in health systems globally, with a focus on low- and middle-income countries: the state of quality of care globally; key findings and recommendations from global reports on quality of care (2018); key interventions to improve quality of care at scale in health systems (evidence and limitations); innovation in service delivery and its impact on quality of care; better measurement of quality of care; approaches to develop national policies and strategies to improve quality of care at scale. The course builds on scientific literature in the health sector and direct experience from the World Bank, OECD and the World Health Organization to support countries in developing, financing and implementing quality of care strategies and policies at scale. The course includes direct exposure to leading voices in global health (policy practitioners and world class academics) through student-led virtual interviews with guest lecturers, as well as discussion during synchronous lectures. | Institute of Health Policy, Management and Evaluation | global health, income | SDG3, SDG10 |
| HAD6010Y | Health Care Leadership Practicum | The overall objective of the practicum is to broaden the student’s appreciation for and skills in managing health services organizations by allowing students to evaluate, test and further develop their managerial/policy competencies in a practical setting. Practicum placements are specifically tailored to individual student needs given their past work experience and their specific learning and career objectives. While the student is expected to synthesize and apply the academic knowledge gained in the first two blocks of the Program, the focus of the practicum is on what the student identifies as his/her learning needs. The fieldwork is seen as incremental and developmental, being adaptable to the individual student’s needs, and building on their work experience. | Institute of Health Policy, Management and Evaluation | health care, knowledge, learning | SDG3, SDG4 |
| HAD6011H | Health Care Leadership Practicum | Can't find description | Institute of Health Policy, Management and Evaluation | health care | SDG3 |
| HAD5725H | Health Economics | This course is designed to teach the learner the basic model of microeconomics that underlies much of the thinking and perspective of health economics. The concepts of utility maximization in a perfectly competitive world with no asymmetry of information will be presented, along with the market imperfections and distortions exhibited by the market for health care to guide the learner in interpreting the work of health economists. Specifically, the price wedge between consumers and suppliers that exists with health insurance, along with the asymmetry of information, will be discussed in detail and repeatedly. After introducing the theory and noting how the market for health care differs from other markets, the course will move onto review 6 themes: the impact of public health insurance in Canada, incentives facing physicians, technology and cost effectiveness analysis specifically related to drugs, behavioral economics at play in health, and conflicts of interest. Prior knowledge of economics will be helpful but is not required. | Institute of Health Policy, Management and Evaluation | public health, health care, knowledge, consum | SDG3, SDG4, SDG12 |
| MHI2015Y | Health Informatics Project | The Health Informatics Project course is designed on a consulting model to develop and deliver a project into each student’s place of employment. Healthcare leaders work alongside the instructor to mentor students in project development prior to onsite execution. The course requires approximately 400 hours of applied practice in a work setting and represents 1.5 credits in the MHI degree. | Institute of Health Policy, Management and Evaluation | healthcare, employment | SDG3, SDG8 |
| HAD6764H | Health Informatics Research Comprehensive Course | This course is designed to fulfill the requirement for a comprehensive exam for graduate students in the Health Informatics Research emphasis of the PhD Health Services Research program. The course will enable students to demonstrate and expand the cumulative knowledge and skills gained throughout their previous graduate courses. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD3070H | Health Law and Risk Management for Quality Improvement & Patient Safety | This course will cover a number of topic areas including: The risk management process (i.e. identification, assessment, mitigation), methods for identifying and ranking top clinical and other risks using data from a range of patient safety and risk management sources Strategies for integrating organizational risk management, quality improvement and patient safety activities; Methods for identifying, managing and investigating critical incidents, and for implementing and sustaining effective recommendations for improvement; Principles and practices for disclosure of adverse events; Relevant legislation and regulations (e.g. the public hospital act, disclosure, apology, consent and capacity, etc); The rationale and legal protection for quality assurance activities; The medical-legal claims process and the effect of claims on patient safety and quality; The role of professional colleges in ensuring quality care, and potential issue related to the systems approach to patient safety and implementation of a just culture; The role of the coroner in patient safety; The role of accreditation in ensuring quality and in influencing organizational priority setting in patient safety and quality. The course will include didactic pre-reading, lectures from leading experts, group discussion, and in-class simulations. | Institute of Health Policy, Management and Evaluation | invest | SDG9 |
| HAD6560H | Health Professions Education Research (HPER) Comprehensive Exam | The course will address current controversies, established areas of research, and emerging ideas in Health Professions Education Research (HPER). The sessions will provide an overview of the wide range of disciplinary and substantive areas within HPER and will include analyses of the assumptions and presuppositions (about research, knowledge, education, and health professional practice) that underpin research in each of these areas (and the implications of those assumptions or presuppositions for limiting or strengthening that research). | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD5723H | Health Services Accounting | HAD5723H is the first in a two-course sequence in health care financial management, intended to impart a foundation of accounting and finance knowledge necessary to manage health care organizations and make informed decisions. This first course introduces learners to managerial and financial accounting concepts. The second course, HAD5733: Health Services Finance, focuses on finance topics, such as financing and investment decisions.This course will focus heavily on managerial accounting concepts, to provide learners with the tools necessary to ensure that their organization produces the information that will support their responsibility for decision-making. As a health care manager, it is important to understand what financial reports are prepared by the organization, what information these reports provide and how this information is used. | Institute of Health Policy, Management and Evaluation | health care, knowledge, invest | SDG3, SDG4, SDG9 |
| HAD5767H | Health Services Marketing | “In theory, there is no difference between theory and practice. But, in practice, there is.” (Jan L.A. Van de Shepscheut)To some people, the concept of “marketing” suggests manipulating others to buy something they don’t want or don’t need. In a period of scarce resources, marketing in a health services context has more to do with understanding the audience and communication with it in a way that emphasizes unique and often non-economic qualities. The intent of the marketing effort may range from articulating a compelling case for resources to supporting a change management initiative to identifying and communicating personal strengths in the job market. Whether the audience is patients, staff, stakeholders, or a potential employer, this course provides a foundation from which to analyse the marketing opportunity, develop strategies and tactics and successfully reach the target.By balancing key elements of the marketing mix (product, place and promotion), strategies to create sustainable differentiation are developed. Branding concepts are considered as a means of building stronger bonds with the potential market. Particular attention is paid to the marketing of services or product/service hybrids to overcome the additional challenges facing intangibles.Examples are drawn from best practices marketers in well-known consumer fields. Cases provide opportunities to apply marketing concepts to real world problems. | Institute of Health Policy, Management and Evaluation | consum | SDG12 |
| JNH5003H | Home and Community Care Knowledge Translation | This course is designed to expose trainees to knowledge translation issues in the area of home and community care. Participants produce a quarterly digest for decisions makers involved in planning health service provision in the community. Participants select policy and program relevant research and translate it into an accessible format for decision makers. The course is designed to teach academic trainees how to disseminate research findings to a broad audience of policy decision makers. Over 70 international and Canadian journals from several disciplines are reviewed. | Institute of Health Policy, Management and Evaluation | knowledge, accessib | SDG4, SDG11 |
| MHI2004H | Human Factors & System Design in Health Care | This course will address the socio-technical challenges of introducing information and communication technology into healthcare settings. The course will cover contrasting strategies in the successful adoption and deployment of systems by introducing the fundamental concepts of human factors and the principles and strategies associated with organizational change management. The course will focus on psycho-social and behavioural issues and how they affect the design and usability considerations related to clinical applications and devices. Students will learn about how artificial intelligence can be used to support individual behaviour change and its application in precision medicine and personalized care. Case examples will be utilized to demonstrate issues of human-computer interaction in clinical settings. Students will be provided with an opportunity to conduct usability testing, a clinical workflow analysis, clinical process design and engineering, and determine the potential impact of introducing online clinical information tools. End user engagement strategies to influence successful adoption of clinical information systems will also be discussed. | Institute of Health Policy, Management and Evaluation | health care, healthcare | SDG3 |
| HAD5769H | Human Resources Management in the Health Field | The overall objective of this course is to increase learners’ appreciation for and skills in managing a diverse workforce in health care. The focus is on creating high quality health care workplaces through strengthening the employment relationship (including union-management relations) taking into account the social, economic and regulatory context within which that relationship is defined. As health care organizations have decentralized decision-making, many of the traditional HRM functions have become the domain of the manager. In some organizations the human resources management processes are well integrated with overall organizational strategy while in others they are limited to the technical component. Students will be introduced to the basic human resources management functions including selection, training, performance management and management of the collective agreement but, it is not the intent that they will become specialists in these areas. The principal strategic issues which will be addressed include what it means to be a high quality workplace, the changing nature of work and workplace organization including employee engagement as a human resource strategy, the concern with productivity and the measurement of that productivity through performance indicators in a rapidly restructuring system, the impact of new working arrangements on the employer-employee relationship and the creation of learning organizations. Cases, course readings, role playing and guest lecturers are the approaches used to give learners an opportunity to critically analyze the complexity of the employment relationship. | Institute of Health Policy, Management and Evaluation | health care, learning, employment | SDG3, SDG4, SDG8 |
| MHI1001H | Information and Communication Technology in Health Care | This course will introduce the fundamental concepts of information and communication technology for those students with a health science background, but no formal training in computer or information technology. The course will cover material that is relevant to health informatics and focus on the understanding of hardware and software systems. We will emphasize on the proper design and specification of health information systems. We will provide you a sufficient background to understand the technical details of healthcare ICTs and apply this knowledge in the design and specification of systems. | Institute of Health Policy, Management and Evaluation | health care, healthcare, knowledge | SDG3, SDG4 |
| HAD6504H | Intermediate Critical and Interpretive Social Science Methods | This course will immerse students into the variety of research methodologies and methods social scientists use in HPE research. The course will start with a brief review of the theories underlying critical and interpretive social science research. Students will be asked to synthesize this learning and present and justify a research proposal in written and verbal format. | Institute of Health Policy, Management and Evaluation | learning | SDG4 |
| HAD5307H | Introduction to Applied Biostatistics | This course is designed to give clinical epidemiology students’ knowledge and skills in statistical methods that apply to clinical epidemiology. Students will acquire working experience in applying these methods to datasets, analysing epidemiological data, and interpreting findings. As well, students will develop statistical writing skills and learn how to present results to assist them with future research publications. For each statistical method, this course will be focused in teaching: “what is it” and “how to do it”. Topics covered in this course include: data types, measures of central tendency, measures of variability, testing for the difference between two groups (analysis of means, rates and proportions), constructing 95% confidence intervals, nonparametric analyses sample size and study power estimation, testing for trend, analysis of variance, analysis of covariance, simple and multiple linear regression, logistic regression, survival analysis-life table and Kaplan-Meier curves, log-rank tests and Cox proportional hazards models. The final part of the course focuses on how to build a good multivariable model by assessing details such as the number of variables allowed and statistical fit. Computing is also part of this course. Knowledge in SAS or other equivalent statistical packages (such as SPSS, STATA, MINITAB etc.) is a prerequisite of the course. Students are recommended to get training in a statistical packages (SAS) prior to taking this course. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| MHI2012H | Introduction to Big Data for Health: Foundations and Methodologies | Introduction to Big Data for Health is a new elective course intended to introduce students to the many types of data and analytical methods now available that will enhance our ability to investigate and explain the health of communities. These include data that are relevant to measurement of the social economic and genetic determinants of health, the quality and outcomes of healthcare programs and healthcare interventions. The quantity and variety of relevant data have increased substantially in the last decade and now include data from: healthcare administration, electronic medical records, diagnostic laboratories, censuses, vital statistics, environmental exposures, disease and device registries, research data-bases and bio-repositories. To this may be added relevant information extracted from social services, taxation records, education, justice and corrections services. This is a rapidly changing field. The aims of the course are to introduce students to the different types of data, to provide an overview of the different analytical approaches and to assess the potential value of these big data -sets by examining a number of examples of their use. | Institute of Health Policy, Management and Evaluation | healthcare, labor, invest, taxation, environmental | SDG3, SDG8, SDG9, SDG10, SDG13 |
| HAD5301H | Introduction to Clinical Epidemiology and Health Care Research | To introduce principles of epidemiology as applied to clinical research, emphasizing diagnosis, prognosis, treatment, the measurement of signs and symptoms of health and disease, and the evaluation of diagnostic, treatment and compliance-improving maneuvers. | Institute of Health Policy, Management and Evaluation | health care | SDG3 |
| HAD5713H | Introduction to Health Information Systems | In health care, information is a resource equal in importance to financial and human resources. Epidemiology offers valuable methods for compiling and analyzing data that is crucial for managing health care programs, organizations and systems. Epidemiology is the study of the distribution and determinants of diseases and injuries in populations. Managerial epidemiology, which is the focus of this course, is the application of epidemiological perspectives and methods to health care management.Although health care managers are developers, collectors, transformers, users and disseminators of information, there has been relatively little discussion about how they can enhance their selection and use of information. Many managers feel overwhelmed by massive amounts of data, much of which provides little assistance in meeting the demands of their jobs. This dilemma becomes more pronounced as provinces attempt to increase the coordination and integration of delivery systems necessitating the coordination and integration of information from a variety of sources within institutions and the community.The purpose of this course is to explore how managers can identify what they need to know, how they can access the information they need, and how they can use the information they obtain in order to be more effective decision makers. These issues will be examined in relation to the internal processes of individual organizations, the identification and accommodation of population health service needs, and the formulation of provincial and national health policy. | Institute of Health Policy, Management and Evaluation | health care, institut | SDG3, SDG16 |
| HAD5306H | Introduction to Health Services Research and the Use of Health Administrative Data | An introduction to research methods for evaluating the outcomes and effectiveness of health care services using secondary data (with an emphasis on administrative databases). These methodologies are used to answer questions about which treatments, services and policies are effective when applied to whole populations in real practice and policy settings. In this course students will learn not only about the use of secondary data for research purposes, but also how to apply and think about these research findings in the context of the current health care system. This will include the strengths and weaknesses of secondary databases, data accuracy, bias and risk adjustment, study design and a variety of analytical tools. The course will have a strong focus on sources of secondary data available in Ontario. | Institute of Health Policy, Management and Evaluation | health care | SDG3 |
| HAD5752H | Introduction to Knowledge Translation and Implementation Science | The course will introduce the field of knowledge translation (KT) and implementation science. With an increased demand for evidence-based health practices, researchers and practitioners have become aware of the complexities involved in optimizing the uptake of knowledge from research and transferring research findings into practice and policy. To do this effectively requires tailor made approaches well aligned to the complexities of health systems and their wider environments. This increased emphasis has also led to explorations of approaches that are likely to work and the evolution of the KT and implementation science field. It is important for researchers and practitioners alike to develop understanding and insight into KT and implementation science so they can incorporate these in their work, and contribute towards enhancing the quality and effectiveness of their health systems. The course will delineate the main features of KT and implementation science and provide students with the opportunity to develop insight into the wider environment that has shaped this field. The course consists of core components where the main KT and implementation science concepts are defined; it discusses the history of the field and the different foci that have shaped the evolution of the field; it presents perspectives, theories and frameworks used in KT and implementation science; and it introduces the main research approaches and methodological challenges for the practice of KT and implementation science. These introductory components will provide a basic foundation for the students to start to explore a few topics in more detail, including the social network perspective of KT and implementation science; the sustainability of the interventions; the need and challenges for de-implementation; the complexity science approaches to implementation science; implementation science in global health; and different approaches to scaling the health interventions. The course will provide a general overview of KT and implementation science so in future courses students can start to build their capacity to incorporate KT and implementation components in their research. The course will be taught by the two course directors, other IHPME faculty and other leading scholars in this field. Emphasis will be placed on active student participation to deepen students understanding of the field. | Institute of Health Policy, Management and Evaluation | global health, knowledge | SDG3, SDG4 |
| HAD5773H | Introduction to Theories of Organizational Behaviour and Applications to the Health Care Sector | This seminar introduces the dominant theories used by health services researchers to study phenomena relating to organizational behavior in health services organizations and systems. Theories reviewed in this course are applicable to micro-, meso-, or macro-levels of analysis. Seminar topics typically include organization theory; system-level performance; inter-organizational relationships and networks; social capital; organizational learning; knowledge transfer, knowledge translation and knowledge utilization; innovation diffusion; change theory including complexity theory and whole systems change; group decision-making and team effectiveness; leadership and followership; and an array of micro-OB topics including organizational commitment, organizational justice, job satisfaction, motivation theory/expectancy theory and organizational citizenship behaviours. The last two sessions are allocated to student presentations, where students present a research idea and related research question(s) that are motivated using theory reviewed in the course. | Institute of Health Policy, Management and Evaluation | health care, knowledge, learning, citizen, capital | SDG3, SDG4, SDG9 |
| MHI2018H | Knowledge Management & Systems | Health informatics professionals are increasingly called upon to help manage knowledge in organizations, beyond conventional information processing. A wide range of information technologies, such as collaboration and social software, enterprise repositories, knowledge-based or expert systems, software agents, as well as traditional information systems, are being used to support work in organizations. This course examines knowledge management from a health system perspective. Notions of knowledge in the management literature and in the information systems area are reviewed. Modelling techniques that can be used during systems analysis in the context of organizational knowledge management are examined. The course aims to expose students to the issues of knowledge management in health organization and across health systems, and to provide opportunities to learn and apply modelling and analytical techniques to understand the use of various types of information technologies in meeting organizational knowledge management needs. | Institute of Health Policy, Management and Evaluation | knowledge, labor | SDG4, SDG8 |
| HAD3050H | Leading and Managing Change | The course will cover the knowledge domains of systems thinking and theories derived from social science, organizational theories, and psychology related to influencing transformational change and overcoming resistance to change at the clinical micro-system level and will cover a number of topic areas including: A self-assessment of personal leadership skills; Change management theories and application; overcoming resistance to change and modeling the environment for change; Leadership strategies using cases and role playing exercises; Distributive leadership for embedding and sustaining improvement and safety into practice at all levels; Negotiation, coaching and conflict management; Physician and other stakeholder engagement; Strategic alignment of quality from the top and from the bottom; Definition of knowledge translation and its application to quality improvement and safety. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD5777H | Leading and Managing Change: Building Adaptive Capacity | Continuous change is the norm for healthcare professionals. Whether it is in technological advances, process improvement, patient expectations or redefining roles and structures, change is prevalent in every aspect of every working day. In this course, learners are presented with a leadership framework that focuses on building the capacity within themselves, their teams and their organizations to respond adaptively to the depth, pace and scope of change that is creating unprecedented conditions in healthcare systems today (S. Dalzo-Parks, 2005).Based on the work of Ronald Heifetz, the framework requires a paradigm shift from viewing leadership as a role or person to seeing it as an activity – the activity of making progress on adaptive challenges; and from viewing the organization as a static entity to seeing it as an organism capable of adapting to its environment. It requires those exercising leadership to understand the dynamics of social systems, and to trust in their own and others creativity and intuition (S. Dalzo-Parks, 2005). Finally, it addresses the ethical challenges associated with leadership as critical choices must take into account the diversity of perspectives surrounding the issue, and the moral courage and resilience required to challenge assumed values i.e. the notion of a good death.The second, in a two-part series on Leading and Managing Change, the overall goal of this course is to facilitate the building of adaptive capacity within healthcare systems by deepening the practice of developing both ourselves and others intentionally, mindfully and creatively. Through in-class discussion and small group consultation labs, participants will learn to mobilize constructive change through the development of a new and enhanced capacity to see, effectively analyze, and strategically intervene. | Institute of Health Policy, Management and Evaluation | healthcare, resilien, resilience, resilience | SDG3, SDG11, SDG13, SDG15 |
| HAD2003H | Leading and Responding to Health Policy and System Change | This seminar course offers an overview of the role physicians in health policy and system innovation with a focus on the role of physicians in leading and responding to change in three important settings – professional organizations, government and academic medical centres. The course will draw on multi-disciplinary principles of policy analysis in order to provide a range of conceptual models and practical tools that students can employ in a range of contexts. The course will provide students with concepts and practical tools that will help them to understand and analyze health system innovation and system change in professional, governmental and institutional settings and will allow them to develop written and oral communication skills so that they can concisely describe and analyze policy options in different contexts and for various audiences. | Institute of Health Policy, Management and Evaluation | institut | SDG16 |
| HAD2012H | Learning Health Systems: Research Tools, Approaches and Lessons | Now, more than ever, there is a need for health systems leaders to have the skills to leverage analytical insights, patient experience and research evidence to make health systems decisions that will result in higher quality, safer, more efficient care for patients. Health systems leaders need training to align “science, informatics, incentives, and culture” to promote “continuous improvement and innovation, with best practices seamlessly embedded in the delivery process and new knowledge captured as an integral by‐product of the delivery experience” (Institute of Medicine, 2015).Building on the concepts of learning health systems, this online seminar course will equip leaners with the foundational skills required to lead health systems innovation research | Institute of Health Policy, Management and Evaluation | knowledge, learning, institut | SDG4, SDG16 |
| HAD5302H | Measurement in Clinical Research | The ultimate goal of good measurement is to generate a numeric score that has meaning so that we can use it to represent a given concept (depression, health, disease activity) in our statistical analyses in a given population. Measurement is like the “basic science” of clinical epidemiology and impact on our measurement of causal, prognostic and outcome variables. The purpose of this course is to learn principles of measurement (good scale development, clinical usefulness, validity and reliability) so that they can be applied to the critical appraisal of a given instrument when a measurement need is defined.In the course we will help you define a particular measurement need – what do you need to measure, in whom, and why? – and from that move to the appraisal of a scale of your choice to see if it would be appropriate for that application.Students taking this course will focus on measures that are based on expertise, clinical judgment, experience, or the subjective perceptions of either the providers or consumers of health care. These might include clinimetric indices which are aggregated scores across various domains – such as disease activity indices, or prognostic indices; or more psychometric scales where there are multiple items to tap a single concept like depression, health, performance or function. Measures that are single items, or which are uncontested or irrefutable gold standards of truth would not be good selections for work in this course. The classes are split into two: lecture (instructors or guest lecturer) and student led presentations/seminars. Tutorials are offered in the hour preceding the course on certain topics. | Institute of Health Policy, Management and Evaluation | health care, consum | SDG3, SDG12 |
| HAD5736H | Operations Research Tools for Quantitative Health Care Decision Making | This course introduces quantitative methods and their applications to health care decision-making. The use of these methods has recently become an active and growing area of practice and research in contexts including wait list management, patient flow, population demand estimates, health human resource management and the coordination of resources for elective and emergency services. This course is designed to provide health care decision makers with an introduction to several useful quantitative methods that can provide insight and support for complex decisions.We will cover the following topics: Mathematical model formulation Linear programming and optimization Forecasting Queuing theory and simulation modeling Project management Introduction to decision analysis. This class is not intended for learners who have a background in operations research. | Institute of Health Policy, Management and Evaluation | health care | SDG3 |
| MHI2011H | Performance Measurements in Healthcare: Theory and Application | The goal of the course is to help students gain a better understanding of performance measurement in health care and the importance of health informatics in supporting performance measurement systems. The course will provide an overview of different models for performance measurement, indicator development strategies and a discussion of issues specific to several stakeholder groups. | Institute of Health Policy, Management and Evaluation | health care, healthcare | SDG3 |
| HAD5022H | Politics, Policy, Public Health and Health Technology | Health technologies (drugs, devices, diagnostics, information and communication systems, surgical interventions, etc.) have complex roles in health systems with the potential to improve health outcomes and quality of life and to support change in service delivery for more effective, sustainable and person-centred care. But though real, this potential is often not realized due to the partial alignment between R&D interests and public health needs, as well as cost or access issues, evidence limitations, the risk that technologies will prove ineffective or harmful and challenges of misuse, overuse or underuse. Adding to these challenges for health policy and health systems are the broader roles of technologies within political economies and public policy. Governments play significant roles in the development of health technologies, sometimes advancing policies that are in conflict with the aims of population health or health equity, but which may be seen to align with the aims of science, industry or trade policy. As well, there is increased policy attention to the role of health systems as generators of both “health” and “wealth” with the latter aim served by health system support for research and development as well as the adoption and use of novel products and services. Whether and how this “double promise” can be realized, and whose health and wealth will be enhanced, remains politically contentious. The aim of this course is to explore these complex contexts. Specifically, we look at the developmental and regulatory institutions through which public policy seeks to shape health technology development, adoption and dissemination and we consider the health and innovation systems within which these institutions operate. As well, we consider the underlying interests and ideas that shape the operation and effect of these institutions and systems. Throughout, we consider the implications of these policies, systems, institutions, interests and ideas for the meaning of population health and its equitable distribution (i.e. health equity). | Institute of Health Policy, Management and Evaluation | public health, health equity, equitable, equitable, equity, trade, equit, institut | SDG3, SDG4, SDG10, SDG16 |
| MHI2005Y | Practicum Placement | The required practicum will provide an opportunity to apply the theory and knowledge gained in course work directly in a health care related organization. Students are required to spend a minimum of 600 hours involved in appropriate, supervised field practice for 2.0 FCE. While it cannot be guaranteed to students, the professional status of the MHI is recognized within the industry and we will endeavour to seek practicum arrangements that offer paid positions. Some examples of positions that may be available in a Health Informatics practicum include Health Information Analysts, Technical Specialists, Technical Architects, Program Coordinators, Project Managers, Special Projects and Team Participants. Examples of HI skills that would be practiced include knowledge of computer and technical applications in health care, pharmaceutical, finance, human resources and telecommunications; problem solving in software engineering, change management or project management, corporate strategizing, facilitation, resolution and crisis management; management skills such as facilitating team effectiveness; leadership through participation and contribution on project teams or committees; communication skills; increase job knowledge; and writing and/or reporting skills. Throughout the practicum the students are expected to record and reflect upon their experiences and to engage in regular discussion with their practicum supervisor. While it cannot be guaranteed to students, the professional status of the MHI is recognized within the industry and we will endeavor to seek practicum arrangements that offer paid positions. | Institute of Health Policy, Management and Evaluation | health care, knowledge | SDG3, SDG4 |
| HAD3040Y | Project Practicum | The broad learning goal for the project course is to effectively apply principles, theories and methods of improvement science to a workplace issue. More specifically, students will learn to exercise creative and critical thinking, analyze a process, model, or situation to determine where specific interventions should be targeted, determine if an intervention is even necessary, and determine whether desired outcomes have been achieved and to assess the impact and sustainability of the interventions The project course includes the fundamentals of project management, practical skills and tools for rigorous design and implementation of a QI project, statistical methods for QI, methods for critiquing the literature related to the interventions identified and skills for writing for publication and what QI journals typically look for when reviewing articles. Students will learn to evaluate their projects from a broader perspective, assessing how an intervention fits within a broader healthcare context and how to design quality improvement projects to answer more complex questions.Instructional time will be embedded into each required course to cover the learning objectives that relate specifically to the project practicum and a session in each module will be dedicated to project development and discussion. For example the fall term courses will include instruction on literature reviews, research methods that are appropriate for quality improvement projects, discussion about research ethics, and project charters, reporting project progress to executive sponsors, development of indicators and measures. Students will meet regularly with their project mentors for guidance on their projects. | Institute of Health Policy, Management and Evaluation | healthcare, learning | SDG3, SDG4 |
| HAD3060H | Quality Improvement in Health Systems | This course focuses on understanding how healthcare organizations and broader health systems create and implement strategies to improve care. The course builds upon the quality knowledge, skills and methods provided in the Leadership and Managing Change Course, the Concepts and Strategies in Patient Safety course and Fundamentals Course. In this course we shift focus from an emphasis on quality improvement and patient safety at a team or microsystem level to emphasize the key elements of organizations and broader healthcare systems needed to implement, spread and sustain improvements in turbulent health care environments. What knowledge do leaders need to support improvement? What is the role of governing boards? What benefit and how can we include patients in the design of care processes and systems? How do electronic health records help to promote quality improvement and patient safety? Case studies, guest lectures, readings, discussions and exercises will be use to identify key issues facing health care systems, strategies for addressing these issues and the factors that influence successful implantation of organizational and system-wide improvement efforts. | Institute of Health Policy, Management and Evaluation | health care, healthcare, knowledge | SDG3, SDG4 |
| HAD3020H | Quality Improvement Methods | This course will cover concepts and methods used for quality improvement in healthcare and will build on the basics covered in the Fundamentals of Improvement Science course. Topics will include methods and tools required to design and implement a quality improvement project from start to finish. The course will begin with an organizational context for conducting quality improvement work at a micro-system level, identification of team-based enablers for successful improvement, and three key approaches/models for improvement. The course will subsequently focus on the most common methods, tools and measurement techniques used to improve healthcare delivery, and will conclude with essentials for sustaining change at a microsystem level, as well as incorporating a workshop on Experience-Based Design, a method for engaging patients in improvement work.The course structure will mirror the flow of an improvement project, beginning with initial design, and continuing through the diagnostic, solution generation, testing, measuring, and implementation phases. Students will be expected to apply the concepts introduced throughout the course to their individual improvement projects. The course is designed to provide students with the knowledge and skill necessary to plan and implement a successful quality improvement project, and to distinguish the most appropriate methods and tools to include in project design, based on the specific improvement challenges being addressed. | Institute of Health Policy, Management and Evaluation | healthcare, knowledge | SDG3, SDG4 |
| HAD2005H | Quality Improvement Skills for Healthcare Leaders | This course provides participants with opportunities to strengthen their understanding of concepts of quality improvement (QI) in health care, and sharpen their skills in applying practical tools for measuring and improving quality. While these skills can be used in all settings, the emphasis will be on practical tools which do not require access to expensive technology or IT infrastructure and hence are most appropriate in low-resource settings such as developing countries or low-income communities within Canada. Furthermore, students will be exposed to scientific literature on attempts at applying QI science in such settings, and learn about frequently encountered barriers to implementing change in vulnerable populations. | Institute of Health Policy, Management and Evaluation | low-income, health care, healthcare, infrastructure, vulnerable population, income | SDG1, SDG3, SDG9, SDG10 |
| MHI2007H | Quantitative Skills in Health Informatics | This course is designed to give students a working knowledge of selected statistical analysis techniques relevant to health services research. Specifically, the course covers intermediate statistical methods normally found in research and work applications: analysis of variance for one-way and multi-way data with fixed, mixed and random effects models; linear and multiple regression; multiple correlation, analysis of covariance, repeated-measures analyses. In addition, students will learn about survey sampling, experimental design, and power analysis. The emphasis will be placed on conceptual understanding of statistical techniques and their application to address real problems. | Institute of Health Policy, Management and Evaluation | knowledge | SDG4 |
| HAD5771H | Resource Allocation Ethics | This course will introduce students to key topics in priority setting (resource allocation) from both theoretical and practical viewpoints. The goal is for students to develop a better understanding of priority setting (resource allocation) in health care institutions and health systems from an interdisciplinary perspective. We will explore the contributions and interaction of ethics, economics, political science , and management science approaches to priority setting. Case studies will be a constitutive component of each session. | Institute of Health Policy, Management and Evaluation | health care, institut | SDG3, SDG16 |
| HAD5721H | Strategic Management of Quality and Organizational Behaviour in Health Services Organizations | The course focuses on the knowledge and skills necessary for healthcare organizations to strategically measure and improve quality and patient safety. Developing better outcomes at the same (or reduced) costs is a crucial strategic objective for all health care organizations. While most health care organizations have developed quality improvement programs, these often have had limited impact in improving health care. New skills and ideas have entered healthcare that provide the information, methods and tools for managers and front line staff to improve work, to secure better outcomes for patients, and maintain or reduce the costs of providing services. These skills and knowledge require that we analyze and improve work processes, and understand and respond to the needs of patients and other customers. The work in this course will center on understanding the nature of these improvement concepts, developing knowledge about their application in health care organizations, and providing students with an orientation to and experience with basic concepts and principal methods. | Institute of Health Policy, Management and Evaluation | health care, healthcare, knowledge | SDG3, SDG4 |
| MHI2017H | Systems Analysis and Process Innovation in Healthcare | There are numerous ways in which information technology can be used in any particular setting, with very different results. IT can be used to reduce costs and improve efficiency simply by taking advantage of the power of automation. But the increasingly diverse capabilities of IT systems can also stimulate innovative rethinking of business processes, reorganizing and simplifying work relationships and roles. Even more radically, strategic use of IT can lead to transformations in entire industries, changing the rules and business models within which customers, suppliers, partners and other stakeholders operate.In the information systems world, the systems analyst acts as the intermediary between technical system developers on the one hand, and business managers and users on the other. Techniques have been developed to enable them to analyze business situations and communicate requirements to technical developers. With the rapidly changing role of IT in today’s organizations, there is also need to rethink the methods and techniques used in systems analysis. This course will cover conventional systems analysis methods as well as recent developments. Modelling approaches considered will include process modelling, data modelling, object modelling, strategic modelling, and value network modelling. Strengths and limitations of various techniques will be examined. | Institute of Health Policy, Management and Evaluation | healthcare | SDG3 |
| HAD2040Y | Systems Innovation Capstone Project | The overall learning goal for the project course is to effectively apply principles, theories and frameworks of health systems innovation to a practice based issue. More specifically, students will learn to exercise skills related to systems thinking, innovation design, execution and outcome evaluation. The project course includes the fundamentals of leading transformation, practical tools related to evidence synthesis, design thinking, implementation science and evaluation of complex interventions. Instructional time will be embedded into each required course to cover the learning objectives that relate specifically to the project practicum and a session in each module will be dedicated to project planning, design, implementation and evaluation | Institute of Health Policy, Management and Evaluation | learning | SDG4 |
| HAD3090H | The Application of Lean in Healthcare | This course will cover lean based concepts and methods used for quality improvement in healthcare and will build on the basics of quality improvement covered in the Fundamentals of Improvement Science and Quality Improvement Methods courses, including the application of basic Lean concepts and principles. This course, focused entirely on Lean Improvement, will include methods and tools required to design, implement, and sustain Lean process improvements from start to finish. The course will begin with an overview of the fundamentals and the roots of Lean improvement and will then focus on the application of the scientific method using the A3 form and A3 thinking. Subsequently, the course will delve deeply into common Lean-based tools used to see and eliminate waste within healthcare. The course will conclude with approaches for sustaining change using visual management techniques at team and leadership levels, with a focus on key systems and tools used to support Lean Management. | Institute of Health Policy, Management and Evaluation | healthcare, waste | SDG3, SDG12 |
| HAD5800H | The Fundamentals of Health Services Leadership | The overall objective of this course is to provide you with the conceptual tools and the practical skills to enable you to reflect, self-assess, and critically evaluate your continuous development as a healthcare leader. Learning Portfolios (LPs) are used in a variety of professional education programs as a mechanism for demonstrating growth and mastery across a representative breadth of competencies for professional success. The process involves reflection on personal progress towards attaining competency mastery; feedback to stimulate a diversity of ideas and perspectives on current and future learning goals; and self-assessment of strengths and gaps in leadership development. Leadership competency portfolios are an assessment tool that go beyond the graded assignments that have accompanied your competency development to date. Designed as a capstone project, the development of a Best Work Leadership Competency Portfolio will provide insights into how you learn, and how your accomplishments fit into a framework of continuous leadership development, so that completion of the program is seen as the beginning or waypoint on your leadership development journey not the end. Finally, a portfolio will provide you with tangible evidence of the attainment of the 26 NCHL Leadership competencies that can be shared with both current and future employers. | Institute of Health Policy, Management and Evaluation | healthcare, learning | SDG3, SDG4 |
| HAD5711H | Theory and Practice of Strategic Planning and Management in Health Services Organization | Strategic decision makers in today’s health services organizations face considerable challenges, many of which are associated with their dynamic operating environments. This course introduces contemporary strategic management theories and practices that are used to guide health services organizations through strategic planning cycles. Through selected readings, case studies and case presenters, we critically examine the main concepts of strategic planning and management including strategy formulation, implementation/execution and evaluation; strategic “fit” or alignment; the role of governance; and strategic leadership. In-class exercises focus on applying strategic planning tools. Course assignments afford students opportunities to apply these concepts to their workplaces and to the creation of a new health services organization or initiative. | Institute of Health Policy, Management and Evaluation | governance | SDG16 |
| HAD5753H | Training for Impact: Art & Science of Health System Leadership | Leadership skills are essential to make a positive contribution to health and societal well-being in a range of career paths. The challenges confronting health systems are increasingly complex and it is recognized that research skills alone are insufficient to catalyze change. The growing emphasis on learning health systems requires a skillset that encompasses research and leadership and an ability to work in collaborative partnerships within complex systems. The COVID-19 pandemic and the weaknesses and inequities it has emphasized in health and healthcare systems require sophisticated research expertise coupled with inclusive leadership skills to build forward stronger and more equitably. However, leadership training is under-emphasized in most health services and policy (HSP) and population and public health (PPH) PhD programs. Complementing the PhD student’s research toolkit with leadership skills that emphasize equity, diversity and inclusion and opportunities to develop mentorship relationships with health system leaders will elevate the student’s ability to lead, inspire change and apply innovative solutions to complex challenges in a diversity of career pathways. This course aligns with The Canadian Health Services and Policy Research Alliance (CHSPRA) pan-Canadian Training Modernization Strategy and its aims to prepare a new cadre of PhD graduates for embedded research and leadership roles within health system organizations and learning health systems. Using a combination of interactive seminars, small-group dialogue and mentorship with health system leaders, and applying an equity, diversity and inclusion lens throughout the course, this specialized full-year 0.5 credit course (credit / no credit) IHPME & PHS course will elevate students’ leadership readiness by introducing the art and science of inclusive leadership and how to apply leadership skills to make a difference in health systems. The course comprises two-hour online interactive sessions held every three to four weeks with asynchronous interaction in-between sessions. The leadership domain areas this class covers include: leading self, collaborative leadership, working with policy and decision makers, change leadership, influence and impact, communicating for impact, project management, cultures of inclusive leadership, leadership skills for sustainable health systems, and career preparedness. Students will receive unconscious bias training at the outset of the course. Please note: This course is led by Drs. McMahon, Essue and Sullivan and introduces students to a range of academic and health system leaders with expertise in key areas of health system leadership. Each session provides an opportunity for students to meet, engage with and learn from academic and system experts in the subject domain area (e.g., Tina Smith, Christine Shea, Abi Sriharan, Steini Brown, Sam Oduneye, Mimi Lowi-Young, Robert Steiner, Seema Marwaha, Alison Paprica, Akwatu Khenti, Fiona Miller and more). Additionally, students have an opportunity to interact and engage with health system mentors throughout the duration of the course. | Institute of Health Policy, Management and Evaluation | well-being, public health, healthcare, learning, equity, labor, equit | SDG3, SDG4, SDG8, SDG10 |
| HAD5731H | Translating Leadership into Practice | This course explores what it means to be a leader moving from personal mastery of leadership behaviors to change leadership at the organizational level. The course uses the four competencies of Goleman’s Emotional Intelligence model as a framework, progressing from a focus on self-assessment and management to one of social awareness and skills. You cannot lead others until you know who you are, what you believe in, and why someone might want to follow you; and conversely, others will not follow you if do not understand their motivations, values and concerns and are not able to manage your relationships with them. In other words, we must first understand and manage ourselves, before we can understand and successfully manage our relationships with others. This course is designed to ensure that learners appreciate the vital role leadership plays, at all levels of the organizations, in managing and sustaining change for improved health outcomes and performance. Each course module is designed to provide a set of evidence-based learning experiences that will facilitate the learner’s leadership development through reflection, practice and the formation of action goals. Topics covered include the five practices of exemplary leadership; styles of conflict management; communication for engagement, collaboration and enhanced team performance; the role of influence in furthering change; and models of change leadership and management. | Institute of Health Policy, Management and Evaluation | learning, labor | SDG4, SDG8 |
| HAD5320H | Writing Mentorship | The course objective is to teach students to write for medical and healthcare journals. Students will learn how to frame a paper, how to write clearly, how to prepare the tables and figures, how to succinctly discuss the results and how to deal with peer and editorial review. Each student is required to bring a topic to pursue as manuscript during the time period of the course. The weekly sessions will consist of a class discussion of the manuscript in preparation with specific feedback from the instructor. This will require each student to continuously write and edit their papers throughout this course. Students planning to publish their research will benefit the most, if their data has already been analysed and is ready for presentation. Students may also wish to write papers that have no new data (e.g. commentaries, editorials, reviews). Students who already have theses prepared are encouraged to use that work to convert into peer review papers. By the end of the course, students will have a manuscript that is suitable for submission to a journal. | Institute of Health Policy, Management and Evaluation | healthcare | SDG3 |
| SJE3914H | Anti-Colonial Thought and Pedagogical Challenges | This advanced seminar will examine the anti-colonial framework as an approach to theorizing issues emerging from colonial and colonized relations. It will use radical/subversive pedagogy and instruction as important entry points to critical social praxis. Focussing on the writings and commentaries of revolutionary/radical thinkers like Memmi, Fanon, Cesaire, Cabral, Gandhi, Machel, Che Guevera, Mao Tse-Tung, Nyerere, Toure and Nkrumah, the course will interrogate the theoretical distinctions and connections between anti-colonial thought and post-colonial theory, and identify the particular implications/lessons for critical educational practice. Among the issues explored will be: the challenge of articulating anti-colonial theory as an epistemology of the colonized anchored in the indigenous sense of collective and common colonial consciousness; the conceptualization of power configurations embedded in ideas, cultures and histories of marginalized communities; the understanding of Indigeneity as pedagogical practice; the pursuit of agency, resistance and subjective politics through anti-colonial learning; the investigation of the power and meaning of local social practice/action in surviving colonial and colonized encounters; and the identification of the historical and institutional structures and contexts which sustain intellectual pursuits. Students and instructor will engage in critical dialogues around intellectual assertions that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western scholarship. We will ask: How can educators provide anti-colonial education that develop in learners a strong sense of identity, self and collective respect, agency, and the kind of individual empowerment that is accountable to community empowerment? How do we subvert colonial hierarchies embedded in conventional schooling? And, how do we re-envision schooling and education to espouse at its centre such values as social justice, equity, fairness, resistance and decolonial responsibility? | Department of Social Justice Education | pedagogy, learning, decolonial, equity, invest, equit, indigenous, marginalized, decolonization, institut, social justice, indigenous | SDG4, SDG9, SDG10, SDG16 |
| SJE1972H | Contemporary Ethical Issues in Schooling and Education | The course offers an opportunity to inquire ethically into timely, controversial educational issues, focusing on K-12 schooling in Ontario. We will be guided by questions about the purpose of education, the responsibilities of the state, the rights of parent, children, and minority groups, and the functions of teachers. Each week will focus on one general topic, such as ethnocentric segregated schools, standardization and standardized testing, sexual minorities in religious schools, and so on. No background in philosophy is required, but we will continually reinforce the methods of ethical inquiry and steer away from other approaches. We will use a variety of sources, including scholarly articles, various news media, and policy documents. This course is open to Master of Teaching students. | Department of Social Justice Education | minorit | SDG10 |
| SJE3911H | Cultural Knowledges, Representation and Colonial Education | With the advent of colonialism, non-European traditional societies were disrupted. A starting point is an appreciation of the vast array of cultural diversity in the world. The course interrogates how various media have taken up these knowledge systems, presented to the world in the form of texts, films, and educational practices, and examines how colonial education sustains the process of cultural knowledges fragmentation. Our analysis will serve to deepen insights and to develop intellectual skills to cultivate a greater understanding of the dynamics generated through representations and the role of colonial education in sustaining and delineating particular cultural knowledge. We will also explore the various forms of resistance encountered in the process of fragmentation and examine how certain groups of people in various parts of the world have maintained their cultural base, and how this has been commodified, commercialized and romanticized. The course makes use of forms of cultural expressions such as films and critical theories on race, gender, sexuality, and class. | Department of Social Justice Education | knowledge, knowledges, gender | SDG4, SDG5 |
| SJE2030H | Disability and the Human Imaginary | This course theorizes the meaning of “human.” It does so by developing conversations between disability studies and key theorists who have raised the question of the human imaginary, herein regarded as culturally structured images that govern people’s interactions. As a way to guide our understanding of the restricted character of the human imaginary resulting from colonial/settler power, we turn to various scholars (including Sylvia Wynter, Thomas King, Frantz Fanon, W.E.B. DuBois, Audre Lorde, Paul Gilroy, Maurice Merleau-Ponty, Harold Vizenor, Hannah Arendt, Edward Said, Ralph Ellison, Austin Clarke, Octavia Butler). Bringing disability studies praxis into conversation with these writers, the course will trace the meaning made of the human through two questions. First, what consequences has a restricted human imaginary imposed on the practices and institutions enacting disability in everyday life? Second, what place does disability occupy in the work of those who have theorized a restricted human imaginary? Working with these two questions, the overall aim of the course is to consider how social justice education might better attune itself to Fanon’s (1967) provocation, “Oh my body, make of me always a [hu]man who questions!” | Department of Social Justice Education | disabilit, settler, institut, social justice | SDG3, SDG4, SDG16 |
| SJE1957H | Disability Studies: An Introduction | 'Doing Disability'' brings us to a central premise of disability studies--disability is a space of cultural practices done by and to people. From this premise, it follows that we are never alone in our bodies and so disability represents the material fact that bodies, minds, and senses always appear in the midst of people. Assuming that disability is done and re-done through everyday discursive practices, disability studies turns to a range of interdisciplinary work that enriches the potential to challenge our taken-for-granted understandings of social and political life. Theorizing how we do disability, even in the everyday of the (our) classroom, provides the occasion to critically engage contexts, such as education, mass media, and the built environment, as they intersect with issues of identity and difference; embodiment; narrative; the constitutive structuring of ordinary, agentive, viable, life at their opposites. Orienting to disability as a social accomplishment of everyday life is a way to examine how versions of what counts as human are culturally organized and governed. Made by culture, disability is a key space of practices where we might theorize culture's makings. In this course, we explore social models and theories of disability, so as to develop a critical understanding of disability's appearance in everyday life and to work to open ourselves to question how these new non-medicalized ways of knowing disability might influence pedagogical structures and practices. | Department of Social Justice Education | disabilit | SDG3 |
| SJE1971H | Identity and Education | This course is about identity and its relationship to education. We all have beliefs about identity – our own, and others' as well – but when we start to investigate these beliefs, many questions arise. What is essential to one's identity? How much could you change about yourself and still be the same person? Were you born with an identity? How do children develop their identities? Where are the lines between individual identity and group identity? These questions have major implications for education. On one level, we may assume implicitly that education should accord in some way with one's identity. One should not be educated to have an identity that is vastly different from one's own family or culture, or worse, to alienate one from these identities. Many types of schooling are explicitly concerned with instilling or nurturing certain identities in children - most commonly religious, ethnic, or national – so that they grow up with a sense of heritage and belonging. Yet we also think of education as liberating, as feeding the autonomy that allows individuals to "come into their own" identities, whatever these may be. Sometimes these purposes may seem to be at odds. Teachers have identities, too, and who a teacher is affects how she will teach, and consequently what the students may come to understand of their own identities. Teachers can subtly reinforce or subvert dominant narratives about individual and group identities, shaping the way in which students come to see themselves in an educational setting and beyond. Teacher identities, student identities, and the identities of the wider community in which they learn are all very much entangled. The readings in this course are drawn from philosophy and other disciplines. We will consider some of the contributions made to our understanding of identity by Western liberal thought, psychoanalysis, feminist and queer theory, anti-racist education, and more. Film and other source materials will also be used. | Department of Social Justice Education | queer, feminis, invest, anti-racist | SDG5, SDG9, SDG10 |
| SJE3905H | Interdisciplinary Approaches to Research: Theory and Praxis | This course will provide students with an introduction to diverse disciplinary and interdisciplinary approaches to conducting educational research in the humanities and social sciences. The course will simultaneously examine 1) methodological issues in disciplinary and interdisciplinary research, 2) content that is of common interest to multiple disciplines and reflects the scholarship of the SJE faculty, and 3) the relationship between research and praxis in various disciplines. The individual disciplines reflected in the course will include sociology, philosophy, history, anthropology, geography, and political science. Some of the topics to be examined may include the sociology of knowledge, the politics of truth claims, the impact of technology and media, and debates regarding knowledge production and authority. We will approach these questions through different lenses and frameworks that transcend individual disciplines, such as critical race, postcolonial, feminist, and postmodern theories. While engaging with the methods and assumptions of various fields of research, the overriding inquiry in this course will be epistemological, derived from the philosophical study of how knowledge is acquired, verified, produced, and transmitted. | Department of Social Justice Education | knowledge, feminis, production | SDG4, SDG5, SDG12 |
| JTE1952H | LANG,CULTURE & EDUCATION | The anthropological perspective of the ethnography of communication will be adopted to study the relationship between language use, social relations, culture and learning in and out of schools. The course will deal with the nature and origin of cultural differences in language use and patterns and social interactional styles; with the consequences of those differences for school performance; and with the usefulness of the ethnography of communication as both a research and a pedagogical tool in the development of curricula and teaching practices that account for such differences. The ethnography of communication will also be interpreted in the light of political economic perspectives on the issue of sociolinguistic diversity and educational success. | Department of Social Justice Education | learning | SDG4 |
| SJE1903H | Major Concepts and Issues in Education | This course will serve as an introduction to the major concepts and issues in education from both a multidisciplinary and interdisciplinary approach, that values social justice education. Students will be introduced to major questions and debates in educational theory and praxis, focusing specifically on issues that define the areas of emphases in SJE: anti-racism, critical race theory and Indigenous studies; feminism, gender, and queer studies; cultural and philosophical contexts in education (including francophone studies); aesthetics, communication and media studies; and democracy, ethics, disability studies, and social class. The course, which is normally taken in the beginning of a master level program in SJE, will assist students to understand how a multidisciplinary and interdisciplinary approach from the humanities/social sciences perspective that honors social justice education, contrasts with other disciplinary approaches and what this perspective contributes to the examination of major educational concepts and issues. Students will develop an understanding of the central questions, debates, and controversies from diverse intellectual traditions of the humanities and social sciences, and explore multi- and interdisciplinary studies in education, with a focus on history, philosophy, sociology and social justice education. | Department of Social Justice Education | disabilit, anti-racism, racism, gender, queer, feminis, indigenous, social justice, democra, indigenous | SDG3, SDG4, SDG5, SDG10, SDG16 |
| SJE1954H | Marginality and the Politics of Resistance | This course examines the processes through which certain groups are marginalized and explores some strategies for resistance. The first section explores: the meaning of subjectivity and its relationship to political practice, experience, knowledge, and power. Section two looks more closely at gender, sexuality and race, exploring here both the concepts we have used to understand domination and the practices of marginalization themselves. Section three considers three strategies of resistance: writing, cultural production, and politics. | Department of Social Justice Education | knowledge, gender, marginalized, production | SDG4, SDG5, SDG10, SDG12 |
| SJE1923H | Racism, Violence, and the Law: Issues for Researchers and Educators | This course explores the extent of racialized violence, provides a theoretical approach for understanding it, and considers appropriate anti-violence strategies. How should educators respond to the world post 911? Are we in a new age of empire? What is the connection between historical moments of extraordinary racial violence and our everyday world? How do individuals come to participate in, remain indifferent to or approve of violence? This course offers researchers and educators an opportunity to explore these broad questions through examining historical and contemporary examples of racial violence and the law. | Department of Social Justice Education | racism, violence | SDG4, SDG16 |
| SJE1922H | Sociology of Race and Ethnicity | This seminar reviews selected sociological theories and perspectives on race and ethnicity. The emphasis is on emerging debates and investigations on the interrelation and interstices of race, gender, sexuality, [dis]ability, and class in the construction of social and historical realities and identities. It explores the implications of these advances for curriculum and pedagogical practices. | Department of Social Justice Education | gender, invest | SDG5, SDG9 |
| SJE1958H | The Cultural Production of the Self as a Problem in Education | This course explores socio-cultural theories of the self and subjectivity. Turning to interpretive sociology, informed by cultural and disability studies, we will theorize the self as social and as located in educational scenes of its appearance, including its appearance in empirical studies that regard the self as a problem. Through lecture and seminar discussions, we will uncover taken-for-granted conceptions of the self-as-a-problem in education. The course aims to reveal the complex version of self as a cultural production while questioning individualized versions of self currently produced by dominant fields' of inquiry in education such as developmental and epigenetic psychology. | Department of Social Justice Education | disabilit, production | SDG3, SDG12 |
| SJE1921Y | The Principles of Anti-Racism Education | The first half of the course provides a theoretical analysis of anti-racism and anti-oppression education and issues for students, educators, and staff interested in the pursuit of anti-racism and anti-oppression education in the schools. The second half focuses on practical anti-racism strategies aimed at institutional change in schools, classrooms, and other organizational settings. The intention is to ground theoretical principles of anti-racism education in the actual school practices of promoting educational inclusion, social change and transformation. | Department of Social Justice Education | anti-racism, racism, anti-oppression, institut, social change | SDG4, SDG16 |
| SJE1929H | Theorizing Asian Canada | The course offers interdisciplinary approaches to critical inquiries into the historical, socio-cultural, and political forces that shape our knowledge about peoples of Asian heritage in Canada and in the diaspora. It foregrounds the intersections of race and ethnicity with other indices of difference, such as gender, class, migration, sexuality, ability, language, and spirituality in local, national, and global contexts. It engages with theoretical, empirical, and methodological issues related to inquiries on Asian Canadians, and draws out implications for intellectual, educational, and policy arenas. | Department of Social Justice Education | knowledge, gender | SDG4, SDG5 |
| SJE3916H | Women in Leadership Positions: Intersectionalities and Leadership Practices; Sociological Implications in Education | Exploring women in leadership positions within the context of education will create new pathways of understanding intersectionalities and leadership practices. By weaving women’s leadership practices into learning, knowledge creation discourse, educators as well as learners will have a better understanding of how gender plays out in leadership. The main objective of this course will be to explore different leadership models from a feminist & anti-colonial thought framework in order to create an educational space that develops learners and educators' consciousness in relation to: What is leadership? Does one need to be in a position of authority to be a leader? What does it mean to be a leader from marginalized communities? We shall also examine strategies that different women employ when they find themselves in positions of leadership. In this course, we will explore the questions and issues of women and leadership and how that intersects with schooling from diverse perspectives. Ngunjiri (2010), suggests that women can transform their communities and organizations from within by choosing to work with all stakeholders by navigating through the cultural and organizational challenges, in order to bring a shift of consciousness in communities or organizations. This course seeks to further these analyses and offers insights into how spiritual discourse informs women educators’ everyday leadership practices. The course will concentrate on literature that examines women & leadership; gender and leadership; women in positions of authority etc and knowledge production from historical and contemporary perspectives as well as from a local and global perspective. | Department of Social Justice Education | knowledge, learning, gender, women, feminis, marginalized, production | SDG4, SDG5, SDG10, SDG12 |
| HPS4040H | Computing and Information from Babbage to AI | Course description: In this course, we examine the history of modern computing and information technology and science from the calculating engines during the Industrial Revolution to today’s Artificial Intelligence. We concentrate on their technical developments, political, institutional, and cultural contexts, and societal implications. We review the central scholarly works and selected primary sources on the subject. | Inst. for the History & Philosophy of Science & Technology | institut | SDG16 |
| HPS1000H | Introduction to History and Philosophy of Science | Course description: The HPS1000H Pro-Seminar (2021-22) will be dedicated to experiment (a form of reasoning) that is now widely regarded as the ultimate factfinder in science. What are the grounds for the conviction that experiments are the ultimate factfinders? On what grounds can be it claimed that experiments are uniquely privileged with respect to factfinding? How can we sort out experimental success from experimental failure? Given the richness and diversity of experiment across different fields of inquiry (the natural sciences, engineering, medicine, the social sciences, etc.), can we even have a general (philosophy) of experiment We will explore the philosophy of experiment (and its historical construction) through case studies (Kuhn referred to this as teaching philosophy by example), starting with Bacon and Boyle and through the study of primary course material attempt to unpack some of the historical circumstances and cultural determinants that institutionalized experiment as our best defense against uncertainty. | Inst. for the History & Philosophy of Science & Technology | privileged, institut | SDG10, SDG16 |
| HPS4020H | Postcolonialism and the Global Turn in Science & Technology Studies | Course description: This seminar introduces graduate students to the role of postcolonial theory in generating a “global turn” in histories of science and the multidisciplinary field of science & technology studies (STS). We will analyze and discuss the key critiques of historical and social studies of science by postcolonial scholars, debate the theoretical and methodological significance of ideas like “global perspectives,” the “Global South,” and “non-Western science” in STS. To evaluate the impact of these ideas on the field, we will review recently published case studies applying postcolonial approaches to histories of science, technology, and medicine. Students will also have the opportunity to compare these approaches with the related but distinct concepts of decoloniality emerging from Indigenous studies, and to consider how postcolonial STS can inform their own ongoing research.” | Inst. for the History & Philosophy of Science & Technology | decolonial, indigenous, indigenous | SDG4, SDG10, SDG16 |
| HPS3009H | Slavery, Medicine and Science in Historical Perspective | Course description: This course examines historical entanglements of science, medicine, and slavery. It articulates a critical reflection of both the many ways in which medicine and natural inquiry supported the institution of slavery and the settings in which slavery was integral to the production of modern medical and natural knowledge. At the same time, the course aims at casting light on the epistemic role of enslaved individuals and communities in the histories of science, medicine and technology. In recent years, a growing number of scholars have examined the institutional apparatuses of imperial science and medicine, paying special attention to the mobility of individuals, knowledge, practices, objects across the globe. However, the place of slavery in historical processes of production, movement and transfer of natural and medical knowledge has only started to be explored. This course draws attention to entanglements of slavery, science and medicine in different settings and regions. It considers how the study of these entanglements can potentially shift our perspective on the way we think and write about our discipline. Key themes and topics include the examination of the place of slavery in histories of: medicine and anatomy; gender and generation; medical experimentation; collecting and natural history; the rise of racial science and the making of collective identities; bodies, violence and the archive. | Inst. for the History & Philosophy of Science & Technology | knowledge, gender, production, institut, violence | SDG4, SDG5, SDG12, SDG16 |
| HPS3010H | Social Epistemology | Course description: Traditionally, epistemology has dealt with the ways in which an individual acquires knowledge through perception and reasoning. However, in recent years it has become apparent that the traditional discussions of knowledge in general, and scientific knowledge in particular, fail to capture important aspects of the social dimension of knowledge. We acquire most of our beliefs from the testimony of others, including experts, and from social institutions that are in charge of the generation of knowledge. The relatively recent branch of philosophy that deals with the social dimensions of knowledge is called social epistemology. It has developed through dialogue with the history of science, sociology of scientific knowledge, anthropology, and philosophy of science. The course will provide an introduction to social epistemology, in general, and social epistemology of science, in particular. It will deal with various aspects of the nature of knowledge from this new perspective, including issues such as the development of scientific knowledge, ‘knowledge that’ (something true) vs. ‘knowledge how’, the influence of social and cultural factors on scientific methodology, scientific rationality and scientific knowledge, scientific realism vs. social constructivism, distributive cognition, holism vs. methodological individualism, trust, expertise, consensus, distributive epistemic injustice, and feminist epistemology. | Inst. for the History & Philosophy of Science & Technology | holism, knowledge, feminis, institut, injustice | SDG3, SDG4, SDG5, SDG16 |
| HPS4300H | The Historian's Craft: Sources, Methods,and Approaches | Course description: This graduate seminar offers an introduction to the principles of research in the history of science, medicine, and technology (HSMT). Through a close examination of classic texts and recent publications in the field, it focuses on sources, methods, and approaches in the practice of HSMT. We will explore the major genres—history of ideas, individuals, institutions, disciplines, and networks—as well as the main modes of analysis—intellectual, social, and cultural—employed in the field. The seminar will emphasize the development of skills essential to the profession—good writing, attentive reading, analytical thinking, concise presentation, academic debate, and historiographic and methodological knowledge. Each week, we will examine in depth a particular genre or level of analysis based on assigned readings and book presentations. | Inst. for the History & Philosophy of Science & Technology | knowledge, institut | SDG4, SDG16 |
| IMM1435H | Practical Immunology | Application of basic principles acquired from IMM350H1/IMM351H1 (IMM334Y1/IMM335Y1); immunological procedures performed in research and diagnostic laboratories using molecular and cellular approaches; instruction through lectures, video tapes, and practical exercises in the laboratory. | Department of Immunology | labor | SDG8 |
| IMM2500H | Recent Advances in Clinical Immunology | This course is designed to give basic science students in immunology an appreciation of clinical issues and diseases relevant to the broad field of Immunology, hopefully planting the seeds for future collaboration between bench and clinical science researchers. The topics covered by the lecturers are numerous such as Type 1 Diabetes, RA, MS, Malignancies of the Hematopoietic System, Cytokines, GVH, Immunotherapy, Infectious Diseases (AIDS), Transplantation etc. | Department of Immunology | labor | SDG8 |
| IMM1000Y | Recent Advances in Immunology | Using a combination of lectures and seminars, this course will give students an in-depth knowledge of recent key advances in various Immunological topics. | Department of Immunology | knowledge | SDG4 |
| IMM1436H | Techniques in Immunology | The course aims to build knowledge in common analytical techniques used in immunology: immunohistology and flow cytometry. It will teach how to stain tissue samples using immunofluorescence and immunohistochemistry, as well analyze single cell suspensions via flow cytometry. Additionally, methods in proper image/data quantification/analysis will be taught. The course will also cover the various applications of these techniques and will include lectures, tutorials and practicum sessions. Using lectures, tutorials and practicum laboratory sessions the course will cover: Immunohistology - historical uses of immunohistochemistry, how it complements other techniques, tissue preparation, fixation and processing and staining techniques. These practical topics will be combined with theory on the architecture of different immune tissues (spleen, lymph node, small intestine), as well as inflamed/diseased tissues (kidneys, spinal cord). Flow cytometry - state-of-the-art innovations in cytometry; advanced modeling methods of acquired data; and applications in cell biology, biotechnology, immunology, cell signaling, fluorescent protein analysis, bead-based assays and cell sorting. Getting familiar with imaging and Flow cytometry analysis - We will use Image J to learn basic immunohistology analysis and Flowjo, LegendPlex software for Flow Cytometry analysis. | Department of Immunology | knowledge, labor | SDG4, SDG8 |
| IMM2400H | Translational Immunology | Using a combination of lectures, guest speakers, discussion and case studies, students will explore how fundamental advances in immunology are being developed as next generation reagents, biomarkers, therapeutics, vaccines and therapeutic immune cells. The course will be composed of 12 2-hour sessions. Each of the first 10 sessions will be composed of a lecture component followed by related discussion of the topic. For some sessions, experts in industry will be brought in as guest lecturers and discussants. Students will present their case studies in the final two sessions. | Department of Immunology | vaccine | SDG3 |
| IRE2021H | Business Strategy for IR/HR | The purpose of this course is to enhance your ability to understand and integrate the different functional areas of business into a cohesive whole. Students will learn about the functions of general management within the context of strategic formulation and implementation across a wide range of industries. The course will provide opportunities for students to develop strategic thinking, analytical, teamwork and communication skills. Teaching approaches include lectures, case analysis and a variety of experiential learning activities. | Centre for Industrial Relations and Human Resources | learning | SDG4 |
| IRE1635H | Collective Bargaining | This course examines the collective bargaining process, including underlying theories, current practice, and likely future trends. It examines the major elements to be considered by unions and management in their preparation for collective bargaining and in the negotiation of labour contracts, how to align collective bargaining strategy with HR and business strategies, how to apply interest-based and traditional approaches to negotiations, and how to resolves disputes and build trustworthy relationships. Students will have the opportunity to participate in a collective bargaining simulation, which will allow them to apply their knowledge and hone their negotiation skills. | Centre for Industrial Relations and Human Resources | knowledge, labour | SDG4, SDG8 |
| IRE3635H | Compensation | In many organizations, compensation is the single largest budget component. A 1% difference in compensation could mean hundreds of thousands dollars saved or spent without gain. The design of compensation systems also affects organizations’ attractiveness to job seekers and the behaviour of current employees. This course provides students with an understanding of the principles, processes, issues and techniques involved in establishing compensation and reward programs in organizations within a framework of fairness and equity. Compensation will be looked at from the perspective of base pay, benefits, and incentive pay. As well, students will be introduced to the relationship between motivation theories and effective remuneration and reward programs. The course will focus on the major components in developing an effective compensation and rewards program such as legislation, principles of equity and fairness, job evaluation, compensation surveys, benefits and incentives. Current events in relation to compensation and rewards will be explored. | Centre for Industrial Relations and Human Resources | equity, equit | SDG4, SDG10 |
| IRE1625H | Contemporary Issues in Public Sector Labour-Management Relations | The objective of this course is to give students a solid basis for understanding contemporary issues in public sector collective bargaining and labour relations. Although the course will focus on the Canadian experience, there will be some material related to the broader North American context. The course will examine historical, legislative, constitutional, fiscal and political factors in the new paradigm. In particular, questions about collective bargaining rights, right to strike, privatization, and precarious employment will be raised and addressed through an analysis of recent experience of collective bargaining in federal, provincial, municipal and education sectors. | Centre for Industrial Relations and Human Resources | precarious, employment, labour | SDG1, SDG8 |
| IRE2004H | Data Analytics and Metrics for IR/HR | This course will teach how to use the necessary statistical tools for data-driven decision making so as to improve the effectiveness of human resources programs. The course will focus on classical methods which include descriptive statistics, hypothesis testing, analysis of variance and multivariate regression models. Students will use sample data in employee selection, compensation, union practices and statistical tools to evaluate and make recommendations for HR policies and practices. Identification of the appropriate statistical technique for analyzing a variety of problems will be discussed as well as the potential pitfalls of using inappropriate techniques. The course will emphasize data investigation and mastering statistical reasoning, not mathematical rigor. | Centre for Industrial Relations and Human Resources | invest | SDG9 |
| IRE1010H | Economic Foundations of Industrial Relations and Human Resources | Foundational aspects of economic theory that are of relevance to a career in industrial relations and human resources are the subject matter of this course. The theoretical analysis is supplemented by empirical evidence related to the Canadian labour market. Topics covered include competitive labour markets and the incidence of payroll taxes; employee behaviour, the labour-leisure choice model and alternative work-time arrangements; firm strategy, production, costs, present value, and fringe benefits; the impacts of unions and collective bargaining on the labour market; the impact of the macroeconomic environment on various HR and IR outcomes such as strike activity, union certifications and the magnitude of wrongful dismissal awards; the impact of government monetary and fiscal policy on unemployment, inflation and wage settlements. | Centre for Industrial Relations and Human Resources | employment, labour, wage, production | SDG8, SDG12 |
| IRE1126H | Economics of Labour & Human Resources | The course is designed to provide knowledge of one of the key environmental inputs of the industrial relations system — that being the labour market. Emphasis is placed on how the labour market functions (and malfunctions), its results, and how it affects, and is affected by, the industrial relations system within which it operates. The basic tools of labour economics will be provided, but the emphasis is on applying them to various policy issues such as: the incentive effects of income maintenance programs; retirement decisions and the impact of pensions; the effect of market structures (e.g., monopoly, public-sector employment) on wage and employment; the role of wage structures; the impact of institutional constraints such as gender discrimination, unemployment insurance, wage subsidies and negative income tax plans; special topics such as pay and employment equity, volunteer activity, labour shortages, health and safety, workers’ compensation, immigration and the brain drain. | Centre for Industrial Relations and Human Resources | knowledge, equity, gender, employment, labour, worker, wage, equit, income, environmental, institut | SDG4, SDG5, SDG8, SDG10, SDG13, SDG16 |
| IRE2001H | Foundations and Current Issues in Industrial Relations and Human Resources | This course is designed to provide students of industrial relations with a sound theoretical foundation for understanding and managing the employment relationship. Four broad principles anchor the course: 1) The employment relationship is characterized by complex socio-economic exchange among the parties; 2) The goal of employment relations theory is not only to better understand people at work in employment situations but also to facilitate better policy-making; 3) Employment relationships can be viewed at different levels; and 4) Shifts in the global economy have created new pressures on employment relationships. To solve these emerging problems we need to draw on theories developed during the formative years of modern industry in the 20th century; we also need to modify these theories where ever they prove inadequate in explaining/understanding emerging issues and problems in employment relationships. | Centre for Industrial Relations and Human Resources | socio-economic, employment | SDG1, SDG8 |
| IRE1655H | Health and Safety | This course will focus on the organisational, legal, social, political and economic dimensions of occupational health and safety. The course will begin with a discussion of the key constructs and components of the occupational health & safety system, and the principal actors in it. We will review how regulation and its enforcement work, and the breadth of their reach. We will also discuss the primary and secondary prevention mandate historically held by workers’ compensation, and how it has evolved over time. The bulk of the course involves looking beyond the basic components and mandate of the occupational health and safety system to understand system design, the recognition of health and safety risks, and the management of risk in the workplace. | Centre for Industrial Relations and Human Resources | worker | SDG8 |
| IRE1700H | HR Consulting Models, Practices and Applications | The course has two objectives: (1) to introduce you to the field of consulting and (2) to enhance your consulting skills. It focusses on external consulting but will discuss internal consulting briefly. Our class process will be participative. As much of your learning will come from discussions and experiential exercises with your peers, it’s vital you come prepared to make contributions of quality to the content and process of our classes. In our discussions, we’ll practice our appreciative inquiry skills. | Centre for Industrial Relations and Human Resources | learning | SDG4 |
| IRE3650H | Human Resource Planning and Strategy | The objective of this course is to provide an understanding of the essential elements of Human Resources Planning (HRP) in organizations. Students will acquire knowledge in analyzing, assessing and planning for human resource requirements with respect to organizational business plans and strategies. Quantitative as well as qualitative concepts, approaches and techniques are emphasized. | Centre for Industrial Relations and Human Resources | knowledge | SDG4 |
| IRE1610H | Industrial Relations | This introductory course will place emphasis on the practical application of basic skills required to manage either in unionized workplaces or in workplaces that might be faced with a certification application. Lectures, readings, simulations, and assignments will serve to acquaint the student with the structure and functioning of the Canadian industrial relations system, basic employment law concepts, the union certification process, negotiation and administration of collective agreements, strikes and dispute resolution, and Canadian industrial relations in an international context. | Centre for Industrial Relations and Human Resources | employment | SDG8 |
| IRE1615H | Labour and Globalization | The recent economic crisis has revealed the interconnectivity of the contemporary world. Financial crises that began on Wall Street spread to government takeovers of automobile companies that included imposed concessionary bargaining on both sides of the Canada-US border. Countries around the world – both developed and developing –, their business sectors, citizens and workers have all been coping simultaneously with this crisis. This course focuses on a number of themes that globalization and the new economy raise for workers, unions and the state. Through seminar discussions, presentations and the completion of a research essay, students will have the opportunity to explore these themes in greater depth and come to an appreciation of the increasing complexity of industrial relations in a globalizing world. | Centre for Industrial Relations and Human Resources | citizen, labour, worker, globaliz | SDG4, SDG8, SDG9 |
| IRE1338H | Law in the Workplace | This course is intended to provide an overview of the three main legal regimes governing the employment relationship: common law, the statutory framework and collective bargaining law. The focus is largely on the Ontario experience, although some of the case law and discussions will emanate from other Canadian jurisdictions. The course will provide students with an overview and working knowledge of the principles, theory, and law of the employer-employee relationship. Students will gain an understanding of the employment relationship in both the non-unionized and unionized contexts. The course will explore the basic nature of the employment relationship from formation to termination, minimum standards legislation and regulations (including human rights law), and collective bargaining law. | Centre for Industrial Relations and Human Resources | knowledge, employment, human rights | SDG4, SDG8, SDG16 |
| IRE1270H | Law of Labour Relations | This is an introductory course in Canadian labour relations law intended to prepare students to identify and address labour relations law issues that they may encounter in the field. The first part of the course will consider the labour relations system under the Ontario Labour Relations Act and specifically issues such as: acquisition of bargaining rights by a trade union; defining an appropriate bargaining unit; and determining the employees to be included in a bargaining unit. The second part of the course will examine unfair labour practices, the collective bargaining process, the duty to bargain in good faith, and the regulation of strikes, lockouts and picketing. The third part of the course will address the grievance arbitration process, including specific issues such as discipline and discharge, policy grievances respecting the interpretation of the collective agreement, and grievances challenging management prerogative. | Centre for Industrial Relations and Human Resources | labour, trade | SDG8, SDG10 |
| IRE3655H | Leadership | Leadership captures the attention of movie makers, historians, politicians, organizational scholars and practitioners, to name but a few. The crux of our curiosity centres on questions like: What makes an effective leader? What drives leaders? Who becomes a leader? How do we evaluate leadership? How do leaders exercise influence among others? For the past 50+ years scholars of organizational behaviour have invested considerable thought and research energy into answering these questions in the form of models, theories and paradigms of leadership. As our world becomes increasingly more complex and dynamic, it is difficult for any one theory to truly address our questions and provide the insights we seek. Instead today’s leadership theorists are taking a radically different approach to understanding leadership. Case studies are a methodology to problem solve and think about “what happened” and “what could happen next”. We will read several of these throughout the course. Finally, we will write and use in-class exercises to practice our interpersonal skills and build a model of leadership uniquely suited to who we are. | Centre for Industrial Relations and Human Resources | energy, invest | SDG7, SDG9 |
| IRE1630H | Negotiation Skills, Theory and Practice | As human resources and labour relations professionals, our ability to negotiate effectively is paramount to our performance as the majority of our workday is spent influencing colleagues, vendors, clients and other stakeholders. This course is about becoming a better negotiator through the understanding of theory, practice, and self-reflection. As this course is highly interactive, students are expected to prepare by completing the course readings and applying that knowledge directly in class every week. Periodically, we will also be joined by human resources and labour relations professionals who will discuss the types of negotiations they face in the course of their work, and how they handle these situations to achieve a desired outcome. | Centre for Industrial Relations and Human Resources | knowledge, labour | SDG4, SDG8 |
| IRE1362H | Organizational Behaviour | The purpose of this course is to familiarize students with fundamental Organizational Behaviour (OB) principles and applications. Students will develop an understanding of the interdisciplinary nature of the field and examine individual, group, and organizational processes that shape how people act and interact with others at work. Topics include personality, motivation, leadership, group dynamics/teams, organizational culture, and change. The major learning objectives are to learn how OB theories and principles help build and foster a high performing workplace, to learn how OB theory and research can influence HR program design and evaluation, and to strengthen critical analysis skills to evaluate current organizational concepts and challenges. | Centre for Industrial Relations and Human Resources | learning | SDG4 |
| IRE2002H | Research Methods for IR/HR | This course is designed to teach students to understand and interpret research in industrial relations/human resources. The focus on how problems and theory are converted into research ideas and questions. Students will learn how to develop research questions and hypotheses and design research using a number of research methods (e.g., survey research, experimental designs). Students will also learn how to critically evaluate research and to become better and more informed consumers of research. | Centre for Industrial Relations and Human Resources | consum | SDG12 |
| IRE1609H | Strategic Human Resource Management | This is an overview Human Resource Management (HRM) course intended to give the modern business leader a broad understanding of how and what is involved in delivering competitive advantage through effective HRM. The key theme for the course is the creation of alignment between business strategy and objectives, structure, and what it is that people are actually doing to create value, personally and professionally. In short, the alignment of: strategy, structure and people. Value creation by employees, for customers and on behalf of shareholders, will also be a key theme of the course. The course begins with a look at organizational strategy, leading to subsequent sections on: workforce planning and role clarity; attraction, recruitment, selection and integration; reward and recognition; performance management and appraisal; training and development; people change management; employment legislation & health and safety; industrial and labour relations; talent and career management; and, organizational culture. | Centre for Industrial Relations and Human Resources | employment, labour | SDG8 |
| IRE3645H | Training and Development | Training and development involves planned activities directed at enhancing the learning of job-relevant knowledge, skills, abilities, and attitudes by employees to improve on-the-job performance and job behaviour, and to enhance the overall effectiveness of organizations. In this course, students will learn about the training and development function and how it fits within the larger organization and environmental context, as well as specific topics such as needs analysis, training design, training methods, delivery, transfer, and the evaluation of training programs. The course focuses on training theory and research as well as the application of training in organizations. | Centre for Industrial Relations and Human Resources | knowledge, learning, environmental | SDG4, SDG13 |
| TEP1011H | Authentic Leadership: Engineering a Vibrant Future | This course is aimed at helping engineering students to combine their knowledge and practical skills with their natural authentic leadership in order to create meaningful work and vibrant lives for themselves, their communities, and society. This course challenges the notion that leadership is a prescribed set of behaviours and allows students to explore their own authentic leadership. During the first half of the course students will use a variety of tools and concepts to explore ‘Who Am I’, ‘What Am I Fundamentally About’ and ‘How Do I Show Up’ to create the experiences and relationships that I want in my life & work. In the second half of the course students will learn an authentic teaming approach to co-creating meaningful change. Students will identify inspiring possibilities, work through core challenges, and create integrated solutions together as change agents for a vibrant future. | Inst for Studies in Transdisciplinary Engin Educ & Practice | knowledge | SDG4 |
| TEP1010H | Cognitive and Psychological Foundations of Effective Leadership | This course has been completely redesigned for life in our quarantined world. This semester's theme is Self-Leadership (because you can't lead anyone until you can lead yourself (!), and who better to practice your leadership skills on during quarantine than you?!) The class is completed in teams of 4, (but worry not - there are no graded team assignments!). Together your team will work through themes related to self-leadership like self-discipline (why can't I keep my new year's resolutions?), resilience (how can hard times and failures make me stronger?), and motivation (how can I stay engaged when I don't feel like it?). You'll also embark on 3 wild self-leadership quests that will challenge you to walk your talk in practical ways. I designed this course to be highly challenging, but stress free. It's full of fun activities and deep, meaningful conversations with your classmates to help get you through life off-campus. | Inst for Studies in Transdisciplinary Engin Educ & Practice | resilien, resilience, resilience | SDG11, SDG13, SDG15 |
| TEP1030H | Engineering Careers - Theories & Strategies to Manage your Career for the Future | 21st century career management skills and knowledge are critical success factors for engineers, to develop their own careers for the future, and as leaders and project managers, to help develop others’ careers. Especially in engineering where career engagement influences innovation and productivity, career management is arguably the most important learning to bridge the gap between an engineering education and an engineer’s ability to apply their learning in the real world. In this course, students will learn about contemporary theories and issues in career development so they can apply their knowledge and skills, to benefit their own careers, and those of their team members, organization, and society. Students will learn an evidence-based framework for career clarification and exploration. Using this framework, students gain career management and job search strategies, increase hope and confidence, expand their network and use practical career management tools. In an increasingly volatile, uncertain, complex, and ambiguous world of work, students will consider career paths, hear and tell career stories, and gain skills to navigate a lifetime of transitions. | Inst for Studies in Transdisciplinary Engin Educ & Practice | knowledge, learning, transit | SDG4, SDG11 |
| TEP1601H | Equity, Diversity & Inclusivity within Engineering Contexts | This course will provide students the chance to build capacity in understanding equity, diversity, inclusivity (EDI) concepts and to consider opportunities to integrate these concepts into their work/practice. The course will facilitate an introduction to several social and equity-centric concepts while exploring various contexts for how EDI integration can be considered within engineering education, research and workspaces. It facilitates the development of personal reflections and actions which situates engineering design, research and education as sociotechnical processes influenced by social concepts operating at various scales (from individual to global). | Inst for Studies in Transdisciplinary Engin Educ & Practice | equity, equit | SDG4, SDG10 |
| TEP1502H | Leadership in Product Design | The objective of this course is to prepare students for the type of teams, processes and decisions used for complex socio-technical engineering design projects. The course will equip students with tools and strategies for leading, following other leaders, in this context. Students will have the opportunity to apply their learning on three hybrid team-individual assignments. The course readings will be sourced from real industry cases and experiences. | Inst for Studies in Transdisciplinary Engin Educ & Practice | learning | SDG4 |
| TEP1026H | Positive Psychology for Engineers | Many disciplines have explored happiness – philosophy, anthropology, psychology, sociology, neurobiology, film, art and literature – to name a few. Why not engineering? During the first part of the course we will play catch-up, examining the scholarly and creative ways that people have attempted to understand what makes for a happy life. Then we turn our attention to our own domain-expertise, applying engineering concepts like “balance”, “flow”, “amplitude”, “dynamic equilibrium”, “momentum” and others to explore the ways that your technical knowledge can contribute to a deep understanding of happiness. This course is designed to challenge you academically as we analyze texts from a variety of disciplines, but it is also designed to challenge you personally to explore happiness as it relates to yourself, your own personal development and your success and fulfillment as an engineer. | Inst for Studies in Transdisciplinary Engin Educ & Practice | knowledge | SDG4 |
| TEP1029H | The Science of Emotional Intelligence and its Application to Leadership | A growing body of social science research offers clear evidence that emotional intelligence (EQ) plays a crucial role in leadership effectiveness. We know that the most successful managers are able to motivate and achieve best performances through the ability to understand others, and the key to this is to first understand yourself. In this course, you will complete the most scientifically validated EQ assessment available, The Emotional Quotient Inventory (EQ-i) and receive a detailed report that identifies your leadership strengths and targets areas for development. You will acquire an enhanced level of self-knowledge and a deeper awareness of your impact on others. This will form the basis of a personal development plan that will help you improve your leadership effectiveness.In this course we will also examine evidence-based research that links leadership effectiveness to authenticity and mindfulness, both of which can be enhanced through mindfulness training programs. Simply defined, mindfulness is the awareness of one’s mental processes and the understanding of how one’s mind works. Using case studies, we will discover why companies such as Carlsberg, Google, Sony and General Electric have trained hundreds of employees in mindfulness. | Inst for Studies in Transdisciplinary Engin Educ & Practice | mindfulness, knowledge | SDG3, SDG4 |
| ITA1755H | Italian Modernism | The course will cover the culture of the period between Italian unification and the 1930s. It will consider the various responses to the process of modernization and the ensuing transformations in the traditional modes of production, circulation and reception of literature and art. Topics to be discussed include the debate on the function of art and the artist; the formation of new literary genres and forms; the rise of mass culture; the historiographic accounts of the period. Readings will include works by Pascoli, D’Annunzio, Aleramo, Marinetti, Svevo, Bontempelli, as well as historical and theoretical studies of modernism. Students will conduct seminars on specific case studies of the theoretical issues raised in the course. | Department of Italian Studies | production, marine | SDG12, SDG14 |
| ITA1000H | Methodologies for the Teaching and Study of Italian | Students are introduced to basic reference materials necessary for research and will familiarize themselves with the Reference, Periodical Rooms, and the Thomas Fisher Rare Books Library. They will also study philological, computer-assisted and critical methods for the study of Italian literature and linguistics. | Department of Italian Studies | fish | SDG14 |
| LAW7030H | Aboriginal Law and Policy | This seminar will deal with selected issues in Aboriginal law and policy. It is intended to bring together law students and students of public policy, and to broaden the perspective of both potential lawyers and policy makers. The topics will include: The Policy and Law Continuum/Current Conditions Theories of Discovery and Reconciliation First Contact, First Treaties The Indian Act, Numbered Treaties and Residential Schools White Paper, Red Paper, Calder and Patriation Duty to Consult and Aboriginal Title Modern Treaties Child Welfare Identity, Membership and Status Métis and Mixed Ancestry Aboriginal Peoples Fiscal Issues Indigenous Law, Indigenous Governance and Implications for the Future | Faculty of Law | welfare, indigenous, reconciliation, governance, indigenous | SDG1, SDG10, SDG16 |
| LAW7003Y | Administrative Law | This course is an introduction to administrative law – how law regulates government power. We will look at how government relates to individuals in a broad range of policy areas from health and the environment to securities regulation and national security. Suppose, for example, the federal government is worried a person seeking to come to Canada as a refugee has connections to terrorism. How should it decide whether or not to admit the person? If the person is refused entry, can she turn to the courts for help? We will discuss what it means for the government to follow a fair process in reaching a decision as well as whether courts can and should review the merits of government decisions (for example, whether the person should be admitted to Canada even though the government refused entry). We will also discuss other issues such as how governments should make rules or regulations – should the government involve the public when making a regulation limiting greenhouse gas emissions from oil and gas facilities and should the courts review such a regulation? A key underlying theme will be the apparent tension between, on the one hand, administrative law’s focus on fairness and the ‘rule of law’ and, on the other, the need for governments to be able to effectively and efficiently undertake social and economic policy. | Faculty of Law | emission, greenhouse, refugee, greenhouse gas, emissions, rule of law, terroris | SDG7, SDG10, SDG13, SDG16 |
| LAW7038H | Advanced Family Law: Resolving Family Law Case | This course will canvass, at a sophisticated level, various areas of family law including parenting issues, child and spousal support, division of property and divorce. A problem solving approach will be utilized. We will look at various family law scenarios and examine how modern techniques of dispute resolution can be utilized to resolve these problems. The course will examine mediation, arbitration, collaborative law and the adversarial system in a family law context. Students will have in-depth opportunity to examine how family law problems can be resolved in an effective fashion and understand how the family law system operates in Canada. The focus of the course will be on the distinctive problems raised in the context of marriage breakdown that necessarily involves the complex interaction of legal and emotional issues. Throughout the course, students will be encouraged to critically examine the current family law statutory regime, including analyzing some of the practical problems posed by the legislation and exploring potential avenues of legal reform. | Faculty of Law | labor | SDG8 |
| LAW7140H | Advanced Legal Research, Analysis and Writing | This course integrates analysis, research and writing through problem-based learning to hone the following skills: identifying legal issues; formulating research strategies and methodologies; efficiently using relevant secondary sources; using print and electronic resources; analyzing and synthesizing primary sources; applying critical thinking; and writing clearly and effectively. The development of the skills in this course will assist students in their academic course work and prepare them for their professional careers. | Faculty of Law | learning | SDG4 |
| LAW7006H | Advanced Torts | This course will take up issues in tort law going beyond the focus of the standard first-year Torts course from a theoretical and doctrinal perspective. Topics to be examined include: economic torts public nuisance tort liability of public authorities horizontal application of constitutional rights Constitutional torts negligent investigation misfeasance in public office Defamation | Faculty of Law | invest | SDG9 |
| LAW1000H | Alternative Approaches to Legal Scholarship | We will examine alternative frameworks within which a wide range of legal problems can be analyzed and prescriptions evaluated. These might include "law and economics", "law and philosophy" (including utilitarianism, Kantianism and Aristotelian theories), legal history, critical legal studies, feminism, and empirical legal analysis. The readings will comprise leading examples of legal scholarship in each of these intellectual veins. Guest lecturers having special expertise in the different areas will lead the discussion. | Faculty of Law | feminis | SDG5 |
| LAW7020H | Animals and the Law | Nonhuman animals are traditionally categorized in the law as property. Yet they are living and sentient and hence are importantly different from other forms of property, a fact that is acknowledged in the views many, if not most, people have about domestic companion animals. Wild animals are owned, when they are owned, in a different way. Agricultural animals, because they are produced for food, are treated differently again. There are research animals, from primates to mice and fish. And there are animals that are used for entertainment in zoos and circuses. All of these groups of nonhuman animals have few very legal protections and are thereby made extremely vulnerable to use and abuse. This course will analyze the history of the legal treatment of these different kinds of nonhuman animals, asking throughout about the limits of a sentient or living property concept when its objects are also subjects with some (albeit weak) legal rights. Topics to be explored will include federal anti-cruelty protection and provincial welfare legislation in Canada, the persons v. property debate and emerging alternatives to it, Indigenous perspectives on nonhuman animals and how a history of conflict with the animal rights movement can be recreated in cooperative terms, wild animals (in and not in captivity), fish and other aquatic animals given the special considerations they raise, recent “ag gag” legislation in Canada, and “clean meat” and other game-changers that will make it possible to move away from relying on nonhuman animals for food. | Faculty of Law | welfare, agricultur, knowledge, indigenous, fish, animal, animal, indigenous | SDG1, SDG2, SDG4, SDG10, SDG16, SDG14, SDG15 |
| LAW3035H | Anti-Corruption Law and Policy | Corruption can be found in any part of the world, at the most local to the most international levels. In recent decades, anti-corruption laws and international norms have proliferated, as international organizations, states, and local communities have focused on legal tools to remedy a seemingly intractable problem. This course analyzes the phenomenon of corruption and the state of current anti-corruption law and policy, while offering students the opportunity to problem-solve and explore case studies of recent anti-corruption enforcement and compliance. The course begins by exploring how we define corruption and its historical, political, economic and social consequences. The course then analyzes the emergence of international anti-corruption law and debates about approaches to eradicating corruption. Moving to the domestic sphere, the course examines Canadian legislation, and strategies to prevent, and punish corruption in international business. Students will learn about the elements of corruption as a crime and the investigation, prosecution and sanctioning of persons convicted of corruption offences; preventive measures through regulation of the public and private sectors, including laws and policies dealing with conflict of interest, lobbying, public procurement and whistleblower protection; and the role of the lawyer in advising corporate clients in respect to corruption risk assessment in the client’s area of business, development of internal anti-corruption policies and implementation of due diligence standards and practices. | Faculty of Law | invest, public procurement, corrupt | SDG9, SDG12, SDG16 |
| LAW4019H | Anti-corruption Law: International, Domestic and Practical Perspectives | Faculty of Law | corrupt | SDG16 | |
| LAW7060H | Anti-Discrimination Law | This course surveys the legal principles of anti-discrimination law in Canada. We will focus primarily on provincial and federal anti-discrimination statutes or human rights codes and secondarily on common law doctrines and constitutional jurisprudence under section 15 of the Canadian Charter of Rights and Freedoms. We will also read some of the literature on the philosophical foundations of anti-discrimination law. Doctrinal topics covered may include: the relation between the common law of anti-discrimination and statutory anti-discrimination law; the legal test a claimant must meet to demonstrate a prima facie breach of a human rights code; the nature of the “prohibited grounds” under the codes; the nature of the codes’ “regulated spheres” of employment, accommodations, the provision of goods and services, and contracts; legal defenses available to a respondent, including the “bona fide occupational requirement” defense and “special program” defenses; the applicability of the codes to laws and government services. These topics may be supplemented by comparisons with anti-discrimination law in the United States and the United Kingdom where appropriate. Following this doctrinal survey, we will consider philosophical theories about when discriminatory acts are morally wrong and the moral justification for legal prohibitions of discriminatory acts. Our objective will be to reflect on how these theories might inform our interpretations of and recommendations for developing legal doctrine. | Faculty of Law | employment, human rights | SDG8, SDG16 |
| LAW2048H | Canadian Energy Law and Policy | Canadian energy policy is unique in a number of ways: Canada has portrayed itself as both an energy superpower and a climate change leader. The Canadian energy sector’s economic and environmental impact place it into the centre of major policy challenges, often revealing contradictions and coherence in energy policy; The Constitutional division of authorities between provinces (as owners and regulators of resources) and Canada (which has jurisdiction over pipelines and extra-provincial environmental matters, including international GHG reduction commitments,) creates a unique need to integrate federal provincial policies. While this has worked on occasion, it has often led to inter-governmental and regional conflict, including litigation over pipeline approvals and revenues; and The goal of reconciliation with Indigenous Peoples as informed by the United Nations Declaration of the Rights of Indigenous Peoples presents a range of complex opportunities for challenging current assumptions about the role of Indigenous People in resource development. These issues often play themselves out in the courts. This course will examine how these factors are reflected in past, present and future Canadian energy policy, law and institutions. | Faculty of Law | energy, indigenous, reconciliation, climate, environmental, institut, indigenous | SDG7, SDG10, SDG16, SDG13 |
| LAW2009Y | Canadian Income Tax Law | Income taxes account for a large proportion of government revenues in Canada. This course examines the structure and function of the Income Tax Act and addresses a number of the social and economic policies implicit in its current form. We will focus on the purposes of taxation, the social and economic role of the income tax, the key structural features of Canada’s income tax, the interpretation of tax legislation, tax administration and dispute resolution, and judicial and statutory responses to tax avoidance. We will canvass the taxation of key sources of income and losses of individuals including those from employment, business or property, and dispositions of capital property. The course aims to introduce the legislative, judicial and administrative aspects of Canada's income tax system and to equip students for further studies in taxation and business law. | Faculty of Law | employment, capital, taxation, income, judic | SDG8, SDG9, SDG10, SDG16 |
| LAW5063H | Canadian Legal History: Indigenous Peoples and Canadian Law | In this course we will study the legal history of the most significant developments in Canadian law relating to Indigenous and Metis peoples in the half century or so after Confederation. The topics covered will include, but might not be limited to: the Red River resistance and the Manitoba Act, c. 1869-1880; the origins and structure of the first Indian Act; the British Columbia ‘Indian Title’ Question; Canada’s ‘enfranchisement’ (assimilation) policy; the Numbered treaties of the 1870s; the attack on Indigenous cultural beliefs and practices; education policy after Confederation, including the reliance on residential schools from the early 1880s; and the Northwest resistance and the trial and execution of Louis Riel. The course will not discuss current litigation and political movements, but will serve as useful background to them. | Faculty of Law | indigenous, indigenous | SDG10, SDG16 |
| LAW7058H | Canadian Legal Methods and Writing | Canadian Legal Methods and Writing will meet two hours a week for six of the first eight weeks of the Fall term. The purpose of this course is to familiarize international students with North American legal academic culture. Students will continue the study of the Canadian legal system and methods of legal analysis, addressing topics such as specific conventions for legal analysis in the common law setting, statutory interpretation norms, critical thinking and writing. The course will also address the Faculty's requirements and expectations for legal academic writing, such as papers, exams, and theses. Students will focus on how to analyze the legal effect of cases and statutes, how to apply doctrine and statutory provisions to facts; and essential techniques, including doctrinal synthesis. Students will receive individual feedback on exercises and legal writing. | Faculty of Law | legal system | SDG16 |
| LAW2011H | Climate Change Law | Global climate change demands international, transnational, national and sub-national action both to mitigate the risks as much as possible, and to adapt to its unavoidable consequences. This course explores the role of law in tackling this complex, multi-level governance challenge. We will consider issues related to the current scientific understanding of global warming and its likely trajectory, and the particular challenges posed by the need to tackle a multi-dimensional and highly dynamic problem. Against this backdrop, we will turn, first, to the international and transnational legal responses to, and issues raised by, climate change, ranging from the respective roles of customary and treaty-based law to the evolution of the UN climate regime, the scope for international litigation, and the sub-fields of international law engaged by climate change, such as human rights law and trade and investment law. We will then examine national and sub-national climate change law, focusing on Canadian law. We will consider the legal issues raised by Canada’s constitutional framework, questions of instrument choice including carbon pricing, the role of municipal and regional governance and the scope for domestic litigation. | Faculty of Law | invest, trade, carbon pricing, climate, global warming, governance, human rights | SDG9, SDG10, SDG12, SDG13, SDG16 |
| LAW7012H | Community Planning | This seminar examines selected problems in the area of community planning and land use regulation, with particular emphasis on the financial and economic aspects of the law. Topics include expropriation (procedure and compensation), the windfalls/wipeouts problem, municipal and infrastructure finance (property assessment and taxation; development charges), land use regulation and growth management (Ontario's greenbelt legislation, zoning and subdivision controls), urban design and architectural controls, heritage building preservation, and conservation trusts). Other topics may be substituted for the above as the instructor's and students' interests dictate. Some sessions may be led by guest lecturers. | Faculty of Law | wind, infrastructure, taxation, urban, conserv, conserv, land use, land | SDG7, SDG9, SDG10, SDG11, SDG14, SDG15 |
| LAW5005H | Comparative Constitutional Law | At present there is an unprecedented and ongoing world-wide conversation about how to resolve contentious constitutional questions. There is, in other words, more convergence over answers to constitutional questions and less divergence than has been seen in modern times. A part of that conversation concerns which precedents, issuing out of which jurisdictions, provide models for judicial decision making and which should be strenuously avoided. This seminar examines the content of what is coming to be called the comparative constitutional law canon. Of interest will be cases that serve not only as models of constitutional analysis but also as anti-models. Among the topics for discussion will be comparative constitutional property rights, social rights, freedom of expression, separation of powers, and proportionality analysis. In addition, selected regional approaches and historic moments that inform contemporary constitutional analysis will be examined. | Faculty of Law | judic | SDG16 |
| LAW7040H | Constitutional Law of the U.S. | This course introduces students to the basic themes of and controversies within U.S. constitutional law. Among the selected topics covered are the origins of judicial review in the U.S., the federal division of powers and the separation of powers. Turning to the Bill of Rights, we look principally at equal protection and the fundamental rights of liberty and privacy. The approach taken is a historical one premised on the understanding that what counts as good constitutional argument varies over time and is dependent upon legal, political, and socio-economic contexts. This suggests that, though constitutional law has a vocabulary or repertoire of moves all its own, it also has an intimate relation to political and social change. In addition to attending to modes of argumentation, we will consider competing theories of constitutional interpretation and, on occasion, comparable or comparative approaches. | Faculty of Law | socio-economic, social change, judic | SDG1, SDG16 |
| LAW6001H | Contemporary Issues in Health Law and Policy | The Faculty of Law of the University of Toronto runs a regular Health Law workshop that meets on average every three weeks throughout the academic year. Students are welcome to attend and those who wish to may also take the seminar for academic credit. The Workshop attracts both speakers and participants from a wide range of disciplines as well as from a wide range of institutions. (Note: during the CAUT Censure of the University of Toronto, speakers will be selected from the broad University of Toronto community). The goal is to introduce students to a variety of interdisciplinary approaches (incorporating law, bioethics, philosophy, political science, economy, etc.) and to explore contemporary issues in health law, ethics and policy such as the legal and regulatory issues raised in the context of the pandemic, the law in relation to medical assistance in dying (euthanasia and assisted suicide), the regulation of assisted human reproduction and new genetic technologies, the role of law in improving the health of Indigenous peoples, disability rights and health, the criminalization of the non-disclosure of HIV status, constitutional challenges related to health care, the regulation of the profession, health and human rights, the need for regulation of long-term care facilities, access to essential medicines, the use of health-related scientific evidence in the courts and in policy making, compulsory treatment of the mentally ill, disclosure of pharmaceutical trial data, the role of class action litigation to promote drug safety, and more. | Faculty of Law | health care, disabilit, indigenous, production, institut, human rights, indigenous | SDG3, SDG10, SDG16, SDG12 |
| LAW5003H | Copyright Policy in the Making | Have you ever wondered what it’s like to make intellectual property policy? Here’s your chance to experience law reform in action. A small group of students will participate in a unique experiential learning opportunity. Think about it like an IP moot, except that instead of preparing a factum, you’ll learn the art of a different sort of persuasive writing: the “Memorandum to Cabinet”. And instead of arguing before judges, you’ll be trained to persuade Cabinet Ministers and other senior policymakers that your ideas should become law. This course stems from a collaboration between the Departments of Canadian Heritage (PCH) and Innovation, Science and Economic Development (ISED), and the faculties of law at McGill University, University of Montreal, University of Ottawa, University of Toronto, York University (Osgoode Hall) and the University of Sherbrooke. It has been conceived as a way for students to gain instruction and experience in public policy thinking, drafting and briefing. While the course centres on copyright law reform, the experience you gain will be extraordinarily useful in the private or public sector. For students contemplating a career in government, this is an unparalleled chance to acquire new skills. For students thinking about private practice, there’s no better way than this to get an insider’s perspective. Teams of students will research and prepare a thorough policy report, prepared as a Memorandum to Cabinet, under the supervision of university professors and guidance of, government departmental officials and policy experts. The team will choose the topics of the proposed reforms in response to one of three policy thematics provided by the Copyright and International Trade Policy Branch of PCH and the Marketplace Framework Policy Branch of ISED, corresponding to current policy issues identified by the branches. The teams will be called to present their work orally before a panel of experts and officials – such as policy analysts, academics, industry stakeholders and political decision makers – at the “Grand Oral”, which will be held in late March/early April 2022 (dates to be confirmed). The Grand Oral will be held either online or in-person in Ottawa, depending on how the pandemic unfolds. This will be a unique opportunity for students to showcase their skills, legal talents and imagination, where they will pitch to and receive feedback from those responsible for copyright policy on issues that are contemporary and relevant. The teams will be convened to work together with Professor Katz and their peers during eight two- hour sessions in preparation of their investigation (see dates above). One of those sessions will be taught by Canadian government officials on policy development, drafting and briefing in the context of Canadian copyright law. Teams will also meet with Prof Katz and for two individual sessions with the government representatives (via phone or video teleconference) one early in the term and one closer to the Grand Oral. (Associated travel costs to Ottawa will be covered by the instructor from a grant). | Faculty of Law | learning, labor, invest, trade | SDG4, SDG8, SDG9, SDG10 |
| LAW2017Y | Corporate Income Tax | In Canada, most business activity is carried on through corporations. This course equips students with a basic working knowledge of the core corporate tax provisions in Canada’s Income Tax Act while also engaging with the underlying policy framework. The course examines how domestic corporations and their shareholders are taxed in Canada with particular attention to the following topics: the key conceptual attributes underlying the corporate tax system, the system of integrating corporate- and shareholder-level taxes, the mechanics of transferring assets of an unincorporated business to a corporation, the implications of various types of corporate distributions, the application of specific anti-avoidance rules, the taxation of small business corporations, and the role played by certain corporate reorganization provisions. | Faculty of Law | knowledge, taxation, income | SDG4, SDG10 |
| LAW2019H | Corporations, Individuals and the State | This seminar examines the implications of the large business corporation for the traditional understanding of public law as concerned with the relationship between individuals and the State. How do corporations fit into the traditional picture, or do they require its modification? Does the legal personality of corporations entail that the law should generally treat them as if they were individuals? Alternatively, is the law, despite corporations legal personality, concerned in reality with the rights and responsibilities of the individuals behind the corporate veil such as executives, employees and investors? Still another possible approach is to view corporations as powerful institutions in their own right, and perhaps even as analogues of the State, rather than as if they were individuals or mere associations of individuals. We will explore these themes through readings on the following topics, among others: (1) corporate criminal responsibility, (2) corporate standing to invoke rights under the Charter, (3) corporations and the political process, (4) issues concerning transnational corporations, (5) delivery of public services by corporations, and (6) democracy and the internal governance of corporations. | Faculty of Law | invest, institut, governance, democra | SDG9, SDG16 |
| LAW3029H | Crime & Punishment: Mandatory Minimums, the Death Penalty & Other Current Debates | What makes punishment legitimate? When can the state deliberately inflict suffering upon its citizens through imprisonment or other deprivations? In this course, we will explore the justifications for and goals of state-sanctioned punishment as well as its constitutional limits. We will then examine the law of proportionate punishment as reflected in the criminal sentencing regimes in Canada and the United States, and we will consider the legal remedies afforded prisoners seeking to challenge their conditions of confinement. We will also discuss some of the key legal controversies surrounding proportionate punishment in Canada and the United States today, including, e.g., mandatory minimum sentences, habitual offender (“three strikes”) laws, juvenile sentencing, and the death penalty. We will then explore why criminal punishment is meted out disproportionately upon racialized minorities and the economically disadvantaged and discuss whether criminal sentencing can or should be a tool of restorative justice. Finally, we will explore what role (if any) the risk of wrongful convictions should play in determining the parameters of legitimate punishment. This in-depth examination of punishment and proportionality will serve as a springboard for understanding the workings of the Canadian Charter of Rights and Freedoms and the U.S. Bill of Rights. Although the course will focus on Canadian and U.S. materials, it will draw on other international (U.K., South African, Indian, Israeli, German) sources where appropriate. The course is designed for students who plan on pursuing a career in litigation either in Canada or the United States. | Faculty of Law | citizen, minorit | SDG4, SDG10 |
| LAW7232H | Criminal Procedure | A survey of criminal procedure designed to provide a basic knowledge of the Canadian criminal process, including its strengths, weaknesses and underlying policies. Arrest and detention, search and seizure, remand procedures and bail, disclosure, classification of offenses, jurisdiction, preliminary hearings, trial within a reasonable time and jury selection will be covered. We will also discuss special procedures that apply in cases involving allegations of sexual violence, the role of complainants in criminal proceedings and the Victim’s Bill of Rights. There will be emphasis throughout the course on the impact of the Charter on the common law and statutory rules of criminal procedure, including how equality rights inform or should inform Canada’s criminal process. We plan to have several guest speakers during the term to ensure students hear different perspectives on Canadian criminal procedure. Some knowledge of evidence law is helpful but not essential. | Faculty of Law | knowledge, equalit, violence | SDG4, SDG10, SDG16 |
| LAW5045H | Critical Analysis of Law Workshop | The Critical Approaches to Law workshop is designed to survey the rich tradition of critical approaches to legal analysis, and to consider what possibilities they open up and what challenges they face at this time. This year, the workshop will be offered in conjunction with the Max Planck Institute, and it will have a special focus on issues of diversity, citizenship and transnational law. The workshop will meet 8 to 10 times throughout the academic year. Confirmed speakers in the upcoming year include: Mikhail Xifaras, Sciences Po. | Faculty of Law | citizen, institut | SDG4, SDG16 |
| LAW5068H | Critical Race Theory and the Law | “Not everything that is faced can be changed; but nothing can be changed until it is faced,” - Baldwin, J. (1962). The origin of Critical Race Theory (CRT) can be traced to the works of Derrick Bell, Alan Freeman, Kimberlé Williams Crenshaw and Richard Delgado. More specifically, Bell, Freeman, and Delgado took an interdisciplinary approach to building upon the American civil rights movement. Crenshaw advanced the works of Sojourner Truth and Angela Davis, birthed the term intersectionality to capture the interlocking nature of identities and the necessity to take the whole person into consideration when addressing race. Constance Backhouse’s Colour-Coded: A Legal History of Racism in Canada, 1900-1950 and Carol Aylward’s Critical Race Theory: Racism and the Law are some of the works that will deepen our understanding of CRT by elucidating the roles that race and racism play in the practice of Canadian law. This seminar will focus on the applicability of CRT to the Canadian legal context and the examination of the interplay between racial identities and legal practices. Moreover, current issues of racism and inequity will be analyzed in relation to CRT and the Canadian legal system. | Faculty of Law | equity, racism, equit, legal system | SDG4, SDG10, SDG16 |
| LAW2072Y | Data Governance | Data plays an increasingly central role in both the interactions between individuals within the private sector and in the interactions between the individual and the state. Determining who may collect, access, use, or disseminate data impacts not only the shape of the new economy but also the protection of democratic values and civil liberties within our emerging information society. Most legal systems determine rights and obligations with respect to data in a variety of ways, including: constitutional protection of privacy and freedom of expression, data protection law such as access to information and privacy legislation, and common law doctrines including privacy and the law of confidential information. This course provides an overview of these areas of law, as well as emerging critiques and law reform proposals that are often driven by the challenges posed by new technologies and services such as social media, cloud computing, AI, blockchain, facial recognition, and the internet of things. | Faculty of Law | internet, governance, legal system, democra | SDG9, SDG16 |
| LAW7122H | Discerning Law in the Fur Trade | This seminar seeks to discern the various legal orders (Indigenous, civil, and common law) that regulated the fur trade in Canada from the earliest period until the late nineteenth century. While focusing on Indigenous legal traditions, we will also consider law in and around outposts distant from the Imperial center, and far from Hudson Bay Company headquarters. In addition, we will seek to understand the legal status of the Hudson’s Bay Company, the nature of Royal Charters, and their implications for the present day. The legal capacity of the English Crown to make this grant is not certain – sovereignty and legal capacity lie at the heart of the fur trade. We will rely primarily on non-legal texts in order to understand the operation of a commercial enterprise that made no economic sense, yet turned the fate of empires Indigenous and settler alike. This seminar will turn heavily on student participation. There will be no lectures, and class time will be devoted to discussion of the texts, our impressions of the law, and in this way we will work together to find law in the fur trade. | Faculty of Law | settler, trade, indigenous, indigenous, sovereignty | SDG4, SDG10, SDG16 |
| LAW4055H | Disruptive Innovations & Legal Infrastructure | Faculty of Law | infrastructure | SDG9 | |
| LAW7070H | Economic Analysis of Law | What effects do laws have? Given these effects, which laws are best for society? This class looks at how economists analyze legal problems and how economics has contributed to our understanding of the legal system. This class will provide the basic toolkit for understanding the economic approach to legal problems, looking at tradeoffs, opportunity costs, incentives, prices, and efficiency. We will look at both theory and empirical evidence. Topics include: contracts, torts, property, criminal law, game theory, uncertainty, imperfect information, and behavioral economics. | Faculty of Law | trade, legal system | SDG10, SDG16 |
| LAW2064H | Economic Torts | Tort liability for economic harm is one of the most theoretically interesting and practically important areas of private law. However, despite being central to modern commercial litigation and transactional risk assessment, economic torts are not well-understood and are rarely included within the standard law school curriculum. This seminar will provide students with a comprehensive overview of key economic torts from their emergence in 13th century England to the present day, combining examination of the leading cases with discussion of contemporary factual scenarios in which the torts are practically applied. The course is divided into three parts: The intentional economic torts of conspiracy, inducing breach of contract, unlawful interference with economic relations and intimidation. The misrepresentation-based torts of deceit, negligent misrepresentation, injurious falsehood and passing off. Equitable and sui generis liability for breach of fiduciary duty, unjust enrichment, breach of confidence and knowing assistance/knowing receipt. Along the way, the course will explore several recurring themes, including the interaction between tort, contract and restitution, the concepts of intentionality and negligence in private law, civil liability for breach of statute, the tension between commercial certainty and fair compensation, and the degree to which economic torts undermine or support the claims of corrective justice as an organizing principle of tort law. | Faculty of Law | equitable, equitable, equit, land | SDG4, SDG10, SDG15 |
| LAW2022H | Entertainment Law | This is a specialized course in entertainment law. It covers key copyright and contract issues that are essential to the film, television, music, book publishing, digital media and videogame industries. The practical will be emphasized over the theoretical with a particular focus on contract drafting and negotiation and client advice. A central objective is to provide students with an understanding of the legal aspects of entertainment businesses and the related role of lawyers. You will meet several entertainment lawyers, each of whom has his or her own particular expertise and distinctive style of practicing. You will review entertainment industry agreements with the lawyers who negotiated them. You will discuss the challenging legal issues arising from digital distribution. Your course of study will cover the practical and legal aspects involved in the development, creation, financing and exploitation of various entertainment properties. For example: television and film production, talent, distribution and financing agreements, rights clearances, music recording and music publishing agreements and videogame distribution agreements. Students will ideally come away from the course with an appreciation not just for the legal issues that underlie the various agreements, but also an insight into the negotiation of these agreements and the legal structuring of films, tv programs, books, music and other entertainment products. | Faculty of Law | production, exploitation | SDG12, SDG16 |
| LAW2023H | Environmental Law | How do we address environmental harms such as water pollution, habitat destruction and climate change? How should we? In this introductory course, we will look at what makes environmental law so difficult, how we currently use the common law and government regulation to deal with environmental issues and how we may be able to design better laws and institutions. We will study the main federal statutes such as the Canadian Environmental Protection Act, the Species at Risk Act and the Canadian Environmental Assessment Act, along with some examples of provincial legislation and approaches. We will also discuss important recent policy and legal developments such as the judicial reviews of the pipelines projects, the various federal and provincial efforts to address climate change and attempts to develop environmental rights in Canada. Thematically, we will examine how the courts, the legislature and the executive work, or don’t work, together in addressing these issues, how citizens fit in and, underlying it all, the political economy of environmental protection including the part played by special interest groups (both industry groups and environmental organizations). | Faculty of Law | pollution, citizen, water, climate, environmental, pollut, species, pollut, species, institut, judic | SDG3, SDG4, SDG6, SDG13, SDG14, SDG15, SDG16 |
| LAW3017H | Financial Crime and Corporate Compliance | Recent high profile cases in the areas of foreign corruption, price fixing, deceptive marketing, insider trading, fraud and sexual assault in the workplace are examples of financial crimes. This course examines the ways in which criminal, regulatory and administrative law prevent harm in the conduct of commercial affairs. Cases such as SNC-Lavalin and more recently WE Charity have demonstrated the intersection of alleged financial crimes with politics. The role of media in covering financial crimes is studied in each lecture, which includes short film clips of movies that portray true crimes. Hollywood movies such as “The Wolf of Wall Street” (2013), may neglect to tell the story about the impact on victims. Documentaries such as “Enron: The Smartest Guys in the Room” (2005), “Inside Job” (2010), “Inside Lehman Brothers” (2018) and “Chasing Madoff” (2010) portray byzantine schemes. The role of corporate counsel in environmental compliance is portrayed in the film “Dark Waters” (2019). Gender and diversity in corporate compliance is highlighted in films such as “Bombshell” (2019), “Fifth Estate on Peter Nygaard” (2021), and “The China Hustle” (2017). A core concept of this course is that risk management and compliance will lead to higher financial rewards. The priorities inherent in risk management must be related to a theory of justice which is formulated from behind a conceptual veil of ignorance where persons do not know their own wealth, position, gender, race or attributes (Rawls A Theory of Justice). Curiously, the issue of gender and racial diversity has not been in the forefront of most writing about risk management, compliance, or white collar crime. This course attempts to address that gap by encouraging dialogue and research about the link between compliance and both gender and racial equality in each of the eight conceptual parts. Case studies of gender and white collar crime are examined such as Elizabeth Holmes and the fall of Theranos, portrayed in the podcast “The Dropout” and Anna Sorokin, portrayed in the podcast “Fake Heiress”. The course is designed to cover both litigation skills in the area of financial crimes and corporate compliance skills with respect to risk, governance and mergers. | Faculty of Law | gender, water, equalit, environmental, governance, corrupt | SDG5, SDG6, SDG10, SDG13, SDG16 |
| LAW7036H | Foreign Affairs and the Canadian Constitution | In contrast to the United States, Germany and various other democracies, there is relatively little debate in Canada over the constitution's implications for the conduct of foreign affairs. The executive's prerogative power is assumed to be practically absolute, with little constitutional role for the legislature or the courts in controlling foreign affairs decisions (such as the use of force and entering into treaties). Likewise, the complex relationship between the federal government, the provinces and Indigenous peoples in foreign affairs is relatively under-studied. While scholars have critically examined the role of international law in Canadian courts, many conclude that the Supreme Court of Canada lacks a coherent understanding of how international law relates to domestic law. This course seeks to challenge the received wisdom on the Canadian constitution and foreign affairs and to develop a better understanding of the relationship between the different branches and levels of government and sources of law. It will address the roles of the federal executive, legislature and judiciary in foreign affairs; the relationship between federal, provincial and Indigenous governments in foreign affairs; and the relationship between Canadian and international law, as defined by the Canadian constitution and Canadian courts. Students will go "beyond the case law" through a critical examination of current issues and the history of Canadian foreign policy from a legal perspective that will include some discussion of the debates between "monists", "dualists" and "pluralists" about the relationship between legal orders. | Faculty of Law | indigenous, democra, indigenous, judic | SDG10, SDG16 |
| LAW7081H | Foundations of Legal Theory | Every interpretation of law, every project of transformation through law, every effort at law reform rests upon some underlying theory or theories of law. Similarly, every research project involving law engages questions about legal theory and related decisions about method. This course is designed to survey the rich and diverse theoretical frameworks that have been developed for the analysis of law and legal institutions within the Anglo-American legal tradition. It aims to advance the understanding and evaluation of legal theories through questions such as the following: How do legal theories conceptualize the nature and operation of law? How do they imagine law in relation to society, economy and culture, and how do they figure its role in social transformation? What are their implications for the nature and design of legal institutions, including the roles and powers of judges and others who interpret and enforce legal rules? In this course, we will examine the analytic presuppositions and normative commitments of a range of theories about law, drawing on philosophy, political theory, economics, anthropology, sociology and Indigenous legal traditions. Foundational inquiries will include: the nature of adjudication and legal reasoning; the sources of legal authority and legitimacy; the relationship between law and morality and law and politics; and relations among competing legal orders. Seminar readings will be drawn from the following traditions and methodologies: natural law, American Legal Realism, legal process, law and economics, critical legal studies, feminist legal theory, comparative law, and legal pluralism. | Faculty of Law | feminis, indigenous, institut, indigenous, judic | SDG5, SDG10, SDG16 |
| LAW7046H | Freedom of Expression & Press | This course explores the content of, purposes of, and justifiable limits on freedom of expression and freedom of the press. It explores the theoretical underpinnings of these guarantees in a democracy, and the history of their legal treatment under the U.S. Constitution and under Canadian law before the enactment of the Charter of Rights. Thereafter, the bulk of the course will involve an examination of the leading controversial issues surrounding free speech and press. These include: e.g. pornography laws, hate propaganda laws, and the relationship between free speech and equality rights; the clash between freedom of the press to report on court proceedings and the accused's right to a fair trial, free from prejudicial publicity; protection of national security and the scope for political dissent; free speech versus the protection of individual privacy and reputation by defamation laws; regulation of the electoral process through controls on campaign contributions and spending limits; and the claims by journalists for special constitutional protections for gathering and disseminating news, e.g. through a privilege against compelled disclosure of confidential news informants. This in-depth examination of freedom of expression and press serves as a springboard for understanding the workings of the Charter of Rights generally, through a more intensive scrutiny of these fundamental freedoms than is possible in an introductory constitutional law course. Course themes will include: whether free expression can bear different meanings in different societies; what role the media plays in a democracy, and its relationship to the public and the government; what makes free expression a fundamental freedom, distinct from other rights; and to what extent can the courts, through the litigation process, effectively address these fundamental questions. | Faculty of Law | equalit, democra, judic | SDG10, SDG16 |
| LAW2027H | From Blueprints to Buildings: Legal Issues in the Construction Industry | The construction industry is one of the largest industries in Canada, comprising 20% or more of all GDP attributed to goods-producing industries in this country in any given year. The construction industry employs over 10% of all Canadian workers and contributes billions of dollars to the economy annually. The construction industry is multi-faceted, comprising residential construction (e.g., houses, condominiums, apartment buildings), commercial construction (e.g., office towers, hotels, shopping centers, warehouses), industrial construction (e.g., plants, factories), institutional construction (e.g., schools, hospitals), resource extraction and development (e.g. mines, pipelines) and infrastructure development (e.g., roads, harbours, water and sewage treatment plants, transportation systems like LRTs and subways, power generating projects). The industry is ordered by a complex web of private contracts, public laws and regulations, and a set of common law duties, unique to the industry in some instances. The cast of players engaged in this robust industry is both domestic and international and includes public sector regulators, federal and provincial crown corporations, design professionals (architects / engineers), developers, builders, general contractors, project managers, subcontractors, material and equipment suppliers, union and non-union labour, secured and unsecured lenders and risk brokers (bonding / insurance companies). The construction industry is going through a period of profound challenge due to inescapable demands of aging infrastructure, the globalization of construction markets, the new dominance of private capital in public/private partnerships, and the impact of sophisticated and rapidly advancing technology including Building Information Modeling. In this course we will survey and examine the legal relationships between these various parties, including analysis and case studies of rights, obligations and remedies. What is referred to as 'construction law' is really an interwoven legal fabric, including the private law of contract, tort, real property, debtor-creditor, agency, administrative law and trusts, etc., and public law and legislation relating to sale of goods, personal property security, liens, workers' compensation, labour, occupational health and safety, etc. This course will allow students to analyze construction law issues and apply these principles of law in a construction setting. Guest lecturers may be invited to participate in key subject matter areas. | Faculty of Law | water, sewage, labour, worker, wage, infrastructure, buildings, capital, globaliz, institut | SDG6, SDG8, SDG9, SDG16 |
| LAW7132H | Governance of Artificial Intelligence | This seminar will explore the challenges around building effective legal and regulatory systems to govern the development and deployment of artificial intelligence (AI) throughout society. We will begin with understanding some of the nuts and bolts of how machine learning (ML) works and why we are facing what is known as the AI alignment problem—ensuring that AI systems are built, deployed and function to advance human goals and values including economic prosperity, sustainability, fair treatment, safe and healthy communities, and dignified lives. We’ll then discuss the current regulatory landscape for AI and consider what new approaches to law and regulation we may need to achieve AI alignment. | Faculty of Law | learning, land, governance | SDG4, SDG15, SDG16 |
| LAW6003Y | Health Law and Bioethics | The course explores, particularly through a detailed discussion of some contemporary topics, the various ways in which law, regulation, and other governance mechanisms interact with and contribute to the organization of health care and medical practice and the enforcement of health related rights. A recurrent theme is how law and regulation address, diminish, or on the contrary contribute to vulnerability in the context of health care. The course will introduce students to some of the core concepts of health law and bioethics (e.g. informed consent, capacity, medical negligence, confidentiality, health information privacy) and provide an understanding of the role of law and other governance mechanisms in dealing with a selection of contemporary ethical and policy issues. Topics may include: the regulation of assisted human reproduction; biotechnological innovation; abortion; human subjects research; euthanasia/assisted-suicide/assisted dying and other end-of-life issues; organ transplantation; treatment of human remains; the regulation of the medical profession; and other contemporary issues. As a substantial part of the evaluation, students will work in small groups of 4 to 5 students on a contemporary topic of controversy, write up a short joint report (5,000 – 7,000 words), and present the results of their work during the term to the class. Topics will be selected with the help of the instructor. Students will generally present opposing views in their presentation, although the group work can also consist of a detailed exploration of the issues at stake. Potential topics for discussion include: payment for surrogacy or gamete donation; medical assistance in dying; presumed consent in organ donation; organ donation following medical assistance in dying; regulation of genome editing; liability for wrongful life; artificial intelligence in health care; over-prescription of medication; the regulation of Indigenous health care providers; and more specific contemporary controversies that students can investigate and present on. | Faculty of Law | vulnerability, health care, invest, indigenous, production, governance, indigenous | SDG1, SDG3, SDG9, SDG10, SDG16, SDG12 |
| LAW7118H | Indigenous Law Journal | The Seminar supports the central tasks of student editors. The research and editing exercises build on other forms of legal writing and research instruction offered in the J.D. program. We will work collectively on a submission chosen by the Editors-in-Chief in consultation with the faculty supervisor, tracking key phases of the journal production process. Topics include: The key elements in good legal scholarship: identifying the significance of a paper; situating it in the larger context of academic debate. The importance of good organization and clarity. Assessing the research behind a submission: with help from Library staff, determining how to tell whether a submission cites all the relevant material and uses it properly. Providing feedback to authors: interpreting Reviewers’ Reports; setting priorities, organizing substantive suggestions; how to present suggestions while preserving the integrity of the author’s work. Substantive editing: using general lessons through working with an actual manuscript. Senior Editors will participate in the following exercises related to the submission: Manuscript assessment: Each Senior Editor will prepare an outline of the submission, an abstract, and write a memo analyzing its strengths and weaknesses. Research: Each Senior Editor will write a memo on the adequacy of part of the research in the submission. Feedback: Based on the group’s assessment of the submission, as well as input from peer reviewers, each Senior Editor will draft a letter to the author conveying feedback. Editing: Each Senior Editor will annotate the submission to suggest revisions. Over the year each Senior Editor will participate in the editing of at least one further submission under the supervision of a faculty member. Students may work in teams if appropriate. This work, similarly, will include providing an overall manuscript assessment, a research assessment, feedback to the author, and final substance editing suggestions. | Faculty of Law | indigenous, production, indigenous | SDG10, SDG16, SDG12 |
| LAW7104H | Indigenous Legal Traditions and the Imperial Response | In this seminar we will begin by examining Indigenous legal, diplomatic, and philosophic traditions in the pre-contact era. We then turn to the early and middle encounter period to understand the ways in which Indigenous and settler people sought to understand one another’s traditions and cultures. We will examine this period through the lens of wampum diplomacy. The course then turns to consider the imperial response to existing Indigenous legal orders by looking at the debate within settler society about how and under what circumstances settler societies could exercise imperium and dominium over Indigenous peoples and lands. Finally, the course explores the various way Canadian and the Courts of other nations have understood the nature of Crown title and the implications of these legal philosophies for Indigenous people throughout the Commonwealth. | Faculty of Law | settler, indigenous, land, indigenous | SDG4, SDG10, SDG16, SDG15 |
| LAW7141H | Indigenous Peoples and Economic Development | This course considers questions of finance and economic development from the standpoint of Indigenous peoples’ – but, in particular, First Nations’ – experience and legal circumstances. It explores the relevant features of the constitutional framework, the question of legal personality, First Nations’ existing capacity to raise funds, financial administration in First Nation communities, the scope and implications of the statutory exemptions from taxation and creditors’ remedies in respect of “Indians’” and First Nations’ on-reserve property, and the rules about use and occupation of reserve lands. With this as background, the course will discuss the pros and cons for Indigenous communities of economic development opportunities (their own, and third party opportunities), the Crown’s duty to consult Indigenous communities about others’ proposed developments that might adversely affect their (established or credibly claimed) treaty or Aboriginal rights, the use of revenue-sharing or impact and benefit agreements to encourage Indigenous communities’ cooperation with proposed developments, strategic considerations relevant in structuring such agreements, and the remedies available to Indigenous communities and their members when such arrangements fail to work as anticipated. Students will have some opportunity during the course to apply these lessons to some hypothetical scenarios (case studies). | Faculty of Law | taxation, indigenous, land, indigenous | SDG10, SDG16, SDG15 |
| LAW7052Y | Indigenous Peoples and the Constitution of Canada | This is a course in applied Canadian constitutional law, intended for students that already have some familiarity with Canadian constitutional law and jurisprudence. Its aim is to introduce students to the encounter between Indigenous peoples and the mainstream Canadian (non-criminal) constitutional framework. It explores issues relating to sovereignty and self-determination, relevant features of colonial and imperial law, the division of powers, federal Indian legislation, the honour of the Crown, fiduciary and consultation obligations, and treaty and Aboriginal rights, with special attention to Aboriginal title and self-government. In most years the course also features a guest presentation from an Indigenous scholar about an Indigenous legal tradition and a panel of Toronto practitioners who represent or advise Indigenous clients, discussing issues that arise in the practice of Aboriginal law. | Faculty of Law | indigenous, indigenous, self-determination, sovereignty | SDG10, SDG16 |
| LAW7142H | Intensive Course: American Constitutional Development | American Constitutional Development will explore five episodes in American constitutionalism: The American Revolution, the framing of the Constitution of the United States, the Civil War and Reconstruction, the New Deal Great Society, and the Contemporary Era. Emphasis will be placed on primary resources, such as the Declaration of Independence, the Federalist Papers (and anti-Federalist writings), southern secession ordinances (and Lincoln speeches), Supreme Court decisions on the constitutionalism of the welfare state, and the party platforms that highlight the fundamental constitutional differences between the contemporary Republican/ and Democratic parties. We will focus both on changes in American constitutional law, but also more broader changes in American constitutional. One particular point of emphasis will be changing understanding of the constitutional significance of political parties, the constitutional significance of the structure of constitutional politics, and the ways in which political parties help (and do not help) to make a constitution work. | Faculty of Law | welfare, democra | SDG1, SDG16 |
| LAW7143H | Intensive Course: Case Law and the Humanities | What is it to know cases and how do we reason with them? This course addresses these two questions by drawing on the humanities, and in particular the cognitive, rhetorical and material humanities. The course introduces students to these three domains of the humanities, and explores how they offer an understanding of case law that is quite different to the currently dominant ways of theorising precedent in the common law. The starting point for the cognitive humanities is that human beings are affective and embodied animals. We make things, even very abstract things like law, with our emotions and with our bodies. For the rhetorical humanities, we are highly inventive animals, drawing on our memory in creative ways, and developing stylistic devices as well as modes of delivery that seek to establish relations with particular audiences. From the perspective of the material humanities, we make things in a particular ecology, being influenced and guided by but also shaping the materials available to us in that ecology. In other words, according to these three areas of the humanities, our knowledge of and reasoning with cases is deeply affective, embodied, inventive, social, ecological and material. This course is structured in five seminars: 1) Introduction to the Study of Cases in the Humanities; 2) Current Models of Precedent and their Limitations; 3) Knowing Cases and the Cognitive Humanities; 4) Reasoning with Cases and the Rhetorical Humanities; and 5) The Case Report and the Material Humanities. No prior knowledge of the humanities, and the above areas, is necessary. The only prerequisite is interest in and puzzlement about how we know and reason with cases. | Faculty of Law | knowledge, animal, ecolog, animal | SDG4, SDG14, SDG15 |
| LAW7144H | Intensive Course: Constitutionalism in Latin America: Post-liberalism, equality and transformation | In Latin America, constitutionalism and democracy have for long coexisted with realities whose global presence is now in the ascendancy, such as excessive inequality, stealth authoritarianism or renunciation of state responsibilities. Latin American perspectives might then be useful in the context of efforts at understanding and trying to reverse current political and constitutional tendencies worldwide. The course will analyze three dimensions of Latin American constitutionalism evincing distinctive, partially post-liberal institutional and doctrinal developments, dealing with the general structure of the legal system, social and environmental rights adjudication, and constitutional amendment dynamics. As for the structure of the legal system, we will explore singularities at both the supra-national and the infra-national levels. On the one hand, we will study how national and international law get articulated in the region –and how it differs from those found in other systems of multi-level constitutionalism— and survey doctrinal novelties such as ‘conventionality review’, transformative reparations, direct enforceability of social rights, or absence of a margin of appreciation doctrine. On the other hand, we will focus on infra-national legal pluralism, distinguishing models of weak and strong insertion of Indigenous law, identifying relevant case-law, and analyzing self-rule, participation and representation mechanisms. As for rights adjudication, we will explore Latin American unique patterns of non-deferential social rights adjudication, including the use of proportionality to denounce public and private omissions, insufficient action, and violation of progressivity and non-retrogression duties, together with the innovative case-law that deals with the rights of lands, rivers, and forests. Finally, we will briefly focus on Latin American patterns of constitutional amendment, very intensive and recently associated with attempts to overcome Presidential term limits and other abuses of constitutional rules. While multi-level constitutionalism and rights adjudication practices are propelled by equalitarian, transformative yearnings and aspirations, the latter remind of the permanent fragility of constitutionalism as a governance project. The course will bring in case-law from Colombia, Argentina, Brazil, Mexico and the Inter-American Court, provide students a window into regional scholarship, and encourage comparative analysis with Canada and other countries. | Faculty of Law | wind, inequality, equalit, indigenous, environmental, forest, land, institut, governance, legal system, democra, authoritarian, indigenous, judic | SDG7, SDG10, SDG16, SDG13, SDG15 |
| LAW5072H | Intensive Course: Critical Theory in Legal Scholarship | This course is for students who want to learn more about analytic methods that enable critical work on law. We will read classics in critical theory from several schools of thought. Each classic will be paired with an article by a young scholar using ideas and methods derived from the tradition to which the classic reading contributes -- and who and got a job or tenure in law teaching in part on the basis of that article. The schools will be critical legal studies, feminist legal theory, critical race theory, queer theory, and the emerging movement naming itself law and political economy. We will compare the schools as we progress through the week. Students’ papers can take the form of analyses of the readings or prospectuses of their own future writing on law. | Faculty of Law | queer, feminis | SDG5 |
| LAW7145H | Intensive Course: Human Trafficking: A Labor Approach | Human trafficking attracted significant public attention in the past two decades and has been a site of much policy, activism and research. Despite this, the diverse legal instruments developed to combat human trafficking have generally come short in identifying and assisting victims of trafficking, and addressing the root causes of the phenomenon, including the institutional structures that enable trafficking. Standard anti-trafficking approaches focus on criminalization of trafficking, border control, and ex-post measures to assist and protect the human rights of victims of trafficking. The assistance provided through these tools reaches an alarmingly small number of individuals, leaving the rest of the traffickers and trafficked population largely unaffected. In this course we will study, explore and develop a complementary anti-trafficking approach: a labor approach to human trafficking. The labor approach focuses on market inequalities between employers and employees, and seeks to devise ways to address workers’ vulnerabilities to severe forms of labor market exploitation. Such transformations can occur through traditional unionization of workers or through other means that address structural causes of vulnerability. The course will focus on four main legal fields that are particularly relevant to a structural labor approach to human trafficking: international cooperation around migration; national legislation to prevent severe forms of labor market exploitation and mechanisms to enforce and enhance workers’ rights; unionization, community organizing and collective voice; and corporate social responsibility, particularly in relation to workers’ rights in global supply chains. In the course we will explore anti-trafficking as a legal category in international and national laws, discuss the ideological and normative debates that animate this field of law and activism, and critically engage with traditional anti-trafficking policies and seek to constructively explore alternative approaches. The course will take an international and comparative perspective to the issue. It is important to note that the course will not focus solely on trafficking into the sex industry but rather will look at human trafficking in various sectors, including the issue of global value chains. | Faculty of Law | vulnerability, trafficking, labor, worker, value chain, equalit, supply chain, institut, human rights, exploitation, trafficking | SDG1, SDG5, SDG16, SDG8, SDG9, SDG10, SDG12 |
| LAW7146H | Intensive Course: Indigenous Law and Aboriginal Rights: Comparative Perspectives | This course explores Indigenous peoples own laws and rights in Australia, Canada, the United States and New Zealand. Topics discussed include Aboriginal title and the doctrine of discovery, treaties, land and resource rights, self-determination, and Indigenous spirituality and the law. The subject considers various perspectives, comparing and assessing the treatment of Indigenous rights in the four jurisdictions. In exploring these issues, the subject will also examine aspects of legal pluralism, and assess a variety of normative and political justifications for Indigenous rights. | Faculty of Law | indigenous, land, indigenous, indigenous rights, self-determination | SDG10, SDG16, SDG15 |
| LAW3036H | Intensive Course: International Criminal Law Essentials | Learn the history and development of international criminal law from World War I through World War II to the Cold War. Study the substantive contents of the discipline: specifically genocide, crimes against humanity, war crimes and the crime of aggression. Explore key jurisprudence of the International Criminal Court (ICC) and of the earlier United Nations’ ad hoc international criminal tribunals for Rwanda and for the former Yugoslavia, as well as of the UN-backed special court for Sierra Leone. Review the political challenges that the ICC has faced in the bid to carry out its mandate. At the end of the course, students should be equipped with sufficient familiarity with international criminal law and justice, such as would enable them to work as interns or staff of relevant institutions and organisations, and to conduct deeper research and studies in the area as needed. | Faculty of Law | institut | SDG16 |
| LAW7147H | Intensive Course: Intersectional Discrimination | Why does intersectionality continue to pose a significant challenge for equality/discrimination law? Or, in other words, what is it about intersectional discrimination on the one hand and the field of modern equality/discrimination law on the other, that makes the two seem so incompatible? The course explores this question from a critical, comparative and decolonial perspective. Students with an interest in (no prior background needed) intersectionality theory and/or equality/discrimination law are invited to engage with both: (i) the social and political dimensions of marginal and exacerbated forms of global inequality, as well as (ii) the reception and redressal of such inequality across a range of comparative jurisdictions including India, South Africa, Canada, UK, USA and Europe. The aim will be to not only understand intersectionality theory, but also use it as a tool to critique and reimagine modern equality/discrimination laws which paradoxically seem to entrench rather than upend debilitating forms of inequality. | Faculty of Law | decolonial, inequality, equalit | SDG4, SDG10 |
| LAW7148H | Intensive Course: Queer Litigation: Race, Place and Transnational Human Rights | Posing and contesting “queer questions” through litigation in the Americas are now emblems of the era of transnational human rights, especially as the answers to queer questions through human rights are increasingly associated globally with modern progress. Yet there is, as Rahul Rao drawing on David Harvey’s work puts it, a curious ‘space-time compression’ as these questions come to courts, and produce ‘transnational culture wars’, in the Global North and South in similar ‘temporal moments’. The aim of the course is to examine the shape queer questions take in litigation in the same time, but in different spaces in the hemisphere. The course examines strong circulation of people, ideas and resources around queer questions in the unrelenting “imperial terrain” of the Americas and the relationship between queer questions and race and place in the Americas. On each of the five days of the Intensive Week, the course will utilise a different landmark case from the Americas to lead its discussions. The social and political world of these cases affords us opportunities to consider transnational dialogues and exchanges in national litigation, the import of international litigation for domestic politics, the meaning of international law in national litigation, the rise and operation of “church law”, who makes “risky arguments” and why. All decisions in the last five years, these cases come from the Anglophone Caribbean (Orozco, Belize 2016, McEwan Guyana 2018), Canada (Law Society of BC v Trinity Western University 2018), the United States (Bostock 2020) and the inter-American human rights system (Advisory Opinion OC 24-17). | Faculty of Law | queer, land, human rights | SDG5, SDG15, SDG16 |
| LAW7149H | Intensive Course: Robotics and Artificial Intelligence Law: Mistakes Were Made | This week-long, intensive course explores key themes of robotics and artificial intelligence law from the 1950s to the present, with particular emphasis on legal and institutional error. Jurists and policymakers have never been terribly comfortable with new technology. Even so, robotics and artificial intelligence have proven especially challenging to study, adjudge, and regulate. Using driverless cars, drones, surgical robots, and facial recognition as case studies, the goal of the course is to help students understand and avoid common pitfalls in law and technology. | Faculty of Law | institut | SDG16 |
| LAW7151H | Intensive Course: The Global Regulation of the Internet | The internet—the ideal and to a lesser extent the technical reality—is a transnational space. By design, the internet crosses borders thereby triggering a range of concerns about jurisdiction and sovereignty. This intensive course will examine digital sovereignty by looking at three issues that complicate the global regulation of the internet: (1) privacy; (2) speech; (3) and cybersecurity. Questions we will ask include: Can the Canadian Supreme Court compel Google to change its search results in the US? Can the European Union set the privacy standards for people living in Rio and Delhi? What is “digital sovereignty,” and which sovereign has the most compelling vision: China, the EU, the US, India, or none of the above? | Faculty of Law | internet, sovereignty | SDG9, SDG16 |
| LAW6023H | International Human Rights Law | The United Nations first adopted the Universal Declaration of Human Rights (UDHR) in 1948. In the shadow of the Holocaust, its proclamation that “recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world” was a utopian vision that stood in stark contrast with the pervasive violence of history and a presumption of normative consensus among diverse cultures and civilizations. By the 1960s, recognition of the right of colonized peoples to self-determination, and the adoption of treaties – such as the International Covenant on Civil and Political Rights (ICCPR) and the International Covenant on Economic, Social, and Cultural Rights (ICESCR) – had consummated a revolutionary shift from a State-centric to a human-centric international legal order. The globalization of fundamental norms privileged modernity over tradition, blurred the boundaries between international law and constitutional law, and often merged “hard” positive law with “soft” hortatory aspirations. In Canadian law, Charter of Rights jurisprudence exemplifies the far-reaching impact of this body of norms, as do on-going efforts to incorporate the 2007 UN Declaration on the Rights of Indigenous Peoples (UNDRIP) as a fundamental aspect of the reconciliation process. In a wider socio-political context furthermore, human rights discourse has shaped the framing of demands for justice, from gender equality and racial diversity to redistribution of wealth and climate change. This seminar is an introduction to International Human Rights Law, exploring these central themes in light of the sources and principles of international law and jurisprudence. Specific topics include: the right to life, the prohibition of torture, the right to a fair trial, minority rights, violence against women, Indigenous self-determination, extreme poverty, and climate change. The jurisdiction and practice of enforcement mechanisms will also be considered including: the UN Human Rights Council, the UN Human Rights Committee, the International Criminal Court (ICC), and the International Court of Justice (ICJ). There will be several guest lectures among leading human rights scholars, practitioners, and advocates. | Faculty of Law | poverty, peace, gender, women, gender equality, violence against women, globaliz, equalit, minorit, indigenous, reconciliation, privileged, consum, climate, peace, human rights, indigenous, self-determination, violence, torture, undrip | SDG1, SDG4, SDG16, SDG5, SDG9, SDG10, SDG12, SDG13 |
| LAW2037H | International Taxation | This course is an introduction to the Canadian approach to the taxation of persons and entities engaged in cross-border income-earning activities. The course will examine the Canadian tax rules relating to international taxation, and discuss their evolution in the context of the increasingly-complex and controversial attempt to achieve global consensus on the appropriate method of allocating tax revenues among jurisdictions. Due to the nature of the subject, there is a very strong focus on the taxation of corporations and corporate groups carrying on multinational business activities. Introductory classes consider the traditional bases for asserting jurisdiction to tax income (residence of the income earner and the geographic source of the income), as well as sources of international tax law, which include the Income Tax Act, jurisprudence, administrative practice, bilateral tax treaties, and multilateral instruments and initiatives. The next part of the course considers domestic and tax treaty rules governing the taxation of non-residents of Canada on different kinds of income which have, directly or indirectly, their source in Canada. The course then examines the taxation of Canadian residents on income earned in other countries and the mechanisms that reduce or eliminate double taxation. The final segment of the course is devoted to the complex and interrelated regimes designed to prevent the erosion of the Canadian tax base, as well as the manner in which such rules interact with those designed to promote the international expansion and competitiveness of Canadian-based multinational enterprises. | Faculty of Law | taxation, income, erosion | SDG10, SDG15 |
| LAW2038H | International Trade Regulation | This seminar will explore the regulatory framework governing international trading relations. It will begin with the economic theory of international trade and in particular the case for free trade, then examine the politics of trade policy and objections and sources of opposition to free trade. The following topics will be examined: international economic institutions, the GATT/WTO multilateral trade law regime, the principles of non-discrimination (most favoured nation and national treatment), preferential trade agreements, special & differential treatment for developing countries, antidumping regulation, subsidies and countervailing duties, safeguards, adjustment assistance, trade and agriculture, trade in services and migration, trade-related investment measures, trade-related intellectual property rights, trade and health and safety standards, trade and the environment, trade and labour standards & human rights. The seminar will strongly emphasize the institutions and political economy of international trading relations and how economic and political forces have shaped current regulatory policies and may shape future policies, with a special focus on the US-China trade conflict and the implications of the Covid-19 pandemic on international trade and investment. | Faculty of Law | agricultur, labour, invest, trade, institut, human rights | SDG2, SDG8, SDG9, SDG10, SDG16 |
| LAW2070Y | Introduction to Intellectual Property Law | Information is as basic to the knowledge economy as natural resources were to the industrial economy and human resources to the service economy. The greater the dependence of the economy on new information, the more critical are the institutions that manage its creation, use and exchange. Yet the law creates rights over information (known as intellectual property (IP) rights) much differently than it does over goods or services. The rationale and means for IP rights constitute the subjects of this course. Focusing on copyrights, patents the course will discuss their theoretical foundations and key concepts and doctrines, including some of the tensions between IP laws, freedom of expression, and free competition. The course is suitable both for students who wish to specialize designed with two types of students in mind: those who wish to specialize in IP will benefit from the opportunity to have a broad introduction to the area before taking more specialized upper year courses and seminars. The course is also suitable for students who plan to specialize in other areas but wish to become familiar with the fundamentals of IP law. | Faculty of Law | knowledge, natural resource, institut | SDG4, SDG12, SDG16 |
| LAW5057H | John Rawls' Theory of Justice: An Introduction | There is wide agreement that John Rawls has provided the most important account of democratic justice since the great thinkers of the 19th century. As future lawyers in practice, government or academia, studying Rawls’ work can be transformative in developing one’s understanding of what justice in a liberal democratic society requires. He explores questions of constitutional law, the role of basic liberties, requirements of distributive justice, the relation between public and private law, the role of the family, a conception of just health care and justice between generations, just principles for international relations, and so much more. The most important thing is that Rawls does all this on a reasoned basis which, he argues, could be ideally acceptable to all citizens who seek democratic justice. The course focuses on his two last books, Justice as Fairness: A Restatement (Harvard U Press, 2001) and The Law of Peoples (Harvard U Press, 1999). Students will have the opportunity to read and discuss these books slowly and closely, thereby enabling them to develop an accurate and serious introductory understanding of Rawls’ great transformative work. | Faculty of Law | health care, citizen, democra | SDG3, SDG4, SDG16 |
| LAW7117H | Journal of Law and Equity | The Seminar supports the central tasks of student editors. The research and editing exercises build on other forms of legal writing and research instruction offered in the J.D. program. We will work collectively on a submission chosen by the Editors-in-Chief in consultation with the faculty supervisor, tracking key phases of the journal production process. Topics include: The key elements in good legal scholarship: identifying the significance of a paper; situating it in the larger context of academic debate. The importance of good organization and clarity Assessing the research behind a submission: with help from Library staff, determining how to tell whether a submission cites all the relevant material and uses it properly. Providing feedback to authors: interpreting Reviewers’ Reports; setting priorities, organizing substantive suggestions; how to present suggestions while preserving the integrity of the author’s work. Substantive editing: using general lessons through working with an actual manuscript. Senior Editors will participate in the following exercises related to the submission: Manuscript assessment: Each Senior Editor will prepare an outline of the submission, an abstract, and write a memo analyzing its strengths and weaknesses. Research: Each Senior Editor will write a memo on the adequacy of part of the research in the submission. Feedback: Based on the group’s assessment of the submission, as well as input from peer reviewers, each Senior Editor will draft a letter to the author conveying feedback. Editing: Each Senior Editor will annotate the submission to suggest revisions. Over the year each Senior Editor will participate in the editing of at least one further submission under the supervision of a faculty member. Students may work in teams if appropriate. This work, similarly, will include providing an overall manuscript assessment, a research assessment, feedback to the author, and final substance editing suggestions. | Faculty of Law | equity, equit, production | SDG4, SDG10, SDG12 |
| LAW7026H | Labour Law Writers Workshop | Writing papers in law school can be a lonely and last minute business sometimes with less time for reflection or discussion with others than is desirable. This course seeks to avoid these possibilities. The idea is to bring together all those writing about labour and employment law, broadly conceived, to create a group of authors which will act as a support group for all at each stage of the writing process – section of topic, ideas on an “angle of approach”, literature searches, construction of an outline, reading of drafts, and finally, presentation of papers in a workshop setting. Many and any specific topics considered in Labour and Employment Law can be on the table (everything from reconsidering parental leave, to the problem how to provide collective voice to workers like Ms. Lian in Lian v J. Crew, and on and on) along with many other concrete issues not covered in the basic course. But so too will more general issues about how to think about labour law and labour law reform in the world as we now find it. It will be up to each member of the workshop, in consultation with the instructor, to decide which topic merit consideration. Projects may be designed to be completed individually, jointly, or collectively. We may together decide on a schedule which does not require meeting every week but will require the standard total number of hours for 3 credits, but will involve a series of longer workshops where ideas are developed in a collegial manner and, later, drafts presented. In all probability we will use at least one Friday, or Saturday, or Sunday for these purposes. We will discuss the exact scheduling as a group. The key is that we will take a collegial approach and help each other in the writing process. | Faculty of Law | employment, labour, worker | SDG8 |
| LAW6013H | Law & Policy of Biotechnology | This course will deal with challenges from the advances of biological sciences, how law has responded to them, and how it should respond in the future. Philosophical, religious, political, economic and ethical approaches to the formation of policy will be discussed. There is no prerequisite for this course. The topics to be covered, depending on time, will include: science basics; how intellectual property laws have evolved to serve biotechnology, and whether property rights unduly hinder research; open approaches to research and innovation in the life sciences as alternatives to closed, proprietary models; patents on higher life forms; the use of technology and contract to impose "private law" outcomes; privacy rights in genetic information, secondary research uses, and issues of ownership of genetic information, tissues, and discoveries; Canada's Assisted Human Reproduction Act, and the debates over human cloning (reproductive and therapeutic) and stem cell research; genetically modified organisms, including foods, and the regulatory and other access to market barriers they face; philosophical and ethical debates over, and legal issues concerning, the improvement of the human species and its members, by genetic, silicon-based or nanotechnological modification; appropriate uses of regulation, legislation, and oversight bodies like research ethics boards; the use of government fiat, through restrictions on government funding, to inhibit certain kinds of research; the regulation of biological research facilities; business practices and legal strategies in the biotech community; medical euthanasia (MAiD); and the role of governments in encouraging wealth and well-being gains in society through direct or indirect subsidy of biotechnological research. Three very current issues we may consider are the implications of advances in gene editing, such as CRISPR-Cas9, where the science outruns the public policy; the recent pandemic, where public policy had to be made in advance of the science, and medical euthanasia (MAiD), where public policy and science would seem at odds. | Faculty of Law | well-being, production, species, species | SDG3, SDG12, SDG14, SDG15 |
| LAW7152H | Law and Film | This course will explore the ways in which law, lawyers and the legal system have been represented in film. It will consider different ways of thinking about the relationship between law and film, and focus on several recurrent themes: What is the relationship between law and justice? How are lawyers, law firms and the legal profession represented? What is the role of the jury in the delivery of justice? And to what extent have these representations changed over time? From Atticus Finch, the heroic lawyer in To Kill a Mockingbird to the anti-hero of Frank Galvin in The Verdict, has the representation of lawyers become more cynical and negative? Has the relationship between law and justice become more negative, or has the relationship always been suspect? We will consider these and other questions, while attempting to place the films in their broader historical and social context, considering for example the impact of The Hayes Code, Hollywood blacklisting during the McCarthy era, the civil rights movement, the AIDs crisis, and environmentalism on the films that were produced in each of these eras. We will view and/or discuss a number of classic ‘law’ films, such as To Kill a Mockingbird, Anatomy of a Murder, The Verdict, A Civil Action, Capturing the Friedmans, Philadelphia, Unforgiven, Legally Blond, A Marriage Story, 13th and Just Mercy. Students are expected to view films prior to class. DVD copies of each film are made available for students through the library reserve desk. Where available, links will also be provided through the University of Toronto Media Commons. | Faculty of Law | environmental, legal system | SDG13, SDG16 |
| LAW5027H | Law and Literature | O.W. Holmes: The life of the law has not been logic but experience. O.Wilde: Experience is the name we give to our past mistakes. Each week we will read several articles, along with several short stories and novels during the term. We will begin with a consideration of some of the questions and criticisms that scholars have recently raised as they have sought to justify or reorient the field. We will then look at some of the specific problems connecting law and literature at various points since the Renaissance. After a more intensive look at current theoretical debates, we will take up various problems at the intersection of law and literature: legal fictions, forms of legal writing and explanation, and the regulation of literature through copyright law. Next we will focus on two legal problems that have also occupied literary thinkers: the problem of criminal responsibility and literatures ability to document human thought and motives, and the question of privacy in criminal law, tort law, and fiction. We will end by considering possible future directions for law and literature. The course requirements will include a final paper and two or three response papers for presentation in class. Each unit includes some required readings and a number of suggested sources for students who are interested in doing further research in a particular area. Some of the questions we will discuss include: -- How does literature use or respond to legal structures, themes, and analytical techniques, and vice versa? -- How does literature portray legal institutions and processes? -- What can literature bring to the performance of legal tasks, including legal narrative? -- To what extent can literary critical accounts of narrative structure and coherence explain the role of narrative in law, and where do these accounts fall short? -- What is achieved and what is missed by positing literature as laws other (e.g., as the imaginative and ethical alternative to legal rules and constraints)? | Faculty of Law | institut | SDG16 |
| LAW6026H | Law, Institutions & Development | This seminar will examine the role of law and institutions in promoting development in less developed countries. The topics that will be addressed include: competing conceptions of development: economic, political and social; theories of economic growth; the New Institutional Economics; democracy and development; public administration and development; competing theories of the role of law in development; ethnic diversity; corruption; land and property rights reform; infrastructure and development; state-owned enterprises: privatization and reform; foreign investment and trade policy; and the role of foreign aid and international institutions in development. | Faculty of Law | economic growth, infrastructure, invest, trade, land, institut, corrupt, democra | SDG8, SDG9, SDG10, SDG15, SDG16 |
| LAW6039H | Looking Ahead: The Blurred Lines of Technology, Body, and Mind | This course surveys the implications of emerging socially and economically transformative technologies, including machine learning, nanomaterials, robotics, genetic engineering, etc. The aim is to explore how exponential technological change and innovation will affect law and society in a variety of contexts including medicine, law, education, finance, transportation, communication, the arts, and government throughout the world in the coming decades. This course will be open to graduate students in other faculties, including engineering and computer science, and will encourage interdisciplinary discussion. While much of the material will examine at an introductory level many emerging technologies, no formal scientific background is expected of students. | Faculty of Law | learning | SDG4 |
| LAW6030H | Mental Health and the Law | This seminar deals with the intersection between mental health and the law. The seminar will explore the legal rules and legal regimes that apply when people are diagnosed with mental illness and introduce students to some of the controversies in mental health law. The seminar will first discuss briefly the historical developments in mental health law and the key concepts such as mental disability, mental illness, and capacity for decision making. The remainder of the seminar will deal with substantial issues in the law related to mental health. We will explore the rights of mental health patients, the procedures involved in involuntary commitment and the use of restraints, the rights and obligations of substitute decision makers, the legal and ethical issues raised by treatment and community treatment orders. The seminar will focus on issues in the civil law context, but may touch also in one or two sessions on how the criminal justice system deals with persons with mental health issues, particularly looking at alternative approaches within the criminal justice system that may promote the health and wellbeing of people with mental health issues. The seminar will consist of a combination of lectures, class discussions, and guest lectures by experts in the field. Participation in hearings of the Toronto Mental Health Court, The Ontario Consent and Capacity Board and the Review Board under the Criminal Code will also be facilitated on a voluntary basis. | Faculty of Law | wellbeing, mental health, health issues, disabilit, illness, criminal justice | SDG3, SDG16 |
| LAW2046H | Negotiation | Although most of us negotiate countless times every day, in both personal and work-related contexts, few of us ever sit back to analyze whether we negotiate well and whether we can improve our negotiation technique. Negotiation is a skill that can be learned and improved by practising and experimenting. This will be a course in doing. Students will negotiate a number of hypothetical fact scenarios, and will analyze the results and techniques used. We will also have a number of classroom "exercises" designed to help improve negotiating skills. By the end of the course, we hope that students will be able to go into any negotiation confident that they have learned techniques that will consistently produce a "good" result. The theories taught in the course will be based on those in the book Getting To Yes by Roger Fisher, William Ury and Bruce Patton (3rd edition). There will not be a lot of required outside reading. | Faculty of Law | fish | SDG14 |
| LAW2047H | Patent and Trade Secrets Law | Patents and trade secrets protect commercially valuable inventions and information respectively. As the information age and biotechnology progress, these legal monopolies and "know-how" have become increasingly important to commerce. This course will examine: protectable subject matter (novelty, non-obviousness, secrecy and the problems with specific technologies such as computer software, business methods and biotechnology); the mechanisms used to obtain protection (nationally and internationally); maintenance, how to read (construe) and how to enforce (litigate) a patent; and licensing. The scope and overlap of patent and trade secret protection will also be studied. | Faculty of Law | trade | SDG10 |
| LAW7033H | Perspectives on Civil Litigation, Procedure & Professionalism | The Rules of Civil Procedure establish a framework for the fair and efficient judicial resolution of civil disputes. While the Rules may be amended from time to time, the concepts reflected in the Rules are universal and applicable to every judicial and quasi-judicial process. In this course, students will learn about the theoretical and practical basis for the Rules and how to apply the Rules strategically and creatively to achieve the best results for their clients. Students will also learn about their professional obligations in the context of civil litigation and the importance of establishing a professional reputation as a knowledgeable and ethical lawyer. | Faculty of Law | knowledge, judic | SDG4, SDG16 |
| LAW4046H | Privacy and Data Governance | Faculty of Law | governance | SDG16 | |
| LAW6019H | PRIVACY PROBLEMS | This course interrogates the relationship between privacy and trust. Trust is a new foundational concept in discussions of law and technology, particularly in the context of our data ecosystem and the digital systems that support it. For example, in Canada’s National Digital and Data Consultations, the federal government indicated that Canadians want laws that ensure both privacy and trust in data use. Privacy academics increasingly point to the relationship between privacy and various ideas of trust in order to both theorize about the nature of privacy and to promote new types of legal reform, including influential ideas of “information fiduciaries” and “data trusts”. Privacy laws modeled on the Fair Information Practice Principles include obligations of security and accountability and these obligations are also seen as important means of creating trust in our digital technologies. Often the terms “security,” “accountability” and “trust” are used as if they are simultaneously desirable, mutually reinforcing and sometimes even interchangeable. However, there are important questions of whether accountability mechanisms replace or even undermine trust rather than support it and some forms of digital security might be at odds with legal ideas of accountability. By reading a variety of academic texts on these themes as well as looking at current Canadian privacy law reform efforts, we will attempt to answer the question: what is the role of law in general, and privacy law in particular, in created a trusted data ecosystem? | Faculty of Law | ecosystem, ecosystem | SDG14, SDG15 |
| LAW7008Y | Private International Law | Travel, migration, cross-border commerce, international business, internet communications and other transnational relationships multiplied by globalization present a number of challenging legal issues for Canadian courts. Private international law (“PRIL”), also known as “conflict of laws,” deals with these issues which arise in cases involving a “foreign” element. This course will consider the following problems: Which court or legal authority has the power to decide the dispute (jurisdiction and forum non conveniens)? Can foreign courts be precluded from getting involved in a dispute (anti-suit injunctions)? What law will likely be applied to resolve the dispute (choice of law issues)? When will our courts recognize legislative or judicial determinations made outside Canada (rules for recognizing foreign judgments)? While this is a course on PRIL principles under Ontario law, PRIL sits at the confluence of constitutional and public international law (“PIL”), and we also consider the interplay between PRIL and PIL principles. Students will reflect upon whether territoriality continues to play an important role in jurisdiction and choice of law questions. PRIL is an important foundation for students considering a litigation career and also for students interested in questions of global law and governance. | Faculty of Law | internet, globaliz, governance, judic | SDG9, SDG16 |
| LAW7094H | Public International Law | This course provides an overview of the structure and process of the international legal system. It will canvass the conceptual and institutional foundations of international law and provide an introduction to the main theoretical debates in the field. Students will be introduced to the sources of international law (treaties, custom and debates about the nature and role of other sources); the concept of international legal personality (notions of the sovereign state; the evolving role of other international actors, such as international organizations, non-governmental organizations and individuals); questions of jurisdiction over territory and persons; the relationship between international and domestic law, including issues of state immunity; the peaceful settlement of international disputes. Topical areas covered in the course may include: the key features of the UN system (UN Charter; the roles of UN organs such as the Security Council and the International Court of Justice); the law relating to the use of force; the law of state responsibility; the protection of human rights; international criminal law; international humanitarian law; the law of the sea. | Faculty of Law | peace, humanitarian, institut, peace, human rights, legal system | SDG4, SDG16, SDG10 |
| LAW7094Y | Public International Law | This course provides an overview of the structure and process of the international legal system. It will canvass the conceptual and institutional foundations of international law and provide an introduction to the main theoretical debates in the field. Students will be introduced to the sources of international law (treaties, custom and debates about the nature and role of other sources); the concept of international legal personality (notions of the sovereign state; the evolving role of other international actors, such as international organizations, non-governmental organizations and individuals); questions of jurisdiction over territory and persons; the relationship between international and domestic law, including issues of state immunity; the peaceful settlement of international disputes. Topical areas covered in the course may include: the key features of the UN system (UN Charter; the roles of UN organs such as the Security Council and the International Court of Justice); the law relating to the use of force; the law of state responsibility; the protection of human rights; international criminal law; international humanitarian law; the law of the sea. | Faculty of Law | peace, humanitarian, institut, peace, human rights, legal system | SDG4, SDG16, SDG10 |
| LAW2051H | Real Estate Law | This course studies the manner in which interests in land are bought, sold and mortgaged. The following aspects of purchase transactions are considered: the agreement of purchase and sale (the meaning of certain clauses and drafting traps); role and potential liability of real estate agents; physical defects; and the investigation of title to property. The course also covers the current land registration system, mortgage fraud and the subdivision control provisions of the Planning Act. Remedies available to the parties when the transaction is not completed, including rescission and specific performance, are also examined. Finally, the course considers the nature and creation of mortgages and mortgage remedies. | Faculty of Law | invest, land | SDG9, SDG15 |
| LAW2076H | Securities Litigation: Public and Private Enforcement of Securities Law | Securities litigation is among the most dynamic and important areas of commercial litigation practice in Canada. The practice area breaks into two principal sub-specialties: shareholder class before the courts and administrative/quasi-criminal proceedings before the Ontario Securities Commission. While procedurally and substantively distinct, these two areas have in common the private and public enforcement of Ontario's securities laws in the interest of investor protection and ensuring the integrity of our capital markets. The course will address from a practical and policy perspective both aspects of securities litigation practice. The course will explore several recurring themes, including the interaction between public and private enforcement of our securities laws; the complementary and potentially competing goals of investor compensation, the deterrence of corporate malfeasance, the integrity of our capital markets, the competitiveness of our capital markets, and the role of courts and the OSC in reviewing mergers and acquisition transactions. Course leaders will be regularly assisted by guest lecturers who are leading securities litigation practitioners (defense and plaintiff-side), sitting class action Judges, M&A practitioners, and leading experts in the fields of capital market economics and litigation finance. | Faculty of Law | capital, invest | SDG9 |
| LAW7000Y | Securities Regulation | This course will cover, from a practitioner’s perspective, the key aspects of the law in Ontario that governs the use of public capital markets by corporations and other business organizations. The course begins with an account of the development, scope and enforcement of securities regulation. Subsequent topics covered include: requirements for raising capital through an offering of securities to the public, including disclosure; ongoing continuous disclosure requirements for reporting issuers and insider trading; shareholder democracy and corporate governance issues under securities law; and the rules governing take-over bids and special transactions. In this course, we address these topics by examining the Securities Act and related rules as well as by examining leading cases from the courts and the Ontario Securities Commission on key aspects of securities regulation. | Faculty of Law | capital, governance, democra | SDG9, SDG16 |
| LAW3025H | Sentencing and Penal Policy | This course examines various aspects of the Canadian sentencing system. While this course is primarily legal in its orientation, the aim is to augment the discussion of sentencing issues with philosophical and criminological literature. The course commences with a consideration of the philosophical dimensions of sentencing and an examination of certain empirical issues, such as problems in assessing the efficacy of deterrence theory. During the course, considerable emphasis is placed on legislative and judicial approaches to the sentencing function and the procedural aspects of the Canadian sentencing system. Other topics for consideration include: the role of the victim, social context, sentencing Aboriginal offenders, mandatory minimum sentences, plea arrangements and parole. The course also involves attending a busy plea court and a discussion a provincial court judge. | Faculty of Law | judic | SDG16 |
| LAW7153H | Social Media and the Constitution | Social media sites have become important venues for the exercise of fundamental freedoms, but have thus far eluded robust constitutional oversight and legislative regulation of their policies and practices in the cyber-marketplace of ideas dominated by a handful of multinational corporations. This course will explore the range of challenges posed by social media, a sector dominated by a handful of multinational corporations, to the future of constitutional democracy, including threats to privacy, barriers to entry to the public square, deplatforming, fake news, hate speech, and limits on artistic, commercial and political expressive and associative freedom. The course will contrast American legal stances toward freedom of speech and the public/private distinction and legislative regulation of social media with Canadian and European stances that provide greater flexibility to constitutional and legislative options, including good faith duties in contract law, non-discrimination duties and the “public utility” model, the fairness doctrine, self-regulation, and positive constitutional duties to protect Canadians in the exercise of their Charter rights and freedoms. The course will be cross-listed as “Law, Society, and the State” at UBC Allard School of Law, and co-taught by Professor Joel Bakan. Up to 20 UBC students will participate in the class remotely. | Faculty of Law | democra | SDG16 |
| LAW7063H | Statutes & Statutory Interpretation | So much of law school, especially the first year curriculum, emphasizes the common law dynamics of legal argument, reasoning and doctrine. And yet, since the 20th century, Common Law jurisdictions have witnessed a dramatic rise in legislative enactments and regulations that courts are often required to interpret. Statutes, as products of a democratic process of legislative drafting and consensus, offer a fascinating standpoint from which to reflect on core questions about law and justice, democratic decision-making, constitutional design, and the limits of judicial interpretation. This course adopts a two-fold pedagogy. On the one hand, students will work through the Canadian approach to statutory interpretation through traditional case-study method. On the other hand, students will adopt a critical posture toward the case-law on statutory interpretation to examine and interrogate the possibilities of justice within the Canadian legal system. Through an interdisciplinary blend of both traditional case law, and theoretical approaches from the humanities and interpretive social sciences, the course will help students move between the conventions of legal practice and the critique of law. | Faculty of Law | pedagogy, legal system, democra, judic | SDG4, SDG16 |
| LAW5074H | Tangibles and Intangibles | The seminar is an investigation of the import of the distinction between tangibles and intangibles in the theory and practice of property law. The investigation will develop selected themes, which may include (a) the place and role of property law in a legal system constitutionally premised on the equality of persons; (b) the relation between property traditionally conceived and (so-called) intellectual property; (c) the specificity of proprietary claims vis-à-vis claims flowing from juridically recognized interests in personal integrity and/or reputation; (d) the specificity of property vis-à-vis other private law categories, such as tort and/or contract. The investigation will proceed through analyses of classic case law and scholarly treatments of the issues involved. | Faculty of Law | invest, equalit, legal system | SDG9, SDG10, SDG16 |
| LAW7112H | The Law and the Psyche | The centrality of law in the structuring and regulation of relations between persons is the focus of most, if not all, legal thought and practice. Some might say that, by definition, law is nothing but an ordering of external relations. This course will seek to explore the far less familiar terrain involving the role of law in the structuring and regulation of internal relations within persons. Must law merely presuppose as given the legal personality it regulates? Is law, on the contrary, an essential participant in the formation and preservation of that personality? What is the relation between legal order and psychic order? In what ways do legal order and disorder encounter, produce and sustain psychic order and disorder? In what ways, if any at all, do the analyses of law and psyche complement and enrich each other? The course will explore this terrain through detailed analyses of the Ontario Mental Health Act as a point of entry into mental health law generally. Topics to be examined may include the concept of consent under mental health law; the distinction between involuntary admission under the law of mental health and incarceration under the criminal law, treatment and punishment, hospitals and prisons; the relation between mental health law and the law of medically assisted death; the rights of persons detained under the law of mental health law and the corresponding duties of detaining authorities towards those detained under the law of mental health. In addition to the Ontario Mental Health Act and related jurisprudence and commentary, materials to be examined may include selected literary, psychoanalytic and/or philosophical texts. No previous expertise required. | Faculty of Law | mental health | SDG3 |
| LAW2040Y | The Law of Work | Work is central to questions of social and economic justice, equality and inclusion, as well as to the fate of public policies concerning economic growth, social welfare and public health. This course surveys the law regulating work, a system which includes the common law, statutory regulation of the employment relationship, collective bargaining law and equality and human rights law at work. In addition to covering their principles and institutions, the course aims to examine the manner and extent to which each of these regimes structures workplace relations and responds to the challenges of work in the new economy, including the rise of precarious work. We will consider key cases and debates concerning within Canadian constitutional law, the impact of global economic integration on the design of labour law and policy, as well as elements of international and transnational labour law. Specific topics include the common law contract of employment, including wrongful dismissal; employment standards and their administration; and the regulation of human rights and privacy in the workplace. The law of collective bargaining will be canvassed in detail, including certification, unfair labour practices, negotiations, industrial conflict, arbitration and administration of the collective agreement and union duties of representation. | Faculty of Law | welfare, precarious, public health, employment, economic growth, labour, equalit, institut, human rights | SDG1, SDG3, SDG8, SDG10, SDG16 |
| LAW2058Y | Trusts | The trust has been described by one illustrious legal scholar as "the greatest and most distinctive achievement performed by Englishmen in the field of jurisprudence." This course will examine the basic concepts of the trust, its essential elements, and the practical consequences of failure to ensure that all essential elements are in place. The course will also study selected aspects of the administration of a trust as an ongoing institution. The trust is a creation of the branch of England-derived jurisprudence known as Equity. The course offers an opportunity to increase understanding of the nature of Equity, operating as a supplement to the basic common law. The trust, as an institution, has practical application in every field of applied law. For reasons of convenience, most of the examples which we will study will be drawn from the area of "personal trusts", that is, situations where the creator of the trust is employing the institution to make economic provision for persons or causes which he or she cares about. The student should remember that the principles derived from these cases have equal application in the more complex "business" uses of the trust as well. | Faculty of Law | equity, equit, land, institut | SDG4, SDG10, SDG15, SDG16 |
| LAW2060H | Workshop: Innovation Law and Policy | The Centre for Innovation Law and Policy at the University of Toronto Faculty of Law runs a regular Workshop Series on topics involving the relation between law and technology, such as intellectual property, privacy, defamation, competition law, law and literature, globalization and social justice. The Workshop meets 8 to 10 times throughout the academic year. Students wishing to register in the Workshop may do so for academic credit. Previous workshop guests include Margaret Radin, Wendy Gordon, Jessica Litman, Mark McKenna, Maurizio Borghi, Mark Rose, Yoav Mazeh, Christopher Millard, Barton Beebe, Christopher Sprigman, Ann Bartow, Brett Frischmann, Avi Goldfarb, Margaret Chon, Michael Birnhack, Ignacio DeLeon, Frank Pasquale, David Wall, David Winickoff. | Faculty of Law | globaliz, social justice | SDG9, SDG16 |
| LAW5070H | Workshop: Legal History | The Legal History Workshop takes place on Wednesday evenings throughout the year. It meets six or seven times a term, on roughly alternate Wednesdays. For a list of dates and speakers, please go to https://www.law.utoronto.ca/scholarship-publications/workshops-and-seminars/toronto-legal-history-group. The schedule for the first term will be available in July. The schedule for the second term will be a work in progress, finalized during the first term. Topics for each workshop may be on any aspect of legal history, from any jurisdiction or time period. Presenters submit a ‘work in progress’ paper about one week before each workshop, which all members are expected to have read for the workshop. The workshop format is discussion of that paper. Attendees at the workshop in addition to J.D. students are graduate students and faculty in law and history from many Canadian (and some international) Universities, the majority from U of T and York, as well as members of the profession, the judiciary and other interested parties. Paper presenters are people who volunteer to present their work. Given that the workshop will be conducted using ZOOM (see below), faculty and graduate students from many international Universities may be attendees and/or presenters. All members of the law school community are welcome to attend any workshop. JD students wishing to register in the workshop for credit may do so. In the 2020-2021 academic year the workshop was conducted over Zoom. This expedient meant that ‘attendance’ was much higher than in previous years, and not restricted to people living in Toronto. It also meant that presenters included scholars, faculty and graduate students, from Queens and Western Universities and from the Universities of British Columbia, Calgary, Manitoba and Victoria. The benefits of Zoom thus far outweighed any disadvantages, and the format will be used again in 2021-2022. It is possible that in 2021-2022 the workshop will be conducted using a hybrid format, but that has not been decided, and will not be decided, until the fall. | Faculty of Law | judic | SDG16 |
| LHA1809H | Administration of Colleges and Universities | This course explores how administration, management, and leadership are conceptualized, studied, and practiced in higher education institutions. The course will contrast mainstream and critical perspectives on administration, management, and leadership and examine the specificity of academic settings in shaping both the practice and the investigation of administration in colleges and universities. | Department of Leadership, Higher and Adult Education | invest, institut | SDG9, SDG16 |
| LHA1108H | Adult Learning | This course is focussed on theoretical research on the concept of adult learning. The course will operate on the basis of high student participation. Students are expected to incorporate aspects of their own experiences and/or research interests with course studies. From the vantage point of Adult Education, topic areas included in the course are as follows: the social importance of studying adult learning dynamics; history of conceptualizing adult learning; contemporary trends in studies of adult learning; agency, autonomy and the individual in adult learning research; socio-cultural theories of adult learning; the relationship of adult learning and social change; and, methods and methodologies in the study of adult learning. | Department of Leadership, Higher and Adult Education | learning, social change | SDG4, SDG16 |
| EDP3145H | Advanced Issues in Educational Policy Analysis and Program Evaluation | This course, in conjunction with appropriate research methods coursework, provides doctoral students interested in policy analysis and program evaluation in education with a working understanding of the conceptual, methodological, ethical and political issues associated with these forms of research. Course topics include problem framing; use of existing research evidence; issues associated with different audiences and settings such as writing, presentation and evidence styles; policy advocacy; and working relationships with partners and clients. Visits by additional Collaborative Program-affiliated faculty from across OISE home programs will ensure that students are exposed to a range of contrasting research conventions and styles. Major assignments for the class will consist of carrying out some of the aspects of an applied research project. | Department of Leadership, Higher and Adult Education | labor | SDG8 |
| LHA1856H | Advanced Student Development Theories in Higher Education | This course builds upon the knowledge gained in LHA1854, Student Development Theories in Higher Education. The course will more deeply examine psychosocial, cognitive structural, and typological theories. With a focus on intersectionality we will examine how race, culture, ethnicity, gender, sexual orientation, disability, and spirituality can influence development. Students will learn to use theories to improve our work with students. We will not do so without a critical examination of the theories. | Department of Leadership, Higher and Adult Education | disabilit, knowledge, gender | SDG3, SDG4, SDG5 |
| WPL3931H | Advanced Studies in Workplace Learning & Social Change | This course will allow students to engage in advanced learning and research on the central national and international debates in the field. The focus is on building capacity in students to carry out research on various aspects of work, learning and social change. In doing so, students will develop extensive analytic and conceptual knowledge in the areas of the historical development of the notion of ''workplace learning'' and its links to diverse agendas of social change. The course will require the critical assessment and research applications of theories of workplace learning and social change, as well as practice and policy in the area. The course will include exploration of advanced case study research as well as national and international survey research, and encourage the linkages with students doctoral thesis work. Weekly seminars will be held. | Department of Leadership, Higher and Adult Education | knowledge, learning, social change | SDG4, SDG16 |
| LHA1114H | Commons, Community and Social Justice | While our economic GDP is growing today via enclosure and destruction of the Commons, our human wellbeing and sustainability increasingly depend not only upon protection of the Commons (economic, ecological, cultural and electronic) but their extension in most areas of human experience. With the participation of all faculty members of the AECD Program, the course will be based on introducing students to the following: i) a history of Commons in societies; ii) conceptualization of Commons; iii) relevance of Commons for understanding adult education in relation to a variety of learning contexts and social issues. In this context, the course will specifically seek to explore the following dynamics of change: a) the current impact of ‘counter-commons’ market measures of wealth, well-being and ‘development’; b) current commons- related education, policy and activism in economic, social, cultural and spiritual realms at the local, national and global levels; and c) theoretical and strategic debates among commoners and between commoners and corporate ‘sharing economy.’ | Department of Leadership, Higher and Adult Education | wellbeing, well-being, learning, ecolog, social justice | SDG3, SDG4, SDG15, SDG16 |
| LHA1102H | Community Development: Innovative Models | This course attempts to come to grips with the meaning of community development in a highly networked, increasingly information-dependent society. The course looks at such issues as the relationships between community organizing and community development and the role of social capital in community economic development. Models of community development that involve government programs such as social housing and community health centres are considered as are market-based approaches involving micro-lending, co-operatives and social enterprises. It is required that all Master's students include either LHA1100H or LHA1102H in their program of study. | Department of Leadership, Higher and Adult Education | capital, government program, housing | SDG9, SDG10, SDG11 |
| LHA1066H | Comparative & International Perspectives on Gender & Education Policy & Practice | Gender issues and gendered practices in education have global relevance and have received sustained scholarly and policy interest in northern and southern societies, as well as in the work of major international organizations such as the World Bank, the OECD, and various United Nations' agencies, bilateral donors, and transnational civil society organizations. This course will provide students with an opportunity to critically and comparatively explore different theoretical (e.g., feminist, womanist, Women in Development, Women and Development, Gender and Development, social change, education etc.) and discursive frameworks (e.g., human capital, human rights, human capabilities), policies and practices (e.g., Education for All, United Nations Girls' Education Initiative, affirmative action, single-sex education initiatives, feminist pedagogy etc.) that have constituted and shaped the broad and interdisciplinary field of gender and education over the last century. Given that the emphasis in this course is on "gender" as a socially constructed, performed, and contested identity(s), we will critically and comparatively investigate the educational opportunities, experiences and outcomes for girls, boys, women and men, as well as people identifying as non-binary, from early childhood to adulthood. Critical attention will also be given to the intersections of gender, race, class, age, and sexual orientation (among other categories of social difference) in relation to educational access, survival, output, and outcomes. | Department of Leadership, Higher and Adult Education | pedagogy, gender, women, girl, feminis, non-binary, capital, invest, human rights, social change | SDG4, SDG5, SDG9, SDG16 |
| LHA1119H | Creating a Learning Organization | Peter Senge's concept of the Learning Organization has now been embedded in organizational thinking since 1990. Many organizations have struggled to create learning cultures with varying degrees of success and much has been discovered about the factors that contribute to or inhibit this success. In this course, we will look at the Learning Organization as Senge and others have conceived it through the lens of productive conversation. The course will employ a variety of learning strategies including student presentations, theory bursts and organizational simulation. As part of our process, we will examine our own ability to create a learning organization within the class and the impact that our conversations have on the quality of our own learning. | Department of Leadership, Higher and Adult Education | learning | SDG4 |
| LHA1109H | Creative Empowerment Work with the Disenfranchised | This is a Social Movement course. This course will be of interest to a wide range of practitioners, including: activists, popular educators, and counsellors. The context in which it is offered is a world increasingly populated by disenfranchised people. The intent is to help practitioners gain a fuller understanding of the populations in question and become more skilled and creative as allies and activists. The specific populations focused on are: psychiatric survivors, people who are homeless, people who have been imprisoned, people who use illicit drugs, undocumented people, and sex trade workers. Learners will gain knowledge of the ABC's of strategic activism, with particular emphasis on how to modify strategy to fit the populations and movements in question. An accompanying emphasis is use of the arts in resistance work with these populations. Examples of art forms drawn on include: theatre (including theatre of the oppressed), puppetry, and video-making. Popular education is integrated. Perspectives include: feminism, anti-racism, Marxism, transformative justice, antipsychiatry, labeling theory, anarchism, and the philosophies of nonviolent resistance. The classes go between lectures, student presentations, film and video analysis, rehearsals, consultations, exercises, and guest presentations. Activism within the larger community is an integral part of the course. | Department of Leadership, Higher and Adult Education | homeless, knowledge, anti-racism, racism, feminis, worker, trade, illicit | SDG1, SDG4, SDG5, SDG8, SDG10, SDG16 |
| LHA1836H | Critical Analysis of Research in Higher Education | This course will focus on the critical analysis of interdisciplinary research conducted within the higher education context. Participants will begin with an exploration of the fundamental characteristics and underlying theories of quantitative, qualitative and mixed mode research methodologies, and the strengths and limitations of each in relation to issues relevant to higher education. Building on this foundation, the participants will analyze and critique publications and theses reporting higher education research. Recommendations and implications suggested in these documents will be critiqued with respect to their potential impact on decisions made by organizational leaders with respect to equity issues, policies and procedures. Finally, participants will develop a sound research proposal that could conceivably be conducted within the higher education context. | Department of Leadership, Higher and Adult Education | equity, equit | SDG4, SDG10 |
| LHA1150H | Critical Perspectives on Organizational Change | Critical approaches to organizations focus on how organizational change and development is experienced by diverse groups of women and men who work within organizations, as well as how organizational change is influenced by broader historical, social, political, and economic forces. Through this course, students will have the opportunity to develop theoretical and analytical skills to critically assess organizational change, its socio-economic contexts, and its dimensions of sense making, language, power, inequality, and resistance in a variety of organizational settings (offices, factories, service sector firms, NGOs, non-profits, cooperatives, community groups, government units, schools, family businesses, etc.). We will explore the methods frequently used to ''restructure'' organizations (such as downsizing, outsourcing, contingent just-in-time policies); develop critiques of recent trends which emphasize ''empowerment'', ''organizational learning", and ''reengineering'' and reflect on alternative organizational models with a vision of social change. Throughout the course, we will endeavour to situate the critical perspectives, theories, and methods of organizational change we will be studying to actual cases (including your own experience with organizations) via a variety of learning formats. | Department of Leadership, Higher and Adult Education | socio-economic, learning, women, inequality, equalit, outsourc, social change | SDG1, SDG4, SDG5, SDG10, SDG12, SDG16 |
| LHA1194H | Cyberliteracy and Adult Education | Drawing from several disciplinary perspectives, this course provides an opportunity to interrogate the relationship of the Internet to adult education. The main objectives of this course are: to engage participants in an examination of the influence of contemporary information and communication technology, including social media and other platform-mediated activity, on key adult education praxis areas such as community development, literacy, employment and services. The course provides participants with a critical framework for analyzing Internet mediated environments; and encourages students to explore Internet resources that may be used in conjunction with traditional community development and adult education practice. The course is conducted using a seminar format where discussion is informed by weekly readings. | Department of Leadership, Higher and Adult Education | employment, internet | SDG8, SDG9 |
| LHA3006H | Data Analysis for the Education Doctorate-RM | This course is one of the core courses in the Educational Leadership and Policy Program EdD program and provides students with the opportunity to learn and practice the data analysis approaches most appropriate for studying problems of practice. In this course students will work on coding and organization of qualitative and case study data and policy documents; presentation of findings from survey research and quantitative examination of administrative data. This course also requires students to examine a wide range of knowledge mobilization strategies and to link those strategies to their projects. | Department of Leadership, Higher and Adult Education | knowledge | SDG4 |
| LHA1815H | Economics and Finance of Higher Education | The course is about the resources — public and private — that support schools, colleges, and universities: how the resources are raised, how they are allocated, how they are budgeted for, how they are economically justified, and how they are accounted for. The course is also about the connections: connections between investments in education and the larger economy, between the organization of systems and the way funding is allocated and accounted for, between forms of budgets and the efficiency with which funding is deployed, and between funding and educational quality. Although the ideas of classical economists – Smith, Ricardo, Marx, Becker, Rostow – about the formation of human capital will be discussed, the course does not require a background in economic theory. | Department of Leadership, Higher and Adult Education | capital, invest | SDG9 |
| LHA1812H | Education and the Professions | This course reviews theoretical debates regarding the nature of professions and professional education, placing them within their historical context in western societies. Contemporary issues that are addressed include the implications of globalization of the professions, diversity in the professions and the ''entrepreneurial university'' and the professions. Perspectives of practitioners as well as faculty teaching in the professions are considered. | Department of Leadership, Higher and Adult Education | entrepreneur, globaliz | SDG8, SDG9 |
| LHA1042H | Educational Leadership and Diversity | This course is designed to acquaint students with the practices and issues associated with administration, organization, and leadership in educational organizations with culturally diverse student populations. Students will have the opportunity to critically analyse and appraise the practices and issues involved in the administration and leadership of such schools. They will also have the chance to probe and clarify their own conceptions of, and attitudes toward, multiethnic and anti-racist education generally and leadership in such school organizations specifically, in ways that will assist them with their own administrative practices. | Department of Leadership, Higher and Adult Education | anti-racist | SDG10 |
| EDP3045H | Educational Policy and Program Evaluation | This course, in conjunction with appropriate research methods coursework, provides doctoral students interested in policy analysis and program evaluation in education with a working understanding of the conceptual, methodological, ethical and political issues associated with these forms of research. Course topics include problem framing; use of existing research evidence; issues associated with different audiences and settings such as writing, presentation and evidence styles; policy advocacy; and working relationships with partners and clients. Visits by additional Collaborative Specialization-affiliated faculty from across OISE home programs will ensure that students are exposed to a range of contrasting research conventions and styles. Major assignments for the class will consist of carrying out some of the aspects of an applied research project. | Department of Leadership, Higher and Adult Education | labor | SDG8 |
| LHA1828H | Evaluation in Higher Education | This course investigates the theory and practice of evaluation in higher education, including admissions processes, assessment of student learning, student evaluation of teaching, and program and institutional evaluation. By the end of the course, students should be able to explain purposes and principles of evaluation; critique uses of evaluation in higher education; apply evaluation principles in higher education; create and critique logic models, change models, and action models for higher education programs; plan evaluations of higher education programs; and discuss ethical issues in evaluation. | Department of Leadership, Higher and Adult Education | learning, invest, institut | SDG4, SDG9, SDG16 |
| LHA3064H | Global Governance and Educational Change: the Politics of International Cooperation in Education | This course looks at the role of international level actors and networks in shaping domestic educational policies and producing globalized models for learning often underappreciated in the study of educational policy and change. This course reviews various theoretical approaches to the study of international relations in the field of education, considers recent efforts to study the globalization of educational policy, and then turns to the activities of a variety of organizations and networks, intergovernmental and nongovernmental, which have developed global level mandates in education. Topics include: education in the global development regime; the educational activities of the World Bank, UNESCO the OECD and the World Trade Organization; and transnational advocacy and NGO networks in education. | Department of Leadership, Higher and Adult Education | learning, globaliz, trade, governance | SDG4, SDG9, SDG10, SDG16 |
| LHA1819H | Governance in Higher Education | This course addresses the arrangements for governance in higher education. It examines formal models and theories of governance; the legal and institutional framework of higher education governance; the role and characteristics of higher education intermediary bodies, governing boards, and academic senates and their relationships to one another; and current challenges and issues pertaining to university and community college governance. | Department of Leadership, Higher and Adult Education | institut, governance | SDG16 |
| LHA1184H | Indigenous Knowledge: Implications for Education | This course will explore Indigenous ways of knowing and knowledge systems and how this knowledge might inform the work of teaching, learning and research. Course content may include indigenous research protocols, decolonizing methodologies, ethics and politics of researching and teaching in Aboriginal communities, indigenous knowledges in the academy, intellectual property rights, curriculum development and innovations in Aboriginal education. Traditional teachings from respected Elders may be incorporated into learning. For learners with a research focus, this course enables inquiry into the production of knowledge, from both western and indigenous perspectives. For those interested in education implications, the course provides a footing in the workings and characteristics of indigenous knowing which will aid their pedagogical practices in Aboriginal and non-Aboriginal contexts. | Department of Leadership, Higher and Adult Education | knowledge, learning, knowledges, indigenous, production, indigenous | SDG4, SDG10, SDG16, SDG12 |
| LHA3184H | Indigenous Research Methodologies (RM) | This course will provide an overview of indigenous research methodologies and an introduction to planning research projects that are relevant, respectful, responsible and reciprocal in relation to indigenous communities. Students will engage in a dialogue on research ethics and protocols as they relate to working with indigenous peoples and communities. | Department of Leadership, Higher and Adult Education | indigenous, indigenous | SDG10, SDG16 |
| LHA3810H | International Academic Relations | This course begins with the literature of international relations to set the context for an examination of higher education's role and responsibilities in an international arena. It then looks at the critical challenges to accepted views of knowledge in the university that have arisen from social theorists such as Habermas, from feminist scholarship, and from non-Western scholarship. Topics for exploration and research include the following: academic freedom in a global context; the role of universities and colleges in international development; relations between higher education institutions and international organizations; scholar/student exchanges; and human rights and higher education. | Department of Leadership, Higher and Adult Education | knowledge, feminis, institut, human rights | SDG4, SDG5, SDG16 |
| CIE1001H | Introduction to Comparative, International and Development Education | This course serves as the basic core course for the Institute's graduate studies concentration in comparative, international, and development education. It focuses upon the various theoretical conceptions of the socioeconomic development process and the role of formal and non-formal educational programs within that process. The basic purposes of the course are to introduce students to the comparative literature regarding education in advanced and developing nations, to evaluate the various ways in which comparative data may be used, and to examine the relative utility of various theoretical perspectives for understanding formal and non-formal educational policy problems common to many societies. CIDE students only or by permission of instructor. | Department of Leadership, Higher and Adult Education | socioeconomic, institut | SDG1, SDG16 |
| LHA1040H | Introduction to Educational Leadership and Policy: Policy, Leadership, Change and Diversity | This course provides an introduction to educational policy, leadership and change in general and to this program in particular by focusing on foundational concepts and theories significant to the understanding of education and educational administration. It offers a critical examination of a wide range of topics central to educational administration, educational policy, leadership and change, such as organization, community, power, authority, change, difference, leadership, and values. This examination will take into account major historical developments in the field as well as differing theoretical stances or paradigms, such as positivism, functionalism, interpretivism, critical pedagogy, feminism, post-structuralism and post-modernism. The course will help students understand how to use theory to make sense of educational practice in productive ways. | Department of Leadership, Higher and Adult Education | pedagogy, feminis | SDG4, SDG5 |
| LHA3183H | Introduction to Institutional Ethnography (RM) | This course is a comprehensive introduction to institutional ethnography (IE), a powerful method of social analysis developed by feminist sociologist, Dorothy E. Smith, Professor Emerita at OISE/UT. IE starts with people's everyday experiences, and provides a way of exploring how the ruling of institutions shape their experiences and practices and lead to the disjunctures that people experience in their everyday lives. The course begins with the epistemology and theoretical traditions that inform IE, discusses IE's core concepts and procedures, examines the major tools associated with IE, and provides opportunities for practice. Explorations will include, but will not be limited to, textual analysis; the overlapping relations of gender, race, class and other axes of difference in organizations; and the combining of institutional ethnography with other critical forms of inquiry such as critical discourse analysis and participatory research. Both Dorothy Smith and George Smith style institutional ethnography are explored, that, is, both institutional ethnography for understanding and institutional ethnography for social change (now commonly known as political activist ethnography). | Department of Leadership, Higher and Adult Education | gender, feminis, institut, social change | SDG5, SDG16 |
| LHA1105H | Introduction to Qualitative Research (Part I) | This course articulates various theoretic grounding for qualitative research and helps students become conversant with a wide variety of qualitative methodologies (i.e., grounded theory, feminist interviewing, ethnography, participatory research, biographic analysis, arts-informed inquiry, aboriginal research methodologies and institutional ethnography.) Gathering of information through observation, participatory observation, dialogue, and collection of documents will all be considered. Emphasis is on both understanding and practice. Learners will design or co-design a concrete piece of research and take it through the ethical review process. They will also present on at least one methodology. In line with this, they will learn about ethical conundrums, about matching methodologies with objectives and values, about methods for choosing participants. There is special emphasis on becoming critically aware as researchers - on understanding and integrating issues of power and difference. | Department of Leadership, Higher and Adult Education | feminis, institut | SDG5, SDG16 |
| WPL1131H | Introduction to Workplace Learning & Social Change | This course will introduce students to work and learning trends in Canada and internationally, with a focus on the relationships between workplace learning and social change. There are three intellectual objectives of this course. The first objective is to situate workplace learning within broader social trends such as globalization, neo-liberalism and organizational restructuring. Second, the course allows for an exploration of the connections between learning as an individual phenomenon and learning as a social/organizational and social policy phenomenon. Finally, a third objective of the course is to highlight the learning strategies that seek to foster social change through greater equality of power, inclusivity, participatory decision-making and economic democracy. | Department of Leadership, Higher and Adult Education | learning, globaliz, equalit, social change, democra | SDG4, SDG9, SDG10, SDG16 |
| LHA1148H | Introduction to Workplace, Organizational, and Economic Democracy | This course explores theories and practices of democratizing work, organizations, and the economy. It looks at the ways workers and communities can take stewardship of working life, work organizations, and the economy and critically assesses management and workers' strategies of workplace and organizational participation. The course also homes in on how contemporary alternative economic arrangements (such as worker cooperatives and numerous forms of self-managed community initiatives), the social and solidarity economy, and environmental and social movements prefigure the expansion of economic democracy and social change while they, at the same time, directly contest the ongoing crisis spawned by neoliberal capitalism. The course applies theory to practice via multiple case studies from the global North and South and student' own experiences with work and participative organizations in the for-profit, not-for-profit, and public sectors. Throughout, the course interlaces explorations of workplace, organizational, and economic democracy with critical adult learning theory and practice. | Department of Leadership, Higher and Adult Education | learning, worker, capital, environmental, social change, democra | SDG4, SDG8, SDG9, SDG13, SDG16 |
| LHA1115H | Learning for the Global Economy | This course focuses on learning for the global economy. We will explore workers' learning which occurs during migration and as a result of the movements of global capital. In order to support the growing interconnectedness between workplaces located in different countries, organizations and states have developed strategies and programs which serve to "train" workers to engage in transnational interactions. Workers engage in a wide range of language, communication, and vocational training as a result of migration as well as through their involvement in global economic processes. We will explore what and how workers learn to conceptualize the "world as a single social space" (Robertson 2002) and the impact of this learning on their lives and communities. | Department of Leadership, Higher and Adult Education | learning, vocational, worker, capital | SDG4, SDG8, SDG9 |
| LHA1814H | Lifelong Learning and Professional and Vocational Education | This course on lifelong learning and professional and vocational education has four broad aims: First, it explores debates about: the learning society and lifelong learning; globalisation, the ‘risk’ society and reflexive modernisation; and, the knowledge society and the knowledge economy. Second, it explores the nature of, and debates concerning, professional and vocational education. Third, it explores different ways in which post-secondary education systems can be structured and organised, the relationships between universities and colleges and how this helps to structure relationships between professional and vocational education. Fourth, it explores regulation of post-secondary education through qualifications frameworks, and considers debates about the Ontario Qualifications Framework. It explores debates about skills, employability skills, generic skills, learning outcomes and competency-based education/training. It considers the contrasting theoretical frameworks that underpin various positions in these debates. | Department of Leadership, Higher and Adult Education | knowledge, learning, vocational, secondary education, globalis | SDG4, SDG9 |
| LHA3007H | Literature Reviews for EdD Program | This course will provide students with the skills and knowledge needed to synthesize academic literature. In particular, it will provide students with the opportunity to become familiar with the philosophy, assumptions, characteristics and methods of reviewing literature in education and the social sciences. It will expose students to theories about how literature should be reviewed and provide them with the opportunity to develop their own reviewing skills. | Department of Leadership, Higher and Adult Education | knowledge | SDG4 |
| LHA1047H | Managing Changes in Classroom Practice | The course explores the meaning of classroom change from the teacher's perspective, addressing such issues as contemporary views of learning, the nature of teacher development, and the context of teaching. The perspective is then used to better appreciate how those in school leadership roles can facilitate efforts by teachers to improve their own practices, as well as meaningfully respond to out-of-school pressures for change. | Department of Leadership, Higher and Adult Education | learning | SDG4 |
| LHA1182H | Nonprofits, Co-operatives and the Social Economy: An Overview | This course discusses critical issues facing nonprofits, co-operatives, and the social economy, which is a bridging concept for organizations pursuing a social purpose. The course examines the differing organizational forms and accountability structures and the challenges faced by these organizations. Issues to be considered are: social enterprises and their increasing prominence in an age of government retrenchment; community economic development in low-income communities; and civil society organizations and their functions in encouraging social engagement and challenging social norms. The course views the social economy in relation to the government and business sectors, and attempts to understand the multiple roles of organizations in the social economy as they interact with the rest of society. The course materials include innovative case studies and adult education materials with regular guest lectures from social economy practitioners. | Department of Leadership, Higher and Adult Education | low-income, income | SDG1, SDG10 |
| LHA3040H | People and Power in Organizations | A review of major perspectives on the individual and the organization includes discussion of questions pertaining to the nature of society and the nature of people. Of immediate concern is the manner in which decisions and organizational outcomes are produced, as well as the bearing that these sets of arrangements have upon productivity and the well-being of those whose lives are touched by organized education. Of express concern is the manner in which power is exercised in everyday situations that may involve elected officials, appointed administrators, teachers, students, and the public at large. | Department of Leadership, Higher and Adult Education | well-being | SDG3 |
| LHA1018H | Political Skill in the Education Arena | Practical considerations in solving political problems in and about schools. Focus is on the five levels of local governance: family/school, micro-politics (within the school), neighbourhood, meso-politics (the school and the central office), and the board. Special attention to understanding background variables such as the environment, institutions, power, and issues. Workshop activities centre around processes such as coalition-building, advocating, believing, and co-producing. Readings include procedural, fictional, and conceptual materials. | Department of Leadership, Higher and Adult Education | institut, governance | SDG16 |
| LHA1149H | Precarity & Dispossession: Urban Poverty and Rebel Cities | Some of the most pressing problems affecting community wellness can be traced to how stable infrastructures are eroding, resulting in underemployment, insecure housing, expulsions from prime real estate, and criminalization of the racialized and indigenous poor. This course provides some important conceptual frameworks that help us understand how these themes are interconnected through militarized finance capitalism that is also alternatively referred to as 'the new economy', 'casino economics', and 'crisis economics'. As devastating as these trends are, never have possibilities for transformation been more accessible through a myriad of inspiring social movements and innovative community activism and development. This course provides some critical literacy for organizing, and some hands-on experience in transformative community development. | Department of Leadership, Higher and Adult Education | poverty, precarity, employment, infrastructure, capital, indigenous, cities, urban, housing, accessib, indigenous | SDG1, SDG8, SDG9, SDG10, SDG16, SDG11 |
| LHA1834H | Qualitative Research in Higher Education | This course is designed for students who are planning, collecting data, analyzing or writing up thesis or other qualitative research. Classes will involve reading about the theoretical paradigms (e.g. interactionish, phenomenological, critical feminist, postcolonial/emancipatory) and research methodologies and types of analysis and interpretations being used by students (e.g. participant observation, thematic analysis, focus groups, individual interviews, ethnography, autoethnography, grounded theory, critical ethnography, participatory action research, life histories/narratives, institutional ethnography, textual analysis, policy or program analysis). Selected ethical issues that are often encountered in the process of doing research will also be covered. Special attention will be paid to analysis and interpretation of the data, with students presenting their changing views of their chosen topic for feedback and referral to relevant literature. | Department of Leadership, Higher and Adult Education | feminis, institut | SDG5, SDG16 |
| LHA1144H | Queer Interventions: Tools for Community Organizing | This course presents a hands-on approach to community organizing on lgbtq issues, and is meant to supplement the skill base of those currently working in communities as health and social services professionals, as well as those who are grass roots community organizers. The curriculum is designed to engage lgbtq history and contemporary issues, and to integrate this knowledge with a skill-building approach to community development through organizing and participatory action. | Department of Leadership, Higher and Adult Education | knowledge, queer, lgbtq | SDG4, SDG5 |
| LHA1803H | Recurring Issues in Postsecondary Education | An examination of some of the many issues that have been characteristic of postsecondary education in the past and are likely to continue to be faced in the future. | Department of Leadership, Higher and Adult Education | secondary education | SDG4 |
| LHA1004H | Research Literacy in Educational Leadership and Policy | The goals of this course are to provide students with an introduction to the purposes of research in educational leadership and policy and to assist students in learning how to obtain, evaluate, interpret, and use research in their work as educators and in their graduate studies. Possible topics include: overview of different research paradigms and research strategies used in studies of policy, leadership, and change; how to critically analyze the strengths and weakness of research; how to conduct a review of literature and build a bibliography; dissemination of research; the connections between research, policy, and practice; the role of research and evaluation departments; leadership roles in sponsoring, directing, using, and communicating research. | Department of Leadership, Higher and Adult Education | learning | SDG4 |
| LHA1041H | Social and Policy Contexts of Schooling | This course will focus on the social and policy contexts in which elementary and secondary educators work. Students will be exposed to a variety of issues related to schooling in a diverse and complex environment such as: differing purposes, philosophies, and values of education; multiculturalism and social justice; equity issues related to race, class, gender, and language; parental influences on schooling; the relationship of schooling to the labor market and the economy; choice of school and program; decentralization and centralization; standards and accountability; educational finance; school reform; educational and non-educational pressure groups and stakeholders. Through an exploration of these or related topics, this course will help students to continue to develop their understanding of different paradigms and methods used in research in educational administration, leadership, policy and change. | Department of Leadership, Higher and Adult Education | equity, gender, labor, equit, social justice | SDG4, SDG5, SDG8, SDG10, SDG16 |
| LHA1035H | Sociology of Education | This course offers a broad survey of contemporary research, theory and debates in Sociology of Education. The course is organized by 3 major connections between schools and society: social organization, selection, and socialization. It will examine how schooling has become a core institution in modern society, central for understanding emerging forms of culture, economy, inequality, and social organization. The course will prepare students to conduct research on many educational topics at both K-12 and post-secondary levels. It will focus on trends that have shaped education in the modern era, particularly over the past 30 years. Most readings will be by North America-based empirical sociologists, though we will also look at many international trends. | Department of Leadership, Higher and Adult Education | inequality, equalit, institut | SDG10, SDG16 |
| LHA1816H | Sociology of Higher Education | This course applies key sociological theories and concepts to issues in higher education. The course examines both how society affects access to and outcomes of higher education, and conversely, how higher education has played a role in forming modern societies. Topics include: the role that higher education plays in social mobility, social reproduction, and the production of elites; faculty labor, knowledge production and dissemination; and, student campus life and identity formation. The course draws on various sub-fields in Sociology, including Social Stratification, the Sociology of Education, Sociology of Organizations and the Sociology of Knowledge. | Department of Leadership, Higher and Adult Education | knowledge, labor, production | SDG4, SDG8, SDG12 |
| LHA1854H | Student Development Theory | This course examines the origins, present status, challenges and future directions of student development within the context of higher education in western society. Sessions will review the evidence from research and practice that identify key factors influencing student development in postsecondary education. Discussions will focus on the changing nature of students in higher education, the role of institutional policy, structure and function in facilitating student development and pathways to student success and retention. In addition, the social, psychological and cultural foundations of the student personnel movement as well as the role and functions of student services staff in colleges and universities will be examined. | Department of Leadership, Higher and Adult Education | secondary education, institut | SDG4, SDG16 |
| LHA1806H | Systems of Higher Education | A comparative description and analysis of tertiary-level systems of education with special attention to their structure and governance and the relevant features of the societies in which they operate. | Department of Leadership, Higher and Adult Education | governance | SDG16 |
| LHA1020H | Teachers and Educational Change | This course deals with how teachers contribute to and are affected by administrative processes. It looks at the determinants of teachers' classroom strategies, the work culture of teachers, teachers' careers, the role of teachers in school decision-making, the relationship of teachers' educational commitments to aspects of their broader lives (such as age, religious and political beliefs, and gender identity), and the role of teachers in fostering or inhibiting educational change. The course will be of interest to elementary and secondary teachers and to educational administrators. | Department of Leadership, Higher and Adult Education | gender | SDG5 |
| LHA1822H | Teaching and Learning in Higher Education | This course develops an understanding of the principles of teaching and learning in higher education, and it develops skills in the practice of teaching in higher education. | Department of Leadership, Higher and Adult Education | learning | SDG4 |
| LHA1805H | The College Sector | This course provides an overview of the history, philosophy and evolution of community colleges. While the focus will largely be on the Ontario college system, students will also engage in exploration of wider issues, controversies, challenges and opportunities that community colleges face more broadly in Canada, the United States and in other countries, particularly Anglophone countries with similar systems. The themes of social justice, access and equity run through all topics, as a key purpose of community colleges is to promote these objectives. | Department of Leadership, Higher and Adult Education | equity, equit, social justice | SDG4, SDG10, SDG16 |
| LHA1030H | The Legal Context of Education | An examination of the current context of legal discourse related to the practical exigencies of present-day school experience. A detailed study of statutory and common law sources under which educators operate. The law is not immutable. Emphasis on negligence, malpractice, human rights and the school system, teacher rights, and student discipline and the Young Offenders Act and Zero Tolerance. | Department of Leadership, Higher and Adult Education | human rights | SDG16 |
| LHA1197H | The Pedagogy of Food | Following the lead of American essayist Wendell Berry, who has argued that eating is an agricultural act, this course will focus on the idea that eating is also a pedagogical act. What do we learn, and unlearn, from the food we eat? How is the food on our plate connected to such issues as food systems, food politics, food justice, food security, food sovereignty and food movements? Can we consume our way into a more sustainable future, or does this simply reinforce our current unsustainable way of life? This course will explore these and other questions, keeping in mind that food can be a catalyst for learning, resistance and change. | Department of Leadership, Higher and Adult Education | agricultur, food security, food system, food justice, food sovereignty, pedagogy, learning, consum, sovereignty | SDG2, SDG4, SDG12, SDG16 |
| LHA1844H | The Student Experience in Postsecondary Education | This course will explore the theoretical and conceptual foundations of the student experience in postsecondary education. As well, we will study the nature of work in postsecondary education that supports students' development and learning. Students in this course will review and discuss broad forms of literature/documentation that addresses various components of the student experience. A particular focus of this course will be on exploring the various outcomes of postsecondary education and examining forms of assessing the various student outcomes in and beyond postsecondary education. | Department of Leadership, Higher and Adult Education | learning, secondary education | SDG4 |
| LHA1050H | Themes and Issues in Policy, Leadership, Change, and Diversity | This course has been designed to be the final course for students in the 10-course M.Ed. Program in Educational Administration. The course provides an opportunity for students to explore and develop a comprehensive view of the field of educational administration, through a series of seminars designed to help summarize, integrate and consolidate knowledge of the field. Students will link particular problems in practice to the theoretical bases of the field, through the lenses of the major strands of our program: change, leadership, policy and social diversity. There will be a focus on analysis, synthesis and application, building a deeper understanding, situated in the broader field. The culmination of this course will be the creation of a comprehensive portfolio reflecting the student's understanding of the breadth and depth of the field. | Department of Leadership, Higher and Adult Education | knowledge | SDG4 |
| LHA1196H | Walking Together, Talking Together: The Praxis of Reconciliation | Humans are fundamentally social creatures, depending on good relationships with those around us for optimal functioning. When harm is done in these relationships people suffer. If restoration does not occur and the underlying structural and cultural issues are not addressed, suffering and violence will likely continue, whether acted out inwardly within the individual or group, or outwardly, directed to others. Reconciliation, the complex, dynamic, long-term process of restoring relationships, structures and identities after violent conflict, is a concept that is becoming increasingly relevant. This course has been developed to study reconciliation in accordance with the following principles: reconciliation is necessary; reconciliation is complex; reconciliation is praxis; and reconciliation has implications for adult education and community development. | Department of Leadership, Higher and Adult Education | reconciliation, violence | SDG10, SDG16 |
| LIN1211H | Advanced Phonetics | This course is a seminar in advanced topics in phonetics, exploring current developments in phonetic theory, models of speech production and perception, and phonetics-phonology interface. The coursework will include weekly readings and discussion of recent published articles on a topic. As part of the course term projects, students will conduct an extensive literature review on a topic of interest and design an experiment to test specific hypotheses emerging from the literature. | Department of Linguistics | production | SDG12 |
| JAL1155H | Language and Gender | Department of Linguistics | gender | SDG5 | |
| LMP2211H | Advanced Anatomy Dissection | In this half-term course, you will learn about the human body by completing a series of anatomical dissections and utilizing prosected cadaveric specimens. We will discuss dissection of the human body, complications of surgery and other relevant issues (e.g. pathological conditions like cancer). This advanced anatomy course will provide you with fundamental key content prior to your practicum courses. This course will be offered to advanced fourth-year undergraduate students (ANA400H1) who have taken a full year full gross anatomy course with a laboratory and a strong track record of academic success (a minimum B+ in ANA300 or ANA126). | Department of Laboratory Medicine and Pathobiology | labor | SDG8 |
| LMP1203H | Analytical Clinical Biochemistry: Basic Principles | This course introduces current analytical techniques as applied in clinical biochemistry laboratories. We will cover the theoretical aspects of each technique, the limitations, and common applications. The course also introduces analytical and clinical evaluation of laboratory methods. The course will be run as tutorials/lectures for medical biochemistry residents, postdoctoral diploma in clinical chemistry fellows, and graduate students. Meetings will take place on Wednesday mornings (9:00-12:00 noon). Alternative meeting times and places may be arranged with individual lecturers if deemed necessary. | Department of Laboratory Medicine and Pathobiology | labor | SDG8 |
| LMP2201H | Anatomy and Pathology of Organ Systems | You will have some basic knowledge of human pathobiology and cell and molecular biology obtained earlier in the program as foundational knowledge for this course. Each session will include: An appropriate histology tutorial of the organ system (30 minutes) Lecture (80 minutes) Break (10 minutes) Research paper analysis presentation by faculty or student (20 minutes) Critical discussion of the paper by the student group (10 minutes). The presentation and discussion focuses on why the study was carried out, general considerations of the methods, an overview of the research findings, and the impact the findings are likely to have. You should also consider what you liked about the paper and what needed improvement. You must read the paper presented by faculty or student before the lecture and be prepared to discuss it. The content of this course focuses on pathobiology and cell and molecular alterations in organs that occur in specific human disease with changes related to organ anatomy and embryology. Student presentations will focus on the impact on pathogenesis. Since many diseases are systemic in nature, we will address the pathogenesis in both organs and systems. | Department of Laboratory Medicine and Pathobiology | knowledge | SDG4 |
| LMP2107H | Applied Art Laboratory Decision Making | Can't find description | Department of Laboratory Medicine and Pathobiology | labor | SDG8 |
| LMP2200H | Basic Principles of Human Pathobiology and Pathophysiology | The purpose of this course is to provide you with an understanding of the basic/fundamental cellular processes that underlie the practice of the Pathologists’ Assistant. Optimum performance of the grossing skill sets that are learned later in the program and are essential to the PA practice are best performed by understanding the basic principles of the pathogenesis of human disease. When a PA sees the gross tissue manifestation of disease, they will understand the cell and molecular mechanisms that are operating to produce the gross and microscopic findings in human disease. Format of sessions: Faculty lecture (120 minutes including breaks) 10 minute break Assigned student presentation or faculty research presentation (20 minutes) Discussions (10 minutes) Fundamental cellular and tissue processes will be presented in each lecture, most being common to many human diseases (to be explored in more detail in a subsequent course: LMP2201H), that regulate normal human biology, pathobiology and pathophysiology (often referred to as “General Pathobiology”). The material will focus on pathogenesis through understanding the embryology, histopathology and the cell and molecular changes that initiate and regulate those processes that determine health and disease. You will learn definitions and concepts of pathogenesis. Clinical conditions will be used to illustrate these fundamental processes in the context of human disease. The research presentations and discussions are meant to provide you with the ability to do a more in-depth analysis of a specific process associated with the material presented in the lecture and to show how biomedical research advances our knowledge and clinical laboratory healthcare. | Department of Laboratory Medicine and Pathobiology | healthcare, knowledge, labor | SDG3, SDG4, SDG8 |
| LMP1210H | Basic principles of machine learning in biomedical research | This course is intended for graduate students in Health Sciences to learn the basic principles of machine learning in biomedical research and to build and strengthen their computational skills of medical research. The goal is to establish an essential foundation for graduate students to take the first steps in computational research in medicine. The course aims to equip you with the fundamental knowledge of machine learning (ML). During the course, you will acquire basic computational skills and hands-on experience to deploy ML algorithms using python. You will learn the current practices and applications of ML in medicine, and understand what ML can and cannot do for medicine. Introduction to basic principles and current practices of machine learning in biomedical research. Focus on the fundamental ML algorithms with applications in biomedical data The application of unsupervised learning in genomic data The application of supervised learning for medical images. | Department of Laboratory Medicine and Pathobiology | knowledge, learning | SDG4 |
| LMP2003H | Biomedical Ethics | Advancing technology increases our ability to intervene in the course of natural events involving human health and well-being. This course will broadly focus on ethical questions and dilemmas in both pathology and embryology. Topics include, but are not limited to: ethical considerations in research biobanking confidentiality in the use of samples autopsy ethics ethics of clinical teaching emerging reproductive technologies gene editing genetic alteration/genetic enhancement ethical implications of changes to the germ line. | Department of Laboratory Medicine and Pathobiology | well-being | SDG3 |
| LMP2001H | Biomedical Research Methods | The course is designed to provide you with a broad scope and solid understanding of the scientific research process, with an emphasis on how it applies to the field of laboratory medicine. It is likely you will ultimately be in a position that requires the evaluation of nascent research and appropriate incorporation of research findings to your ongoing work. It is critical that you have a strong appreciation for the research process, including suitable study design, attention to bias, and proper interpretation in a future role as an effective clinical laboratory member. The objectives of this course are linked closely to the Capstone research project course, in which you will have the opportunity to apply many of the principles covered in this course. | Department of Laboratory Medicine and Pathobiology | labor | SDG8 |
| LMP2000H | Cell and Molecular Biology | This course is designed to ensure you have fundamental knowledge of cell and molecular biology and provide a solid foundation for other courses in this program. We emphasise fundamental principles relevant to Pathology Assistants (PAs) and Clinical Embryologists (CEs). Topics covered include: genetics epigenetics transcription and translation proteins energy metabolism cell structure membrane signalling differentiation cell death. | Department of Laboratory Medicine and Pathobiology | knowledge, energy | SDG4, SDG7 |
| LMP2108H | Clinical Embryology Laboratory Simulation I | Can't find description | Department of Laboratory Medicine and Pathobiology | labor | SDG8 |
| LMP2109H | Clinical Embryology Laboratory Simulation II | Can't find description | Department of Laboratory Medicine and Pathobiology | labor | SDG8 |
| LMP1105H | Current Understanding of Atherosclerosis | We will explore Atherosclerosis, a major cardiovascular disease, in depth. Each week, we will identify, present and discuss gaps in knowledge in the understanding of the pathogenesis of atherosclerosis. Students present assigned recent reviews and high-quality peer-reviewed original research papers on the cell and molecular pathogenesis of atherosclerosis and relate these papers to current literature. You are expected to read all the assigned reviews and original research papers prior to the seminar in order to participate and contribute meaningfully to the seminar discussions. These presentations set the stage for a general discussion by all the students. Presentations will focus on cell and molecular biology, discovery sciences, and translational research in cardiovascular disease. Each weekly seminar session is two hours with a brief introduction by the instructor and assigned presentations by the students on the topic of the day followed by a discussion with participation by all the students. | Department of Laboratory Medicine and Pathobiology | knowledge | SDG4 |
| LMP2348H | Knowledge Translation & the Community | Can't find description | Department of Laboratory Medicine and Pathobiology | knowledge | SDG4 |
| LMP2002H | Management of the Clinical Laboratory | While numerous concepts and examples will involve material from other courses in the program, this is essentially a “stand-alone” course. This course intends to prepare you to work in many types of medical laboratories. It is important you understand concepts of laboratory management when participating in day-to-day operations and when preparing for inspections by regulatory bodies. You will play a crucial role in the delivery of course materials and active participation by all students will enrich the learning experience. | Department of Laboratory Medicine and Pathobiology | learning, labor | SDG4, SDG8 |
| LMP1208H | Molecular Clinical Microbiology & Infectious Diseases | This course provides an introduction to medical bacteriology, virology, mycology, and parasitology. It consists of lectures from specialists in each topic, and discussions on selected papers. The goal is to provide students with the scientific basis for how new laboratory techniques help us understand the epidemiology of infectious diseases, their current impact on human medicine, and their role in the detection and characterization of etiologic agents causing diseases. The major course objectives are: To learn the common microorganisms associated with specific clinical diseases. To understand how genomics and proteomics have been applied to the diagnosis, control, and management of infectious diseases. To provide knowledge of both practical and theoretical aspects of the specialist area of medical microbiology and the necessary skills to undertake individual and collaborative research in this field. To be introduced to recently developed and constantly improving techniques such as new generation sequencing and high-resolution proteomics and how they can impact our understanding and control of important infectious diseases. | Department of Laboratory Medicine and Pathobiology | knowledge, labor | SDG4, SDG8 |
| LMP2208H | The Science of Biobanking | You will gain a strong understanding of Best Practices in biobank operations including topics such as: governance and ethics patient/donor identification and consent specimen collection processing, storage, and data annotation retrieval for use in research studies. You will also become familiar with facility requirements, staff training, and quality management needed to optimally support biomedical research. | Department of Laboratory Medicine and Pathobiology | governance | SDG16 |
| LMP1103H | Tissue Injury, Repair and Regeneration | This seminar/reading and conference course is an interactive course designed to provide graduate students a basic understanding of tissue injury, repair, and regeneration processes in major body tissues. Each week, we will invite a leading guest speaker to present a seminar on their respective field of research related to tissue injury, repair, and regeneration. | Department of Laboratory Medicine and Pathobiology | regeneration | SDG15 |
| MAT1723H | Foundations of Quantum Mechanics | The goal of this course is to explain key concepts of Quantum Mechanics and to arrive quickly to some topics which are at the forefront of active research. In particular we will present an introduction to quantum information theory, which has witnessed an explosion of research in the last decade and which involves some nice mathematics. We will try to be as self-contained as possible and rigorous whenever the rigour is instructive. Whenever the rigorous treatment is prohibitively time-consuming we give an idea of the proof, if such exists, and/or explain the mathematics involved without providing all the details. | Department of Mathematics | consum | SDG12 |
| MAT1005H | Fourier Analysis | Fourier series and integrals: pointwise convergence, convergence in norm. Maximal function: approximations of the identity, Marcinkiewicz interpolation, weak (1,1) inequality for the maximal function. Hilbert transform: Lp bounds and weak type bounds, truncated integrals and pointwise convergence, multipliers. Calder'on-Zygmund operators: operators with bounded Fourier transform of the kernel, the method of rotations, singular integrals with even kernel, the Calder’on-Zygmund theorem, truncated integrals and the principal value. Time permitting, H^1 and BMO: the spaces H^1 and BMO, interpolation, the John-Nirenberg lemma. | Department of Mathematics | inequality, equalit | SDG10 |
| MAT1342H | Introduction to Differential Geometry | The topics include: Riemannian metrics, Levi-Civita connection, geodesics, isometric embeddings and the Gauss formula, complete manifolds, variation of energy. It will cover chapters 0-9 of the "Riemannian Geometry" book by Do Carmo. | Department of Mathematics | energy | SDG7 |
| MAT1856H | Mathematical Finance | Introduction to the basic mathematical techniques in pricing theory and risk management: Stochastic calculus, single-period finance, financial derivatives (tree-approximation and Black-Scholes model for equity derivatives, American derivatives, numerical methods, lattice models for interest-rate derivatives), value at risk, credit risk, portfolio theory. | Department of Mathematics | equity, equit | SDG4, SDG10 |
| MAT1060H | Partial Differential Equations I | This is a basic introduction to partial differential equations as they arise in physics, geometry and optimization. It is meant to be accessible to beginners with little or no prior knowledge of the field. It is also meant to introduce beautiful ideas and techniques which are part of most analysts' basic bag of tools. | Department of Mathematics | knowledge, accessib | SDG4, SDG11 |
| MAT1000H | Real Analysis I | Measure Theory: Lebesgue measure and integration, convergence theorems, Fubini's theorem, Lebesgue differentiation theorem, abstract measures, Caratheodory theorem, Radon-Nikodym theorem. Functional Analysis: Hilbert spaces, orthonormal bases, Riesz representation theorem, compact operators, L^p-spaces, Holder and Minkowski inequalities. | Department of Mathematics | equalit | SDG10 |
| MAT1508H | Techniques of Applied Mathematics | In this course we study partial differential equations appearing in physics, material sciences, biology, geometry, and engineering. We will touch upon questions of existence, long-time behaviour, formation of singularities, pattern formation. We will also address questions of existence of static, traveling wave, self-similar, topological and localized solutions and their stability. Specifically we consider Allen-Cahn equation (material science), Ginzburg-Landau equation (condensed matter physics -superfluidity and superconductivity ), Cahn-Hilliard (material science, biology), Mean curvature flow and the equation for minimal and self-similar surfaces (geometry, material sciences), Fisher-Kolmogorov-Petrovskii-Piskunov (combustion theory, biology), Keller-Segel equations (biology), Gross-Pitaevskii equation (Bose-Einstein condensation) and Chern-Simmons equations (particle physics and quantum Hall effect). The course will be relatively self-contained, but familiarity with elementary ordinary and partial differential equations and Fourier analysis will be assumed. | Department of Mathematics | fish, land | SDG14, SDG15 |
| MBP1413H | Biomedical Applications of AI | This module is a graduate level course in machine learning and artificial intelligence applied to biomedical research. It covers core concepts, machine learning algorithms, and deep learning approaches. Applications in medical imaging, genomics and clinical information are discussed. Students will have an in-depth course project applying these techniques to real-world datasets from their own research. | Department of Medical Biophysics | learning | SDG4 |
| MBP1403H | Biophysics of Focused Ultrasound, Thermal Biophysics | Focused ultrasound can induce both thermal and non-thermal effects in biological tissues. These biophysical interactions form the basis of a range of therapeutic applications in current medical practice and in leading-edge research. The first half of this course will focus on thermal biophysics, drawing examples from focused ultrasound therapy as well as from other thermal modalities, such as radiofrequency and microwave. The physical and biophysical interaction mechanisms between the energy sources and tissue will be emphasized. Fundamentals of thermal dosimetry will be covered, with reference to the relevant tissue properties, the models of energy propagation within tissues, experimental techniques for dosimetry measurements, and the resulting biological effects. In the second half of this course nonthermal bioeffects of focused ultrasound will be examined. The physical mechanisms behind these mechanical effects will be covered, with an emphasis on cavitation and cavitation-mediated effects. Treatment monitoring considerations for non-thermal therapies will be discussed. The current status of thermal medicine and of focused ultrasound therapies will be reviewed using select clinical and pre-clinical examples. | Department of Medical Biophysics | energy | SDG7 |
| MBP1015Y | Biophysics Seminar | The primary goals of the MBP Student Seminar Series (course MBP1015Y) are to provide the student with practical experience and guidance for clear and concise oral communication of research results to an audience of educated non-specialists. This is an essential skill for anyone seeking a career in scientific research and beyond. This emphasis differs from that of a group meeting or conference style talk given to an audience of specialists; here, the student presents to a diverse interdisciplinary group of peers, so familiarity with the field, its details, its specialized terms and abbreviations CANNOT be assumed. This may be more analogous to a job talks or a teaching situation, where getting the essential points across and engaging the audience are key. In this year's seminars, all speakers should expect a particularly broad audience with the mixture and uptown and downtown physics and biology talks. A secondary important goal of the series is to give each student a broad knowledge of all aspects of research undertaken in MBP. At any oral examination and committee meeting, a student can be asked to demonstrate some familiarity with research in the Department not related to their own area. Attendance at the Student Seminars is the principal means of acquiring this familiarity. | Department of Medical Biophysics | knowledge | SDG4 |
| MBP1404H | Cell and Molecular Biology for Physicists-Introduction | This course provides introduction to basic concepts of anatomy, cellular & molecular biology and cell signaling related to cancer formation and progression. Methods for the analysis of genome & proteome will be discussed along with computational image analysis principles. The course will stress breadth of knowledge rather than depth. Participation mark combines attendance and active engagement in the discussions. | Department of Medical Biophysics | knowledge | SDG4 |
| MBP1307H | Development, Stem Cells and Cancer | This module will cover the nature, biology, medical applicability and cancer relevance of developmental concepts and stem cells. The topics will be developed in a 6-session lecture series. Each topic, listed below, will be covered in 2 hr. Stem cells, self-renewal and the origin of leukemia; detection and quantitation of cancer stem cells and microenvironmental impact in epithelial and mesenchymal cancers; architecture, regulation and microenvironment in normal and malignant gastrointestinal stem cell systems; architecture, regulation and microenvironment in the mammary epithelial stem cell system; concepts of "stemness" in human normal and leukemic hemopoiesis; and principles of embryonic development applied to derivation of adult cells and tissues from embryonic stem cells. | Department of Medical Biophysics | environmental | SDG13 |
| MBP1408H | Medical Device Commercialization Esentials | Not all medical device innovations will make it into patient care. Without a compelling, accessible market, a sustainable business model and operating plan, a well-thought-out plan for acquiring and managing intellectual property, and strong regulatory and reimbursement strategies, even the seemingly most important medical innovations are unlikely to be commercialized. The Medical Device Commercialization Essentials course complements the Medical Device Innovation and Entrepreneurship module and provides students with an experiential connection to the process of commercializing novel medical discoveries. The course focuses on systematic examination of issues and factors that directly affect the financial viability and sustainability of a medical device innovation and impact the innovator’s ability to successfully commercialize a solution. The delicate and frequently conflicting interplay between intellectual property, regulatory environment, reimbursement mechanisms, business strategy and financial modelling are explored with hands-on exercises and interactive workshops. The module is recommended for students who would like to: (1) catalyze innovation in major medtech companies; (2) build their own medtech start-ups; (3) draw on world-class innovative research conducted in Canadian universities, research institutes and hospitals; and (4) lead translational research projects. | Department of Medical Biophysics | entrepreneur, accessib, institut | SDG8, SDG11, SDG16 |
| MBP1409H | Medical Device Innovation and Entrepreneurship | Innovations in Medical technology have led to revolutionary advancements in health care. As new devices and technologies are developed, patients are benefiting from more targeted, less invasive treatments. However, new standard of care technologies won’t reach the bedside unless inventors have the skills to bring them to market. The Medical Device Innovation and Entrepreneurship course is an opportunity to explore and navigate the principles underlying the challenges of medical device development. The course is designed to engrain the key mindsets and skill sets that help make successful medtech entrepreneurs. The course addresses the fundamental aspects from developing an idea to commercial success, enabling students to gain knowledge of the role of intellectual property management, regulatory pathways, reimbursement mechanisms, funding models, and business strategy in the successful commercialization of new medical device technologies. The course is delivered using a mix of lectures, guest speakers, team projects, recommended readings and online learning materials. In addition, students get the opportunity to network with local experts and thought leaders in the medtech field. The module is recommended for students who would like to: (1) catalyze innovation in major medtech companies; (2) build their own medtech start-ups; (3) draw on world-class innovative research conducted in Canadian universities, research institutes and hospitals; and (4) lead translational research projects. | Department of Medical Biophysics | health care, knowledge, learning, entrepreneur, institut | SDG3, SDG4, SDG8, SDG16 |
| MBP1200H | Scientific Exposition and Ethics | Scientific exposition, discourse and ethics are fundamental principles to the conduct of responsible basic, translational and clinical research. This course will use a combination of didactic lectures and interactive group discussion to explore key elements of these principles under the broad headings of: 1) Principles of Ethical Conduct and Protection of Research Subjects; 2) Scientific Fraud, Plagiarism and Data Misrepresentation – Flagrant and Unintended; 3) Privacy and Confidentiality in the Genome Era (Data Sharing/Validation/Clinical Translation); 4) Authorship Responsibility in the Spirit of Collaboration and Intellectual Property Protection; and 5) Equity, Diversity and Inclusion in Science. The format of each lecture will be both didactic, with the lecturer discussing fundamental issues and principles relevant to the topic, and interactive with opportunity for open discussion of a foundational aspect of the subject being addressed in the lecture. | Department of Medical Biophysics | equity, labor, equit | SDG4, SDG8, SDG10 |
| MBP1412H | Ultrasound - Overview | This course covers the fundamental principles of ultrasound for both imaging and therapy applications. Ultrasound imaging is a high-resolution and rapid imaging modality with many clinical applications, from monitoring fetus in pregnancy, to diagnostic imaging of breast, abdomen and vasculature, and guiding interventional tools in minimally-invasive procedures. Ultrasound therapy is a targeted method of delivering energy into tissue for treatment of disease or for drug delivery, with a broad range of clinical applications. This course will introduce the principles of ultrasound imaging, starting with a general overview of this imaging modality and its applications. It will cover the basic physics of ultrasound, interaction of ultrasound waves with tissue, transducers and arrays, image formation, signal processing, flow detection, ultrasound contrast agents, and example implementations of ultrasound. The lectures will be given over four days with two practical laboratory sessions to reinforce the taught concepts. | Department of Medical Biophysics | energy, labor | SDG7, SDG8 |
| MMG3001Y | Advanced Human Genetics | This two-term course brings all students to a common knowledge base and introduces advanced concepts including, but not limited to: · Major aspects of Mendelian inheritance and single-gene disorders · Quantitative trait genetics · Complex and polygenic disorders · Epigenetics · Pharmacogenomics and personalized medicine · Cancer genetics Students learn human genetics from the perspective of phenotype / clinical presentation toward genotype in addition to a focus on molecular genetics and underlying mechanisms of human disease. Class time includes working through clinical and diagnostic case studies, and students will have ample opportunities to engage with world leaders in research and clinical work in each of the major topic nodes. MMG 3001Y will include an assessment of both individual and group work. This fundamental course provides a knowledge framework for the entire program and introduces key concepts that will be examined in detail in subsequent courses. Students in Advanced Human Genetics will contribute some of their assigned writing pieces to the course blog, which can be found at The MedGen Project. Learning Outcomes By the end of this course, students will be able to Read and interpret academic and medical genetics literature, and explain that interpretation in both writing and orally Effectively and concisely describe your own performance and your experience of coursework in writing via basic metacognition exercises Describe in writing and orally the molecular and genetic mechanisms of fundamental aspects of human disease Perform the basic mathematics associated with quantitative genetic trait analysis and mapping | Department of Molecular Genetics | knowledge, learning | SDG4 |
| MMG3002Y | Biological Statistics | The ability to effectively analyze genomic data requires a strong foundation in both bioinformatics and statistics. This course begins with an introduction to major computer programing concepts using the R coding language and the UNIX shell. Students are taught statistical theory and perform statistical tests using R to analyze biological datasets. This course focuses on practical knowledge, with interspersed discussions of how genomics integrates into the larger fields of statistics, computer science and applied math. Students are required to bring a computer to class a Wi-Fi internet connection to participate in the labs for tutorials and labs. Learning Outcomes By the end of this course, students will be able to: 1) Use the UNIX shell (command line) and associated concepts and tools. 2) Understand major computer programming concepts. 3) Select and perform appropriate statistical analyses on biological datasets in R. | Department of Molecular Genetics | knowledge, learning, internet | SDG4, SDG9 |
| MMG1126Y | Clinical Issues in Pregnancy and Child Development | This course is designed to provide the knowledge base for understanding normal development in pregnancy and childhood. Students will learn about: the stages of pregnancy and fetal development and some common prenatal/reproductive complications; normal childhood development and methods of developmental assessment; the classification of developmental/intellectual disability and available special services; common abnormalities which affect the various anatomic systems. (Time: 1 session, 2 hours per week). | Department of Molecular Genetics | disabilit, knowledge | SDG3, SDG4 |
| MMG3007Y | Clinical Practicum in Medical Genomics | The capstone practicum allows students to integrate and apply the theoretical concepts and skills they learned via coursework in a professional setting. The practicum provides students with a supervised experience in the professional field of Medical Genomics and exposes students to the experts who comprise this field. During the practicum in Modern Genomics laboratory-stream, students will work with a host organization/supervisor, focusing on a project in the field of Medical Genomics. Clinical stream students will engage in a practicum that is specifically related to their professional field. The practicum takes place during the final semester of the M.H.Sc. in Medical Genomics program. Generally, students will spend 12 weeks engaged full-time with the practicum. slide 1 of 1 capstone Click here to view the PDF version of the practicum infographic. LEARNING OBJECTIVES Integrate and apply concepts and skills learned via coursework in professional settings such as clinical diagnostic labs, clinical research labs, biotechnology companies and non-profit organizations. Develop practical skills in a professional work environment. Explore professional careers in the field of medical genomics. Engage in self-reflection and professional assessment. Students will establish their own practicum learning objectives in collaboration with their practicum supervisor. The practicum objectives are a combination of the student’s personal learning objectives and the work desired by the practicum partner. Practicum activities will vary depending on the placement and may include: Learning and participating in the ongoing work of the partner. Undertaking a portion of a project on behalf of a placement partner. Producing a report or presentation for the partner. | Department of Molecular Genetics | learning, labor | SDG4, SDG8 |
| MMG1120Y | Clinical Rotations I | This rotation will provide opportunities for students to observe various specialty clinics and thereby learn first-hand about some common genetic disorders. Students will see (and often speak with) patients/families alongside the interprofessional team of healthcare providers with expertise in those disorders. Students attend 1-4weekly half-day clinics from September through to the beginning of December. Specialty clinics include: adult and paediatric hemoglobinopathies clinic (thalassemia, sickle cell anemia), adult and paediatric cystic fibrosis clinic, Surrey Place Centre (children and adults with developmental/intellectual disabilities), hemophilia, Huntington disease, spina bifida/spinal cord, neuromuscular clinic, assisted reproductive technologies clinics and the Motherisk program (teratology information). In the second semester, students will attend and participate in the Genetic Metabolic and Newborn Screening Clinics, Prenatal Genetics Clinic, Breast/Ovarian Cancer, Laboratory Genetics as well as one of the following: Ocular Genetics, Cardiac Genetics or Adult Genetics. This will allow students to learn about and develop genetic counselling skills including case management (assessing new referrals, case work-up, and provision of genetic counselling, case follow-up). Refer to the Clinical Rotations Sites for details on clinic locations and to the Rotation Learning Objectives folder for clinic-specific learning objectives. Average time commitment: 8-10 hours per week, this time does not include preparation and review. | Department of Molecular Genetics | healthcare, disabilit, learning, labor | SDG3, SDG4, SDG8 |
| MMG1220Y | Clinical Rotations II | This rotation-based course will provide the students with the opportunities to further develop clinical skills by providing genetic counselling to patients and their families. This course will also support the development of case management skills (e.g. assessing new referrals, case work-up, provision of genetic counselling, case follow-up). Clinics will include paediatric genetics outpatient and inpatient services, prenatal genetics clinic, Cancer genetics (paeds or GI) and one of the following: Ocular genetics, Cardiac Genetics or Adult Genetics. A four-week elective opportunity is provided and students can select a preferred area of focus from those offered. Refer to the Clinical Rotations Sites for details on clinic locations and to the Rotation Learning Objectives folder for clinic-specific learning objectives. Average time commitment: 8-12 hours per week; this time does not include preparation and review. | Department of Molecular Genetics | learning | SDG4 |
| MMG3004Y | Communication of Genetic Information | This course teaches students the terminology and jargon relevant to genomic research to enable access to medical and scientific literature, and how to translate it for specific contexts and audiences. In addition, students are trained to effectively and bi-directionally translate clinical information into accessible language. Concepts include but not limited to: · Effective science communication · Visual communication · Writing of genetic test reports · Direct-to-consumer genetic testing and communication · Communication in a professional environment · Journalism and entrepreneurship Students will work on different individual and group assignments, creating pieces of writing tailored to a specific target audience, generating clinical test reports, and planning and recording a webinar. Learning Outcomes By the end of this course, students will be able to 1. Use written, oral and visual communication efficiently to target a specific audience 2. Compose a comprehensive and targeted genetic test report 3. Critically evaluate academic and non-academic writing and speaking 4. Effectively communicate the benefits and limitations of genetic testing and genomics | Department of Molecular Genetics | learning, entrepreneur, accessib, consum | SDG4, SDG8, SDG11, SDG12 |
| MMG1226Y | Concepts in Clinical Genetics | This course provides an approach to establishing a differential diagnosis incorporating principles of embryological development, dysmorphology, inborn errors of metabolism, laboratory findings, and traditional and non-traditional genetic concepts (i.e. Mendelian inheritance, imprinting etc.). Whenever possible, disorders will be studied from the molecular defect to phenotype to burden. (Time: 2 sessions, 4 hours per week). | Department of Molecular Genetics | labor | SDG8 |
| JDB1025H | Developmental Biology | JDB1025H, a Ph.D.-level graduate course, is an in depth study of the principles of developmental biology. The course strives to uncover common principles that govern the development of different phyla, as well as highlighting the details that make species unique. | Department of Molecular Genetics | species, species | SDG14, SDG15 |
| MMG1301H | Developmental Neurobiology | The aim of this graduate course is to discuss current issues in developmental neurobiology. Topics will include cell fate decisions in the nervous system; axon guidance/cell migrations; synaptogenesis, neuronal function; genetic analysis of behaviour, learning & memory & genetic models of neurodegenerative diseases. The format will consist of 1-2 hours class/week. Each class will consist of a lecture component and presentations from students. Students will be assessed using two criteria: presentation of current papers from the literature and an NSERC style grant on a topic discussed in class. Click here for the 2018 Syllabus. | Department of Molecular Genetics | learning | SDG4 |
| MMG3005Y | Ethical and Legal Implications of Genomics | This course explores the current ethical, legal and social landscape of human genetic analysis, focusing on the application of genome science to patient care. Students explore the manifold legal and ethical implications of genomic science, including but not limited to: · The ethics of care · Disclosure and privacy, obtaining patient consent, ethical implications and protocols for the use of patients in research studies, and emerging issues reporting of incidental findings · Data protection · Ethical and legal tensions in healthcare, with a focus on the communication of genetic findings in the paediatric setting, and for patients with religious beliefs or value systems that affect clinical care · Health policy and legislature, and public health ethics MMG 3005Y is comprised of a combination of lecture, student-directed seminar, and project-based learning and will include assessment of both individual and group work. Learning Outcomes By the end of this course, students will be able to 1. Read and interpret medical and governing agency policy documentation pertaining to genetic testing, and explain that interpretation in both writing and orally 2. Clearly articulate the mandatory steps involved in obtaining patient consent to genetic testing and including patients in clinical research studies 3. Describe current policies surrounding the reporting of incidental findings, and apply these policies to make concise decisions about how and what to report in in-class case studies | Department of Molecular Genetics | public health, healthcare, learning, land | SDG3, SDG4, SDG15 |
| MMG3003Y | Genomics Methodologies | This course teaches the theory and practice of molecular biology relevant to genetic and genomic testing. This two-session course will cover classic, modern and emerging genetic methods. The course focuses on computational techniques to analyze genomic data. Students who complete this course will understand the scientific principles underlying genomic tests, be able to examine the limitations and applications of current tests, and have the necessary background to understand new assays. Students are required to bring a computer to class with a Wi-Fi internet connection to participate in tutorials and computational labs. The course does not include a wet-lab component. Learning Outcomes By the end of this course, students will be able to: Effectively and concisely describe the individual aspects of both classical and next-generation genomics methodologies, with attention to concept, applications, prospects and limitations, and risks inherent within each method Select appropriate methodologies to address case study and exercise problems, and describe in writing and orally the logic behind selecting particular methods Perform various fundamental bioinformatics tasks using command-line coding, the R coding language, and several additional free software tools. Select appropriate methodologies to address a scientific question (clinical or research). Analyze sequencing data and link a sequence variant to a particular disease Read and interpret academic and medical genetics literature, and explain that interpretation in both writing and orally. | Department of Molecular Genetics | learning, internet | SDG4, SDG9 |
| MMG1228Y | Independent Research Project | This course allows students to develop and implement a research study designed and carried out by them. While these studies most typically involve clinical research, a laboratory-based study may be acceptable. The research must be relevant to the field of genetic counselling or clinical genetics. Students will undertake preparatory work during the first year in course MSC 2010Y, Molecular Medicine in Human Genetic Disease and course MMG 1128L, Risk Calculation and Research Methodology. | Department of Molecular Genetics | labor | SDG8 |
| MMG1222Y | Issues in Genetic Counselling II | This course will provide a framework for exploration of legal, ethical and professional issues as related to the field of clinical genetics/ genetic counselling, including a discourse on disability rights. A workshop on professional skills development will be included in the second semester in anticipation of seeking and gaining employment, professional activities outside of the clinic, and balancing career with outside activities. (Time: 1 session, 2 hours per week). | Department of Molecular Genetics | disabilit, employment | SDG3, SDG8 |
| MMG1132H | Laboratory Skills | This course teaches current biochemical, cytogenetic and molecular laboratory technologies from a theoretical and laboratory approach. Students will also gain hands-on experience with software technologies (e.g. for variant analysis/interpretation). Weekly reading assignments will assist in preparation. This course will be held at the Hospital for Sick Children. (Time: 1 session, 3 hours per week) | Department of Molecular Genetics | labor | SDG8 |
| MMG3008Y | Practicum in Modern Genomics | The capstone practicum allows students to integrate and apply the theoretical concepts and skills they learned via coursework in a professional setting. The practicum provides students with a supervised experience in the professional field of Medical Genomics and exposes students to the experts who comprise this field. During the practicum in Modern Genomics laboratory-stream, students will work with a host organization/supervisor, focusing on a project in the field of Medical Genomics. Clinical stream students will engage in a practicum that is specifically related to their professional field. The practicum takes place during the final semester of the M.H.Sc. in Medical Genomics program. Generally, students will spend 12 weeks engaged full-time with the practicum. slide 1 of 1 capstone Click here to view the PDF version of the practicum infographic. LEARNING OBJECTIVES Integrate and apply concepts and skills learned via coursework in professional settings such as clinical diagnostic labs, clinical research labs, biotechnology companies and non-profit organizations. Develop practical skills in a professional work environment. Explore professional careers in the field of medical genomics. Engage in self-reflection and professional assessment. Students will establish their own practicum learning objectives in collaboration with their practicum supervisor. The practicum objectives are a combination of the student’s personal learning objectives and the work desired by the practicum partner. Practicum activities will vary depending on the placement and may include: Learning and participating in the ongoing work of the partner. Undertaking a portion of a project on behalf of a placement partner. Producing a report or presentation for the partner. | Department of Molecular Genetics | learning, labor | SDG4, SDG8 |
| MMG1124Y | Principles of Effective Counselling | This course will provide the theoretical foundations for the practice of genetic counselling and the role of genetic services in the health care delivery system. The focus will be on developing clinical skills to conduct interviews, present relevant genetic information to individuals and families from diverse cultural backgrounds in an informed, compassionate manner, and help obtain the medical and social services they need. The course will incorporate a review of the various psychodynamic approaches to interviewing and counselling via select theories. (Time: 1 session, 2 hours per week). | Department of Molecular Genetics | health care | SDG3 |
| RSM6308H | Advanced Investments | Can't find description | Joseph L. Rotman School of Management | invest | SDG9 |
| RSM2603H | Advanced Negotiations and Conflict Management | Course Mission A basic premise of the course is that while managers and leaders need analytical and technical skills to develop optimal solutions to problems, a broad array of negotiation and conflict management skills is needed to implement and gain acceptance for these solutions. Technical competence and expertise without the ability to win support for preferred solutions is of little value in real organizational life. Thus, this course is designed to complement the technical and diagnostic skills learned in other courses at Rotman, and to further augment the skills developed in your core Negotiations class from first year. Students will learn how to implement negotiation, mediation, and alternative dispute resolution methods to resolve disputes in business and other organizations. We will also consider structural mechanisms by which organizations can manage conflict. There are no perfect formulae for successful negotiations and conflict management, but by understanding and analyzing negotiation and conflict situations systematically, especially with a sophisticated appreciation of the social psychology of conflict, you will learn skills that help you to manage new situations and to decide which strategies are most likely to be effective in different situations. Course Scope Successful completion of this course will equip students to understand, analyze, and practice powerful techniques and strategies in negotiations and conflict management situations. Each class will include negotiation and decision-making exercises, debriefing and lecture material. Most students will use the advanced skills and knowledge gained in this course during daily workplace and personal interactions. This course begins with a focused review of distributive and integrative negotiation skills, and goes on to consider more advanced topics like the use of agents in negotiations, mediation, the psychology of influence, dispute resolution, and cross-cultural negotiations. | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM8224H | Analytic Insights Using Accounting & Financial Data | This course will build on the tools, skills, and concepts developed in the first half of the program. As an applied course, students will be expected to routinely perform accounting-based empirical analysis by using the analytics skills they have learned (e.g. SAS, R, and Python). Students must practice their ability to formulate appropriate empirical research questions in the context of the business problem or opportunity. Specifically, they will first learn how to approach and appreciate accounting information and then take advantage of the rich accounting and finance dataset to help businesses solve various problems or enhance corporate profitability. At Rotman, we have an abundance of financial accounting data including COMPUSTAT, CRSP and IBES to address a large variety of business, finance, and accounting questions. The course has four modules: 1) understanding accounting information, 2) use of financial information in the equity market, 3) use of financial information in the debt market, and 4) use of disclosure. | Joseph L. Rotman School of Management | equity, equit | SDG4, SDG10 |
| RSM8522H | Analytics for Marketing Strategy | This course is about how to use data to answer marketing questions. The questions we examine are the quintessential marketing ones: How do I identify my target segment? How do I effectively position my product? What features should I include in my product prior to its introduction? What is the price-elasticity of demand for my product? Is my advertising effective? What is it doing? Are consumers brand-loyal? How can I measure the value of my brand? | Joseph L. Rotman School of Management | consum | SDG12 |
| RSM2512H | Branding | Course Mission To develop an understanding of the strategic importance of brands in creating value for customers and firms; To appreciate the nature of the challenges in planning, executing, and controlling branding strategies; To develop a customer-based view of brand equity that explicitly addresses the role of cognitive, emotional, behavioural, social, cultural, and economic factors in creating brand equity; To gain familiarity with some of the tools and tactics that firms use to create, sustain, leverage, and defend brand equity; and To refine analytical and decision making skills and the ability to express conclusions orally and in writing Course Scope Brands are defined by a name, term, sign, symbol, or design, or a combination of them, intended to identify the goods and services of one seller or group of sellers and to differentiate them from those of competitors. However, brands are valuable because those distinctive elements mean something to consumers. Sometimes they make a product more memorable; sometimes they carry rich and powerful associations; sometimes they evoke feelings and emotions; sometimes they perform important social functions; and, sometimes they carry significant cultural meaning. Consumers may even form relationships in which the brands help to define who they are and communicate this self-image to others. The varied meanings and functions of brands for consumers create enormous challenges and opportunities for marketers. The value that brands can create for consumers also makes the valuable assets for organizations. Brands represent valuable assets that must be created, sustained, leveraged, and defended. Students will assume the role of senior marketing managers responsible for the design, implementation, and evaluation of branding strategies. This course will use case analysis, lectures, discussion, and a group project to reinforce successful decision making and communication skills for students who are interested in developing expertise in managing brands. | Joseph L. Rotman School of Management | equity, equit, consum | SDG4, SDG10, SDG12 |
| RSM2523H | Business Design Fundamentals | Course Mission This course is aimed at those interested in understanding design’s role in business innovation and applying new ways of thinking to innovation management management. The learning objectives are to: Understand the diverse design practices inside organizations, highlighting business model design, strategic design, service design, and customer experience design Appreciate the fundamental stages of the innovation development process and the 3-step Business Design Method APply your learnings to a simulated innovation challenge; and, Explore how empathy, creativity, prototyping, and context informs your thinking and practice in design-led innovation initiatives Course Scope The Business Design Fundamentals course introduces students to the most prolific design practices and methods used in business decision-making today. Through a combination of lectures and experiential learning activities (physical and virtual studio techniques), students will gain an understanding of design’s growing impact on business – particularly on customer-centred innovation development and management. This foundational course is recommended (as a prerequisite) for RSM2524 Business Design Practicum, RSM2516 Design Research and Data Storytelling, RSM2517 Futures Thinking, RSM2518 Service Design courses, and for those seeking a Business Design Major. This course will challenge you to face and navigate uncertainty and ambiguity, sample qualitative research methods, and collaborate to creatively solve a real, yet simulated business challenge over an intensive six weeks. | Joseph L. Rotman School of Management | learning, labor | SDG4, SDG8 |
| RSM2524H | Business Design Practicum | Course Mission This practicum course is aimed at students who are interested in understanding design’s role in business innovation and applying design principles and methods as marketers, strategists and consultants. This 12-week course builds upon RSM2523 (BD Fundamentals) and prepares students for their design-infused and/or design-inspired careers. It involves a series of interactive sessions focused on a consultative business design project with an industry sponsor. The learning objectives are: active practice of Business Design (4-step method): using management frameworks, ethnographic methods and design techniques to find, frame and solve problems; experience sustained curiosity, empathy and creativity to find needs, reframe problems and offer customer-centred solutions to the industry challenge sponsor; in consulting teams, design and conduct qualitative research in field and online to gain insight; and, articulate and offer a novel and relevant solution to the sponsored challenge. Course Scope The course focuses on using human-centred design (aka stakeholder-cenred design) methods and developing a strategic and creative mindset to navigate the uncertainties of business innovation. This class offers an in-person and online studio, and field-based learning experiences and discussions with a real business challenge sponsor. It involves a combination of instructor-led, peer-to-peer and team-based learning and knowledge exchange. This course will expose you to uncertainty, while encouraging you to creatively and collaboratively solve business problems | Joseph L. Rotman School of Management | knowledge, learning, labor | SDG4, SDG8 |
| RSM2211H | Business Law | Course Mission This course is intended to focus participant’s attention on those areas of law that typically affect a business’s operations. In addition, we will examine those areas of law that reflect on the role of directors and officers of organizations in the profit and not-for-profit sectors. Recent case law provides numerous examples that illustrate the conflicting roles managers often find themselves in. Course Scope Businesses operate within a complex environment of legal issues. Management must be able to not only recognize these issues, but also have an understanding of how to resolve them effectively and efficiently. This requires an appreciation of the Canadian legal system and the way that legal experts can offer assistance. The material will be examined through cases that reflect the legal principles being discussed during the class sessions. Participants will be expected to do some further legal research to complete assignments. | Joseph L. Rotman School of Management | legal system | SDG16 |
| RSM2625H | Business Problem Solving: A Model-based Approach | Course Mission This course will establish the Rotman School foundation for a model-based approach to business problems. This foundation will be laid onto three footings: The Nature and Role of Models; Building new Models; and Analyzing Models The course will apply some principles from logic, cognitive science, behavioural decision making, and rational choice theory to develop a framework to improve understanding of the thought processes that underlie actions taken by managers and the feedback gained from the resulting outcomes that allow leaders to update and refine their thinking. This is a course about thinking. The better we understand our own and others’ thinking, the better we will be at both decision making and defining/solving problems. Course Scope The course scope encompasses three learning outcomes. After completing the Business Problem Solving course, students will be able to: Understand the nature and role of models in management thinking; Build and test new descriptive models of existing phenomena; and Analyze the thinking behind existing models | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM5291H | Business Problem Solving: A Model-Based Approach | Course Mission This course will establish the Rotman School foundation for a model-based approach to business problems. This foundation will be laid onto three footings: The Nature and Role of Models; Building new Models; and Analyzing Models The course will apply some principles from logic, cognitive science, behavioural decision making, and rational choice theory to develop a framework to improve understanding of the thought processes that underlie actions taken by managers and the feedback gained from the resulting outcomes that allow leaders to update and refine their thinking. This is a course about thinking. The better we understand our own and others’ thinking, the better we will be at both decision making and defining/solving problems. Course Scope The course scope encompasses three learning outcomes. After completing the Business Problem Solving course, students will be able to: Understand the nature and role of models in management thinking; Build and test new descriptive models of existing phenomena; and Analyze the thinking behind existing models | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2760H | C-Suite: Living Out Leadership Day to Day for Organizational Impact | Course Mission and Scope By taking an integrative approach, this course explores a key question: What can leaders do to direct their organizations to be fearless in seizing opportunities by enabling a culture wherein various forms of talent can find meaningful engagement? Through this course, participants will finesse their leadership stance and add depth to their toolkit. This entails gaining a firm understanding of the instincts that motivate them, frameworks for decision making that inform how they transition through many different roles, and the range of tools they rely upon for enabling innovation. | Joseph L. Rotman School of Management | transit | SDG11 |
| RSM2030H | Canadian Business History | Course Mission The course mission is to provide Rotman students with an understanding of business history in a way that illustrates the utility of the past in making it applicable to contemporary Canada, Canadian business, and global capitalism. Only by understanding the past can we effectively address the challenges and opportunities of the present and prepare for the future. RSM 2030 is intended to introduce students to some key debates, interpretations, methodologies, and interdisciplinary intersections that derive from the study of Canadian business history, capitalism, and globalization within the context of international history. Course Scope Utilizing a “glocal” approach that combines Canadian, US and global cases, this course explores the evolution of modern Canadian business, capitalism and globalization form the late 19th Century to the early 21st. Key issues include entrepreneurship and firms, family firms, industrialization, globalization, Keynesianism, protectionism/free trade, digitization, financialization, automation, deindustrialization, failure, and the emergence of neoliberalism. | Joseph L. Rotman School of Management | entrepreneur, capital, globaliz, industrialization, trade | SDG8, SDG9, SDG10 |
| RSM2063H | Catastrophic Failure in Organizations | Addressing the risk of catastrophic failure is a critical strategic challenge for business organizations. From business disruption in the wake of COVID-19 to the collapse of Lehman Brothers to BP’s Gulf of Mexico oil spill and the scandalous fall of Theranos, numerous events in recent years have exposed the vulnerabilities of firms to massive failures. Rooted in complex human, organizational, and systemic factors, such failures have the potential to severely disrupt and even bankrupt firms. This course seeks to train students to recognize the inherent vulnerabilities of organizations to catastrophic failure, to understand why the risk of such failure represents both a profound challenge and a potential opportunity, and to become more effective decision-makers in general. To do so, we examine biases in human cognition that prevent managers from thinking effectively about the risk of catastrophic failure; consider why even small errors can have devastating consequences in complex systems; and examine how organizational barriers to learning and communication can set firms up for catastrophic failure. Throughout the course, we will consider opportunities for managers and consultants to manage these challenges. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2703H | CityLab | CityLab (equivalent to 0.5 FCE, or half of one full course equivalent credit) pairs talented teams of MBA candidates (second-year FT MBA students and third-year Morning and Evening MBA students) with local Toronto organizations such as Business Improvement Areas (BIAs) for an eight-month consulting engagement. Project teams act as a consulting and advisory resource to the organization and complete a strategic project based on its needs. CityLab aims to make a meaningful impact in a local neighbourhood and in the greater City of Toronto by providing a unique way for BIAs to access valuable business skills in Accounting, Consulting, Finance, Human Resources, Marketing, and other functional areas from Canada’s top MBA talent. This Rotman initiative is directly aligned with the University of Toronto’s top priorities which include leveraging our urban location for the mutual benefit of the university and the city; expanding sustainable outreach and partnerships with local municipalities, civic, and neighbourhood organizations; and strengthening relationships with residents’ associations in the city. It also manages to fulfill the university’s desire to be globally engaged by working with entrepreneurs who have recently immigrated to Canada. | Joseph L. Rotman School of Management | entrepreneur, urban | SDG8, SDG11 |
| RSM2122H | Clean Energy: Policy Context and Business Opportunities | Course Mission At the end of this course, students will have a broad familiarity with the functioning of a variety of energy markets and be able to assess the business prospects of a firm in an energy-related field with a deepened understanding of how the policy and regulatory environments create business opportunities and shape the competitive landscape. Course Scope We will discuss a variety of energy markets and businesses. I will bring an economics and strategy perspective to the analysis, and nearly every day an executive from a firm in these markets will join us to bring practical and topical experience to bear on the subject. The course includes overviews of the economics of policy interventions, the energy policy landscape, and the institutional environment of modern quasi-deregulated energy markets. We then consider different business models for commercialization of specific energy technologies, examining specifically the businesses of our guest speakers, who will span sectors including electricity, transportation, waste, and buildings as well as technologies including wind, solar, biogas, hydrogen, energy storage, electric vehicles, and others. The best way to get a feel for this course is to review last year’s detailed course daily schedule (not all links will work but you will get a feel for the course). The course will be largely similar, although the format and timing of deliverables will change somewhat since the 2022 offering will be in an intensive format while the last offering was during the regular semester. | Joseph L. Rotman School of Management | energy, wind, solar, buildings, waste, land, institut | SDG7, SDG9, SDG12, SDG15, SDG16 |
| RSM2058H | Communicating Strategy | Course Mission The specific course objectives are: To increase students’ effectiveness in informal communication and formal presentations. To better understand how to use business school models and tools. To become a more complete business manager by combining expert analytical and presentation skills. Course Scope This course provides second year students with the opportunity to hone their presentation and communication skills. Students will improve their abilities to: Use verbal and nonverbal communication skills effectively; Frame and develop logical arguments to support their ideas; and Communicate informally and in formal presentations in-person and online The course pedagogy focuses on learning-by-doing. Students will learn by regularly presenting their recommendations for business problems, reviewing peer feedback, and receiving faculty coaching. Student presentations will occur most classes and often involve video tape analysis. | Joseph L. Rotman School of Management | pedagogy, learning | SDG4 |
| RSM2504H | Consumer Behaviour | Course Mission Successful managers have the ability to design and deliver unique consumer value in ways that efficiently utilize the company’s resources. This course focuses on the analysis of consumer thoughts, feelings, and behaviours by providing a detailed account of the theory of consumer behaviour. We will examine the personal, psychological, social, and cultural aspects of the marketing environment, and explore the nature of these influences on the buying behaviour of individuals and groups. This course has four overarching objectives: To encourage appreciation for the value of consumer behaviour in determining successful marketing strategies. To review recent conceptual, empirical, and methodological developments in research on consumer behaviour. To provide a coherent framework for interpreting consumer reactions to marketing stimuli. To provide experience in applying behavioural principles to the analysis of marketing problems and the design of marketing strategy. Classes will use a variety of methods: readings, lectures, application exercises, and class discussions. Course Scope The primary goal of this course is to enhance understanding of consumer behaviour, from determining consumer needs to building customer relationships. Behavioural concepts from various social science disciplines are used to examine cultural and social influences, individual differences, motivation, learning, perception, memory, attitudes, decisions, and actions. The emphasis is on using this knowledge to capitalize on marketing opportunities. | Joseph L. Rotman School of Management | knowledge, learning, capital, consum | SDG4, SDG9, SDG12 |
| RSM5303H | Corporate Finance and Corporate Governance for Healthcare and the Life Sciences | Can't find description | Joseph L. Rotman School of Management | healthcare, governance | SDG3, SDG16 |
| RSM2300H | Corporate Financing | The aim of this course is to help you learn to apply fundamental ideas of financial economics, which you already know from basic finance courses such as RSM1232, to problems in the area of corporate finance that reflect the complexities that the real world entails. The course will give you the opportunity to analyze practical financial situations, on the assumption that you are already familiar with fundamental ideas concerning valuation methods, risk analysis, CAPM, derivatives, and capital structure. In addition to analyzing specific financial issues, we will consider how those issues relate to the broader objectives of the firm and the underlying “big-picture” assumptions used in numerical calculations. We will use the case method to motivate our discussions of the gap between rigorous finance theory and its applications to practical problems in corporate finance, and the thought process required to bridge this gap. | Joseph L. Rotman School of Management | capital | SDG9 |
| RSM5006H | Corporate Governance | Can't find description | Joseph L. Rotman School of Management | governance | SDG16 |
| RSM2021H | Corporate Strategy | Course Mission In Corporate Strategy, we extend the analysis of business level strategy from RSM1201 to the corporate or multi-business level. Course Scope You have studied synergies, ownership, and structure (the three pillars of corporate strategy) in your core class. In this class we focus more deeply on these principles to help understand how multi-business unit firms can gain (or lose) an advantage. We address questions such as: What strategic factors influence the optimal size of the firm in terms of scale and scope? How might corporate managers employ diversification strategies that create or capture more value than that which investors could accomplish by diversifying their portfolios? How might multi-business unit firms identify potential threats with respect to weaknesses relative to single-business unit competitors? How might corporate managers exploit commitments in one business area to benefit another? What types of pricing advantages might multi-business firms exploit over single-business competitors? What are the tradeoffs in ownership, and how can theory help us make better alliances and acquisitions? Why, when, and how should we divest or outsource? How does organizational structure impact issues such as growth and innovation? To what extent are clever strategic tactics congruent with the overall welfare for humankind? We will explore such questions through the lenses of economics, sociology, and psychology, apply the concepts in the context of case analyses, and discuss implications for corporate strategy. A critical part of this course is the belief that to really understand these ideas we must practice developing strategies repeatedly. A significant amount of the course is devoted to strategic problem solving via case analysis to develop your skills and avoid shallow, buzzword strategy. | Joseph L. Rotman School of Management | welfare, invest, trade, outsourc | SDG1, SDG9, SDG10, SDG12 |
| RSM2013Y | Creative Destruction Lab Advanced | Course Mission and Scope The CDL Advanced Course follows the process of commercializing technological innovation by working closely with early-stage technology ventures seeking capital. This course allows for frequent interaction with experienced entrepreneurs and investors. Students will apply basic economics and analytical tools developed in the foundational MBA curriculum to evaluate the size of markets, the attractiveness of industries, the financing options and valuation of early-stage companies, the sustainable competitive advantage of proposed strategies, the downside risks, and upside potential of individual entrepreneurs, and their vision for their companies. Students will learn how to formulate and evaluate the strategy of entrepreneurial ventures, apply frameworks to CDL ventures and advise them on strategic decision-making, and understand why strategy formulation for entrepreneurial ventures is distinct to that for other firms. Students will develop strategies for a new company. | Joseph L. Rotman School of Management | entrepreneur, capital, invest | SDG8, SDG9 |
| RSM2008H | Creative Destruction Lab Intro | Course Mission & Scope We study a framework for developing an entrepreneurial strategy. This involves the key choices of customer, competition, technology and identity as well as whether ventures pursue a control versus execution focus. As part of preparation for the main CDL course in the second year, this course will also introduce you to the business of artificial intelligence (AI). You will explore what machine learning is, what its economic properties are, how it impacts strategy, its risks and legal implications. This is relevant given that most ventures at CDL-Toronto leverage AI, making the learning of AI concepts essential preparation for working with a venture in year two while also providing an introduction to AI in the real business world. | Joseph L. Rotman School of Management | learning, entrepreneur | SDG4, SDG8 |
| RSM5014H | Data Analytics and Strategic Decision-Making in Health and Life Sciences | Course Mission Apply the principles of Database Management System Design concepts from analysis to full implementation Create Structured Query Language (SQL) queries appropriate for data extraction and summarization tasks Demonstrate the ability to prepare, explore and validate data for business analysis Apply advanced data analysis techniques towards the development of decision-making tools Develop Business Intelligence Dashboards to support business decision-making Course Scope This course focuses on the fundamentals of data management for the purposes of producing information and supporting advanced techniques of business analytics. This applied learning course will expose the learner to a broad range of technical skills that are required to access, prepare and visualize data for advanced analysis. The course introduces the fundamental skills that form the foundation in the development of advanced business analytics. These include: Database Management Fundamentals Understanding how data is stored and retrieved in both relational and non-relational data systems 2. Data Preparation for Analysis Defining a business objective and determining the data requirements to support it Performing assessments of data to determine suitability for use and identify data quality issues and apply mitigating strategies Applying data manipulation and transformation techniques to support analysis 3. Data Analysis and Visualization Performing exploratory data analysis to delve into the data, examine and discover important interrelationships between attributes, and identify interesting subsets or patterns Developing data visualization solutions that support: exploratory analysis, insight generation, and decision making Using a combination of theory and practical exercises and case studies, the learner will develop the data acquisition, preparation, and preliminary analysis skills that are a necessary pre-requisite to applying advanced business analytics to their data. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2401H | Data and Information Management for Business Analytics | Course Mission Apply the principles of Database Management System Design concepts from analysis to full implementation Create Structured Query Language (SQL) queries appropriate for data extraction and summarization tasks Demonstrate the ability to prepare, explore and validate data for business analysis Apply advanced data analysis techniques towards the development of decision-making tools Develop Business Intelligence Dashboards to support business decision-making Course Scope This course focuses on the fundamentals of data management for the purposes of producing information and supporting advanced techniques of business analytics. This applied learning course will expose the learner to a broad range of technical skills that are required to access, prepare and visualize data for advanced analysis. The course introduces the fundamental skills that form the foundation in the development of advanced business analytics. These include: Database Management Fundamentals Understanding how data is stored and retrieved in both relational and non-relational data systems 2. Data Preparation for Analysis Defining a business objective and determining the data requirements to support it Performing assessments of data to determine suitability for use and identify data quality issues and apply mitigating strategies Applying data manipulation and transformation techniques to support analysis 3. Data Analysis and Visualization Performing exploratory data analysis to delve into the data, examine and discover important interrelationships between attributes, and identify interesting subsets or patterns Developing data visualization solutions that support: exploratory analysis, insight generation, and decision making Using a combination of theory and practical exercises and case studies, the learner will develop the data acquisition, preparation, and preliminary analysis skills that are a necessary pre-requisite to applying advanced business analytics to their data. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM6310H | Derivative Models for Risk Management | Course Mission Objective is to enhance student’s knowledge of the way in which derivatives can be analyzed. Course Scope The course starts with Black-Scholes analysis. This leads to a variety of approaches commonly used to value derivatives. This technology is then applied to a variety of exotic contracts. The second half of the course focuses on the types of models used in the swap market and volatility derivatives | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM2521H | Digital Marketing | Course Mission For each technological innovation, we will emphasize what is different, and what is not, for consumers, and for the production, distribution, and communication of goods and services. Students will: be able to understand how digital channels affect the nature of competition, the products offered and the prices charged be able to leverage digital advertising and social media to better communicate with customers know how to respond to new digital marketing tools as they arise develop tools for understanding website design principles be able to leverage Google, Facebook, and other online advertising platforms understand how trends like social and mobile media affect company strategies Course Scope Social media, search engines, mobile commerce, digital advertising, and online marketplaces are impacting competition for all firms, large and small. Drawing on some common themes across digital marketing platforms, we examine (i) how companies find and serve customers using digital tools, (ii) the kinds of digital products that companies offer, (iii) the role of distance in the customer-company relationship when information is digital, (iv) the locus of control of brand-related messages, (v) the concept of privacy, and (vi) the digital targeting of marketing tactics. | Joseph L. Rotman School of Management | consum, production | SDG12 |
| RSM1211H | Economic Environment of Business | In an increasingly globalized economy, developments globally are intertwined with these questions and must be considered. Therefore, both national and international macroeconomic factors will be covered. The conduct of fiscal and monetary policy will be discussed in the context an open economy, and an understanding of the drivers of international trade and capital flows will be developed. Implications for corporate profitability and risk will be highlighted. Economic Environment: The Global Economy provides the basis for understanding these inherent opportunities and underlying risks. | Joseph L. Rotman School of Management | capital, globaliz, trade | SDG9, SDG10 |
| RSM2127H | Economic Environment of International Business | Course Mission Ever wonder about the big international questions of the day like why is China so successful, do we need a Canadian industrial policy, did Trump make America great again, was USMCA a good deal for Canada, what will it take for WeChat to displace Facebook, and what does COVID-19 mean for the future of supply chains? Do you wonder what your business should be addressing as it enters China or rushes to protect itself from new foreign competition? This course will cover the theory of international trade, its practice, and how to think about the big policy issues surrounding the Great Globalization of our era. Course Scope The course is divided into three sections. We will first cover basic concepts of the drivers of international trade: technology, labour costs, trade barriers, ‘gravity’ and national institutions. We next cover the strategic issues that multinationals face. Finally, we spend much of the course on topics addressing the questions raised above e.g., why is China so successful. | Joseph L. Rotman School of Management | labour, globaliz, trade, supply chain, institut | SDG8, SDG9, SDG10, SDG12, SDG16 |
| RSM2621H | Effective Leadership | Course Mission To increase your personal effectiveness as a leader. Course Scope Focus is on selection, performance management, motivation and leadership in the workplace. This course will consist of a series of lectures, group discussion, with an emphasis on workshops regarding the following subject matter: How can we build a high performing team? Invariably, people leave. How can we tell prior to hiring who is going to walk on water, tread water, or sink rapidly if an applicant is invited to join our team? Once employees are in place, we, as leaders, must assess them, and we must coach them if they are to be high performers who contribute to rather than detract from your team’s effectiveness. How can you as a leader instil within an employee a desire for continuous improvement? As teams start to jell, typically there are feelings of jealously and mistrust as people come to believe that some individuals are treated better than others. In addition to being fair, it is critical that we as leaders are seen as fair. What can we do to foster “organizational justice”? One severe setback, or multiple small ones can instil doubt in both the team and in ourselves. Learned helplessness can cripple us and the team we lead. How do we inculcate resiliency, learned optimism when the facts are clear that we are in very difficult times? High IQ on the part of a leader always was and always will be critical to a leader’s effectiveness. But in this new millennium, it is not a differentiator between a highly effective and a not so effective leader in the workplace. The key is our ability to “read” others and to read ourselves. The key is emotional intelligence. How can we increase it? | Joseph L. Rotman School of Management | water, resilien | SDG6, SDG11 |
| RSM2012H | Entrepreneurship | Course Mission The objectives of the course are to sharpen students’ ability to: Determine if they could (or should) become involved in a business start-up; Recognize and analyze new venture opportunities from the viewpoints of the entrepreneur and potential stakeholders; Anticipate problems faced by new ventures so they can be managed effectively; and Prepare a cohesive, concise and persuasive business proposal for a new venture. Course Scope Entrepreneurs and their firms are celebrated by the media and their communities. But what does it take to start a business? This course will allow you to be an entrepreneur for a term. The major emphasis in the course is a real world hands-on approach to learning what it’s like to start a company. You will pitch a venture concept, research the market for your product or service, prepare marketing and launch plans, develop financial projections, and prepare a business plan. You’ll formulate key hypotheses related to the uncertainty of the venture and test them by interacting with potential customers, suppliers, partners and competitors. This is a highly experiential course where you will be able to apply and integrate your entire business education and experience to a practical project. Using a mixture of readings, exercises, cases and speakers, a broad spectrum of issues are introduced, covering the entrepreneurial process from opportunity recognition, to startup, growth and harvesting. You will interact with the business community and potential customers, work effectively in teams, and participate actively in class discussions and exercises. | Joseph L. Rotman School of Management | learning, entrepreneur | SDG4, SDG8 |
| RSM1232H | Finance II: Corporate Finance | The second module of our introductory Finance courses focuses on applications for corporate finance, including cost of capital, capital structure and dividend policy. | Joseph L. Rotman School of Management | capital | SDG9 |
| RSM2210H | Financial Distress and Insolvency | Course Mission This course aims to study the reasons why some firms find themselves in financial distress, alternative courses of action (including out-of-court and legal options) in response to financial distress, and the role of various stakeholders in the process. Course Scope Traditional business courses often deal with financially healthy firms. However, failure is an inevitable reality for many businesses. The course intends to: Help students understand how to diagnose corporate financial distress and analyze internal and external warning signals. Students will be exposed to the use of financial statements and market-based models to estimate default risk; Help students understand the contractual tools used by creditors to monitor borrower performance, their accounting and reporting for problem loans, and likely actions upon violation of covenants; Help students understand the salient reporting issues that often precede an insolvency filing, such as impairments and going concern opinions; Help students understand the options available to companies in financial distress, including out-of-court restructuring; Familiarize students with legal process for liquidations and reorganizations, and understand the accounting, governance, and financial decision-making issues that arise during and after emergence from bankruptcy; and Expose students to the potentially lucrative area of investing in distressed assets. | Joseph L. Rotman School of Management | invest, governance | SDG9, SDG16 |
| RSM2304H | Financial Institutions and Capital Markets | Course Mission and Scope The financial landscape is rapidly evolving as we are facing an unprecedented health and economic crisis. Many of the themes of this class have special relevance today: how banks and credit markets amplify or absorb economic shocks, how banking regulation limits the risks of a banking crisis augmenting the negative effects of the pandemic, how monetary policy affects growth and inequalities, how financial institutions channel funds from households to firms. Examining these questions will provide you with a holistic view of finance, capital markets, and the role of financial institutions. This class combines sources from history, economics, and political science to examine how financial institutions and capital markets are designed, how their regulation works, and how it affects the allocation of capital in the economy, with implications for future growth, inequalities, and welfare. We will simulations, historical case studies, and managerial case studies. A greater understanding of the concepts of this course is useful beyond banking and has applications in general management, corporate strategy, entrepreneurship, as well as in any individual investment or mortgage decision. | Joseph L. Rotman School of Management | welfare, entrepreneur, capital, invest, equalit, land, institut | SDG1, SDG8, SDG9, SDG10, SDG15, SDG16 |
| RSM2301H | Financial Management | Course Mission The course is designed to deepen the understanding of basic financial management decisions within a corporation. It focuses on the application of modern financial techniques to operating and investing decisions in non-financial firms. It analyzes short-term capital management, project investment analysis & decision making within the context of the firm’s business strategy, risk assessment and modeling through real options and simulations, as well as financial performance evaluation of individuals, projects and divisions. Course Scope After completing this course, students will be able to: Develop short-term, medium-term, and long-term financial forecasts for a business; Analyze and explain the management of the operational financial resources of a firm (net working capital management, operational liquidity, as well as the cash cycle); Measure and manage seasonal and cyclical uncertainty and operational financial risk; Develop, analyze, and execute long-term corporate investment decisions (projects, replacement/expansion decisions, international investments, strategic investments, etc.); Understand aspects of Project Finance including large-scale infrastructure investments; Use real-options techniques to evaluate investments that incorporate flexibility and future information uncertainty; and Use simulations to model and manage multiple risk in corporate investments. | Joseph L. Rotman School of Management | infrastructure, capital, invest | SDG9 |
| RSM2308H | Financial Risk Management | Course Mission To explain important issues concerned with the way financial institutions manage risks. Bank regulations including Basel III and Dodd-Frank will be covered. Many of the topics are applicable to non-financial corporations. Course Scope This course addresses the way companies, particularly financial institutions, manage risk. It covers credit risk, market risk, operational risk, and model risk. The nature of bank regulation and the Basel capital requirements for banks are examined. Other topics include copulas and the calculation of economic capital. The course also covers recent regulatory changes and macroprudential policies that have significant impacts on the Canadian and international capital markets. | Joseph L. Rotman School of Management | capital, institut | SDG9, SDG16 |
| RSM2511H | FinTech Marketing: Innovation in the Marketing of Financial Services | Course Mission Fintech Marketing explores the number one issue for CEOs of every successful player in financial services: the onslaught from a wave of well-funded, disruptive startups looking to carve out their most profitable lines of business. The course addresses this from the perspective of disruptors, established financial institutions and venture capital firms, looking at issues of customer segmentation, positioning, product development (including minimum viable products), pricing, distribution, customer acquisition, scaling of offerings and competitive insulation. The case features guest talks by fintech founders, senior decision makers at banks and VCs, supplemented by case discussions and lectures. | Joseph L. Rotman School of Management | capital, institut | SDG9, SDG16 |
| RSM1201H | Foundations of Strategic Management | These courses introduce students to the basic concepts, frameworks and methodologies useful to managers in crafting and executing business strategy. Integrating concepts and tools learned in other courses, the focus is on the fundamental conditions that enable a firm to conceive, develop, and sustain a superior strategic position. The material covers the functions and responsibilities of senior management, the issues affecting the success of the organization, and the decisions determining its direction. Upon completion, this course helps students acquire the knowledge, skills, and attitudes needed for a managerial approach to running a business in today’s competitive environment. | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM2125H | Game Theory and Applications for Management | Course Mission People’s outcomes are affected by their own decisions, and often by the decisions of others. Such situations are known as “games” and game-playing is serious business. Managers frequently play games within their firm (with other divisions and subordinates) as well as outside the firm (with competitors, customers, regulators, and even capital markets.) Governments play games with each other and their citizens. Everyone plays games! The goal of this course is to enhance your ability to think strategically in complex, interactive environments. The insights gained in this course will help you to forecast and understand the actions of your rivals and to formulate good strategic responses. Further, game theory can provide lessons for the design of environments in which others operate (such as online platforms or auction and procurement settings). Course Scope The central theme is Understanding the Game. This is a far from trivial goal, and, as we shall see, it is much more common to fail from a lack of understanding the situation than from correctly-identifying the situation and analyzing it incorrectly. In order to understand the game that we’re analyzing (as well as to practice the analysis), we provide a taxonomy of games and highlight some important classes of strategic interactions. In effect, we will build a library of games that we can call on: We will distinguish matrix and extensive form games, classify 2 by 2 games, and discuss several other important games, including classic “market” games and auctions. We use these structures to explore themes for acquiring advantage in games. Identifying Structures: Being able to identify the key elements of the situation is critical for some strategic thinking to take shape. Selecting strategic moves: Changing the game being played to your advantage through credible commitments, threats, and promises. Exploiting hidden information: When to reveal information or not, and how to handle uncertainty about others’ information. Recognizing the limits of rationality: How to play when others may not be fully rational, and when others may be uncertain about your rationality. | Joseph L. Rotman School of Management | citizen, capital | SDG4, SDG9 |
| RSM2709H | Global Practicum | Course Mission By collaborating across regions, participants will be able to create solutions with cross-national perspectives. Participants may for example work on a multi-region firm entry strategy for a small to medium-sized enterprise in a variety of industries such as retail, restaurants (including coffee chains), aerospace, pharmaceuticals, manufacturing, mining, agriculture, and others). Participants will also receive industry training and best practices on how to work in virtual teams by McKinsey & Co. During the final day of the program, groups will present virtually to a panel of experts. Course Scope Join MBA participants from several top MBA programs across the globe for this interactive team-based Global Classroom. This course will be taught by two of Rotman’s leading Economics Professors Bernardo Blum and Walid Hejazi from Rotman’s Institute for International Business. Professors Blum and Hejazi will partner with BCG & Co and Global Affairs Canada and will bring to the classroom input from trade commissioners globally. You will work and learn in remote global teams with participants from around the world, thus providing a truly global experience. The course will examine the global economy, trends in international trade and foreign investment, and the challenges with operating internationally. The impact of the US-China trade war and the COVID-19 pandemic will also be analyzed, including the implications for global supply chains and economic development. | Joseph L. Rotman School of Management | agricultur, labor, medium-sized enterprise, invest, trade, supply chain, institut | SDG2, SDG8, SDG9, SDG10, SDG12, SDG16 |
| RSM2020H | Health Sector Strategy & Organizations | Course Scope The healthcare sector is the single largest economic sector in the world —- approaching $8 Trillion annually. It is not only huge, but also among the fastest growing sectors in all industrialized economies. It represents the service and knowledge-oriented focus of the 21st century economy and has significant and unique management challenges that have not been adequately addressed — in any jurisdiction on the planet! Virtually all observers agree that the aging population and increased patient demand for new services, technologies, and drugs are contributing to the steady increase in healthcare expenditures, but so, too, is waste. For instance, many types of medical errors result in the subsequent need for additional healthcare services to treat patients who have been harmed. A highly fragmented delivery system that largely lacks even rudimentary clinical information capabilities results in poorly designed care processes characterized by unnecessary duplication of services and long waiting times and delays. And there is substantial evidence documenting overuse of many services — services for which the potential risk of harm may outweigh the potential benefits. However much the healthcare delivery marketplace environment may resemble a business environment, careful analysis reveals that healthcare organizations are considerably more than mere businesses. Peter Drucker tells us that hospitals, for example, are the most complex form of human organization we have ever attempted to manage. This complexity derives from, among other things, the confluence of professions (e.g., medicine, nursing, social work, pharmacy, nutrition, accounting, engineering, and physical therapy), numerous stakeholders with competingclaims, perspectives and time horizons, underdeveloped information technology, and the incomplete knowledge of medicine. This course aims to provide a framework for appreciating and managing this complexity. The course was originally designed around the key challenges identified by The Institute of Medicine’s influential report Crossing the Quality Chasm (2000). That report noted the need to address the following challenges in healthcare (btw: all of these challenges still exist): Redesign of care processes based on best practices Use of information technologies to improve access to clinical information and support clinical decision making Knowledge and skills management Development of effective teams Coordination of care across patient conditions, services, and settings over time Incorporation of performance and outcome measurements for improvement and accountability With these challenges in mind, this course provides an overview of the central issues in the management of healthcare organizations and healthcare systems. This includes developing a working knowledge of the key facts about our healthcare system. Some of the issues we will examine are unique to the Canadian context (e.g., the role of government), and others transcend jurisdictional boundaries (e.g., stakeholder relations). The topic areas to be covered in this course may shift in emphasis from time to time, based on current debates in the health sector. In a typical term we will address topics such: as understanding the Canadian health sector (with comparisons to systems in other industrialized countries); comparing and contrasting various integrated healthcare delivery systems; the role of professions vs. occupations in healthcare organizations; the unique challenges of managing multiprofessional organizations, knowledge creation, management and diffusion in healthcare organizations; patient-centred care; issues related to patient safety and quality improvement; and managing change and transformation in healthcare organizations and systems. The course will not directly explore two important segments of the health sector — medical devices and bio-pharma. However, students who wish to work in these industries will need to have a strong working knowledge of the healthcare delivery sector, which this course provides. | Joseph L. Rotman School of Management | nutrition, healthcare, knowledge, waste, planet, institut | SDG2, SDG3, SDG4, SDG12, SDG13, SDG16 |
| RSM2059H | Healthcare and Life Sciences Consulting: Field Application Project | Course Mission The objectives of the course are to provide insights into healthcare consulting through a mix of in-class and practical field application experiences. Course Scope This course will expose students to the craft and process of management consulting, and will further develop their leadership and team effectiveness skills. Students will learn about consulting from 3-4 senior consulting leaders, who will also serve as coaches for student teams. Working directly with clients on a consulting engagement, students will learn how knowledge must be adapted to fit real problems and opportunities. The field application takes the form of a consulting project in a real health or life sciences organization. As part of the course, students will experience the “art and science” of consulting through hand-on experience, applying the functional skills and tools learned in previous coursework to: Frame client-defined issues in ways that make them tractable; Identify feasible but creative solutions in complex organizational settings; and Deliver a practical recommendation and beginning to influence its implementation | Joseph L. Rotman School of Management | healthcare, knowledge | SDG3, SDG4 |
| RSM2085H | Healthcare Innovation | Course Mission The learner will: Understand what health innovation is, what it is not, the types of innovation, and how it is distinguished from creativity, invention, commercialization, and quality improvement Explore why health innovation is an imperative for 21st century health organizations from multiple lenses – the patient, health providers, health delivery organizations, health systems, regulators, academia, and private agents in industry Understand and critically reflect on how the COVID-19 pandemic has accelerated, decelerated, or had nominal impact on key aspects of health innovation covered in the course, with an emphasis on the Canadian landscape Understand how to “do” health innovation – starting from a problem or idea, through to impact and value capture at scale. Understand what tools and methods health innovators effectively deploy, and what methods are appropriate for different contexts Explore how complex and regulated health care organization and systems drive innovation in their clinical, strategic and operational contexts. Understand how they are internally building capacity for “intra-preneurship”, and organizing for health innovation Appreciate the systemic facilitators and barriers to capturing the full value from health innovation – with an emphasis on culture, policy, technology, business models and data flow Apply the frameworks and concepts of the course via individual and group assignments that appraise health innovation responses across multiple agents in the healthcare system through a COVID pandemic lens Course Scope In this course, students will gain a “state of the state” understanding of the health innovation landscape in Canada and globally, a landscape that is changing monthly as healthcare is in the midst of radical change on multiple fronts. Through the use of two core textbooks, relevant thought pieces in the literature, real world examples, field work, and guest speakers who are leading thinkers and practitioners in health innovation, the course will cover the following key topics: I. Health Innovation Fundamentals – Context for this course including Why? -The Innovation Imperative – for patients, clinicians, health systems and governments/economies; What Health Innovation Is (and is not), Types of Innovation, including a deep dive on Christensen’s disruptive innovation theory II. Future of Health Innovation (and Enabling Technologies) – where health and healthcare is going (trends, shifts); how and where exponential technologies are enabling new business models that were not previously possible; how health innovation itself is evolving III. Health Innovation Actors – Understand the Landscape and implications of Health Innovation from Key Lenses: Patients & families, Providers/health workforce, Delivery Organizations, Health Systems, Industry, Startups, Academia, Government, New Entrants, and more. IV. Barriers to Health Innovation – systemic policy, technology, business models, data flow, and other barriers to health innovation adoption at scale; how managers navigate them; how system innovators tackle these barriers V. Organizing for Innovation – different models that complex health organizations are adopting in order to build capacity to lead innovation in the new health economy VI. Health Innovator’s Toolbox – The key tools, methodologies and practices that health innovator’s deploy in their work, whether they are startups, incumbents, or new entrants, public or private, or nonprofit. | Joseph L. Rotman School of Management | health care, healthcare, land | SDG3, SDG15 |
| RSM2326H | How Banks Work: Management in a new Technological Age | Course Mission The goal of this course is for the students to develop a real world understanding about managing a bank or other financial institution. Today especially following the pandemic of 2020, we are in a world of trade-offs. Customer and employee health versus returns to shareholders. Investor protection versus investor choice. Investment in new technologies that may cannibalize existing business lines. Competing against new competitors. We will examine the trade-offs that go into management’s decisions in their major lines of business. In order for a student to be an effective professional, including in their first role at a financial institution, it is crucial for her/him to understand how banks work in today’s intensively competitive environment. Students at the end of this course should have a clear contextual framework for understanding and discussing the financial landscape across the Canada, United States and United Kingdom as well as analyzing emerging trends and trade-offs between all stakeholders. Course Scope This course will be delivered in a unique format. All materials (where possible under copyright law) required for the course will be available on line through Rotman system. Each session will be discussion and debate among the students and the professor around several questions posed based on the materials. A major feature of this course is that senior industry executives attend classes to provide you their perspectives. This is a unique opportunity for students to interact with senior financial services executives and learn from their experience. The following is the 18 list of expert guests. Guest speaker bios from 2021 may be found here. The list of speakers may change in 2022. | Joseph L. Rotman School of Management | invest, trade, land, institut | SDG9, SDG10, SDG15, SDG16 |
| RSM5007H | International Business | Course Mission The purpose of this course is to bring together for students what they need to know and understand about the international economic environment and institutions. The course provides knowledge about the major economies that host international businesses, perspectives on what businesses are doing in those economies around the world, and why and how they are doing it. By the end of the course, you will be able to address such questions as: How do I assess and predict major economic trends in these economic areas? How do I find out about a national economic and business environment in order to trade, invest or do other aspects of business there? What do I need to know about key risks associated with exchange rate regimes, financial crises, legal and regulatory environments, problems of corruption and expropriation, and sources of financing? What do I need to know about international institutions and policy regimes, financial crises, legal and regulatory environments, problems of corruption and expropriation, and sources of financing? Course Scope A defining feature of the world economy in the early 21st century is the emergence of large dynamic economies taking their places alongside the traditional players in Europe, the United States and Japan as important trading partners and as locations to invest and carry on international business. Much popular attention is paid to this phenomenon in outsourcing and global value chains. International frameworks created and supported by governments cooperating with each other are behind these trends. Governments also influence the domestic economic environments and external economic relationships facilitating cross-border flows of goods, services, technology, capital and labour. The decisions of multinationals and local enterprises, to create global value chains for example, influence, and are influenced by, the location of their technology, financing, production and marketing activities around the world. A number of related hot topics include the return of the state in emerging market economies and worries about falling into the middle income trap. | Joseph L. Rotman School of Management | knowledge, labour, capital, invest, value chain, trade, income, production, outsourc, institut, corrupt | SDG4, SDG8, SDG9, SDG10, SDG12, SDG16 |
| RSM2123H | International Business in the World Economy | Course Mission This course develops a thorough understanding of the economic challenges and opportunities firms face when engaging in the global economy. For any given company, it is essential that comparative advantage is complementary to its offerings abroad – that is, is the country environment must be consistent with what the company seeks to sell abroad? This alone, however, is not enough to be successful in the global economy. Managers must understand how to navigate the many challenges companies face when entering foreign markets, including but not limited to an understanding of trade costs, tariff and non-tariff barriers, free trade agreements, the creation of global supply chains, protections for intellectual property, consumer preferences and tastes, product affordability and managing exchange rates risks. Using the frameworks and tools developed in the course, we also analyze how companies have responded to the US-China trade war and the Covid-19 pandemic. This course, therefore, develops the managerial skills required for the internationalization of firms. Course Scope This course will be taught by two of Rotman’s leading Economics Professors, Bernardo Blum and Walid Hejazi, and in conjunction with Rotman’s Institute for International Business. It will involve a mix of the theory which underlies the ability of companies to deploy global strategies with real world examples. In this sense, the course allows students to understand which industries and companies are able to compete internationally, and why others will have challenges. These learnings are reinforced using case studies and real world examples. (After completing this course, students are eligible to participate in and earn 2 subsequent experiential course credits which involve working with actual companies that are in the process of deploying cross border strategies. These additional credits are in partnership with The Toronto Board of Trade and Global Affairs Canada. More details below). | Joseph L. Rotman School of Management | affordab, learning, trade, affordab, consum, supply chain, institut | SDG1, SDG10, SDG4, SDG12, SDG16 |
| RSM2305H | International Financial Management | Course Mission This course will focus on corporate financial management in an international context. We begin with a brief overview of the nature of international business activities and the evolution of multinational enterprises. Next is an introduction to multinational tax issues, international trade and international trade finance. We then cover the foreign exchange market and exchange rate determination, as well as other international financial markets and instruments. This sets the stage for learning about a variety of international financial management topics, including foreign exchange exposure measurement and management, financing the global firm, and foreign direct investment decisions. | Joseph L. Rotman School of Management | learning, invest, trade, financial market | SDG4, SDG9, SDG10 |
| RSM2011H | International Strategy | Course Mission In this course, we will discuss how organizations develop value-creating strategies by operating in the global arena, beyond their original (home) country. Those strategies are at the core of discussions of how to foster trade and foreign investment in multiple countries. Not only multinationals from developing countries have considered emerging markets as potential targets for international alliances and acquisitions; we have also seen an increasing presence of multinationals from emerging markets expanding their activities and capabilities developed in their home countries. Accordingly, the course will scrutinize opportunities, threats, and key success factors in such cross-border expansion activities. Course Scope Our primary perspective will be that of firms based in strongly-established market economies (e.g., Europe, North Our primary perspective will be that of firms based in strongly-established market economies (e.g., Europe, North America, Australia, New Zealand, Japan, Singapore, South Korea). We will study how they The course will emphasize how competitive and corporate strategies can leverage resources and capabilities to address threats and opportunities in the global arena. Managers must recognize differences in economic and institutional conditions across origin and target countries in their international expansion strategies. Emerging economies, in particular, are often associated with a host of limitations including weak legal protection, corruption, poor infrastructure, uneven income distribution and health issues. Firms operating in such markets have responded to these challenges in various ways. For instance, informal relationships and connections are widely used to supplant the lack of strong legal enforcement—and, very commonly, as a way to support opaque deals with regulators governments. Concentrated ownership of firms by families and domestic investors through the creation of diversified conglomerates—the so called “business groups”—is also a way to protect investments, secure scarce resources (such as talented labor), and promote cheaper financing for their individual member firms. In addition, even though global integration and trade have long been touted as a way to foster growth and create opportunities for cross-country investment, there are concerns that multinational companies will not pay sufficient attention to the development needs of the target countries and some even claim that open markets and foreign investment thwart the emergence and growth of local firms that could otherwise foster country-level development. Therefore, many countries have also promoted government policies to promote local (domestic) industrial development and have increasingly adopted protectionist policies to create entry barriers and constraints to multinational presence. Several of those targeted countries also face critical challenges in terms of poverty, income inequality, and environment protection, which also raises the question of how multinational action can respond to recent calls for improved ESG (environment, social, and governance) practices. Combining conceptual discussions with case-based applications, we will discuss how to address those complex issues and craft strategies that promote sustained expansion and value creation in cross-border activities. | Joseph L. Rotman School of Management | poverty, income distribution, health issues, labor, infrastructure, invest, trade, inequality, equalit, income, land, institut, governance, corrupt | SDG1, SDG3, SDG8, SDG9, SDG10, SDG15, SDG16 |
| RSM4323H | Investments | Can't find description | Joseph L. Rotman School of Management | invest | SDG9 |
| RSM2620H | Leading Teams | Course Mission Teams expand capability beyond what a single individual can do. For this reason, most businesses could not even function without the teams that accomplish the lofty and complex objectives that business seek to do, with teams found among shop floor production crews, in the executive suite, and virtually, spread across locations, time zones, cultures, and at times languages. Even as they are a way of life in many organizations, misconceptions and difficulties stand in the way of effective teamwork, necessitating a need for leadership. However, leaders, too, can be misguided in the choices they make to lead teams, for example, by breaking morale in their pursuit to achieve performance objectives. This course proposes an effective way to lead teams – the coaching model – to accomplish complex objectives and sustain morale. Course Scope To advance our discussion of the coaching model of leadership, the course scope targets four learning outcomes. The first will focus on strategies that help students observe teams, notably, by understanding differences among team members, reading micro-behaviors and expressions, and tracking communication processes. The second will focus on diagnosing common sources of dysfunction, including process loss that manifests for different types of work, and ongoing sources of conflict that originate from misunderstanding or bias. The third identifies strategies leaders can use to optimize team effectiveness, focusing on those that optimize a team’s performance while also sustaining or strengthening morale, and will involve discussions of team design, launch, change and review. The final learning outcome focuses on getting students to see themselves as leaders, that is, to empower them to see what they can do to help teams thrive. With this outcome in mind, students will learn about themselves through an online leadership self-assessment, and by doing teamwork – throughout the course, they will have a chance to apply the strategies they learn through in-class team activities and making a record of their experiences. | Joseph L. Rotman School of Management | learning, production | SDG4, SDG12 |
| RSM8521H | Leveraging AI and Deep Learning Tools in Marketing | This course will cover some of the latest advances in Artificial Intelligence and Deep Learning and how they can be used in a wide variety of marketing applications. It will introduce students to the fundamental concepts of neural networks and deep learning, provide hands-on practice with various marketing datasets, and showcase a wide range of applications from image recognition to natural language processing. These techniques will be applied to a variety of marketing applications such as recommendation engines, customer comments analysis, targeting, churn, segmentation and lifetime value. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM8413H | Machine Learning Analytics | This course will introduce the students to a diverse uses of big data techniques. These techniques are often aimed at identifying and quantifying various structures in the data (e.g. What are the key similarities between certain business units with respect to customer satisfaction? What are the characteristics of important customer segments?). Model validation and effective communication of model-based results will be stressed. The course will employ a “white-box” methodology, which emphasizes an understanding of the algorithmic and statistical model structures. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2328H | Machine Learning and Financial Innovation | Course Mission Students will understand enough about machine learning to be able to work with data science specialists. This is likely to be an essential skill for finance professionals in the future. The course will cover the main techniques used by data scientists to handle large data sets for prediction, clustering, and interacting with a changing environment. Python is currently the language of choice for machine learning and is now widely used in business. There will be a Python module offered by FinHub in January/February 2021. Unless they are already Python users, students who want to take RSM 2328 should plan to take this module. (We are offering two sections of RSM 2328 and so we hope to be able to accommodate all students who want to take the course in the fourth term.) As many people have pointed out, “Python is the new Excel”. It is becoming impossible to get many jobs without having Python on your resume. Course Scope The course will introduce students to the tools of machine learning and allow them to become comfortable with the way Python is used for machine learning projects. They will undertake some assignments on their own and larger projects in groups. There will be group presentations involving a variety of innovations that are changing the financial sector. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2409H | Management Analytics | Course Mission Expose students to key Predictive Analytics and Machine Learning tools Enable students to: Structure business decisions as “analytical” problems Identify which data sources are needed to provide an answer Structure the data for analysis using common data management operations (joins, aggregations, disaggregations, etc.) Understand and apply appropriate analytical tools Derive managerial insights from the analytical results Communicate the findings effectively Expose students to some effective applications of predictive modeling across a variety of functional areas and make them aware of both promises and challenges involved. Course Scope The course is designed for students interested in advanced analytics and data-driven decision-making techniques. Analytics (data science/ data mining/ machine learning) skills are increasingly important across a wide spectrum of industries and functional areas. In this hands-on course students will be exposed to all aspects of predictive analytics, starting with data acquisition, preparation and structuring, proceeding to data modeling techniques, and then using the results to support effective decision-making. The course will expose student to advanced software tools for data management and manipulation, data visualization and modeling. The course will be divided into several modules focusing on the main steps in a typical Predictive Analytics project: Translation of a business problem to a set of ‘analytical” questions. This involves identifying the key elements of the analytical study to be conducted (unit of the analysis, data to be measured, evaluation of results, implementation issues) Acquisition, cleaning and transformation of data using SQL-type tools Conducting preliminary exploratory analysis using descriptive tools, as well as data visualization and dimensionality reduction techniques Identifying and applying appropriate analytical models. We will use a variety of tools, ranging from multiple and logistic regression to decision trees, random forests, boosting and regularization methods, clustering, neural networks, and other tools. Effective communication of analytical findings to business managers. The class builds on skills acquired in first-year courses on Statistics, Data and Models. It is one of the core courses for the Management Analytics major. While this course is an excellent complement to RSM2408 Modeling and Optimization for Decision Making (another core course), the latter is not a pre-requisite – all analytical techniques employed will be introduced within the course. We will discuss applications of analytical techniques to business issues drawn from many functional areas, including marketing, operations, strategy, etc. | Joseph L. Rotman School of Management | learning, forest | SDG4, SDG15 |
| RSM2062H | Management Consulting Practicum | Description In this course students will be able to gain a pragmatic understanding of diverse and innovative consulting approaches and to apply core consulting skills to various real-life problems. The nature, scope of consulting and the role of consultants are quickly evolving to meet the clients’ changing needs in this digital age (e.g., ‘Traditional strategy projects’ now only accounts for 25~40% of projects, even for some of the major global ‘strategic consulting’ firms). In order to expose students to the most recent key trends, this course will touch on various approaches and topics of consulting with an emphasis on consulting related to digital/analytics/agile transformations and capability building – All being priority issues for clients across sectors these days. The course will have a mix of case analysis and discussions, team-based project on a chosen topic and series of guest lectures. It is designed to provide students with a practical understanding of the consulting process, problem-solving, and communication skills that will help to bring clarity and structure to a business predicament and identify appropriate solutions. A number of guest lectures and discussions are aimed to showcase different consulting topics/paths/profiles as well as client’s perspectives on the expectation and value of consulting and of consultants. This course is meant to be a practical, application focused complement to RSM 2052 Management Consulting Foundations Course where the specific skills of consulting are developed in more depth. The key backbone of the course is organized around the phases of a typical consulting engagement (problem definition and structuring, data gathering and analysis, collaborative and integrative team-problem-solving, recommendations development and presentation.). Students will have a chance to go through these steps using a combination of cases, team breakouts, team project as well as interactive discussions with guest lecturers. | Joseph L. Rotman School of Management | labor | SDG8 |
| RSM1261H | Managerial Negotiations | Negotiation is the art and craft by which decisions are made, agreements reached, and disputes resolved between two or more parties. Managerial Negotiations can be hard work, where negotiators are confronted by obstacles of uncertainty, the potential for conflict and limited control. This course focuses you on a different way of thinking about negotiations – of approaching it with a prospecting mindset, where negotiators see negotiation as an opportunity, one that focuses them on the skills at communication and problem-solving. As such, this introductory course has three main aspects. The first is to discuss and apply theories you may find helpful in improving your own negotiation skills. The second, to help you sharpen your skills by having you negotiate with other students in realistic settings. The third, to help you feel more comfortable and confident with the negotiation process. This course should be relevant to the broad spectrum of bargaining problems that are traditionally faced by managers. This course is designed to complement the knowledge provided in other MBA courses and to prepare students for second-year electives in organizational behaviour, such as courses on leading teams and advanced negotiation. It is also a pre-requisite for Advance Negotiations. | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM1361H | Managerial Negotiations | Negotiation is the art and craft by which decisions are made, agreements reached, and disputes resolved between two or more parties. Managerial Negotiations can be hard work, where negotiators are confronted by obstacles of uncertainty, the potential for conflict and limited control. This course focuses you on a different way of thinking about negotiations – of approaching it with a prospecting mindset, where negotiators see negotiation as an opportunity, one that focuses them on the skills at communication and problem-solving. As such, this introductory course has three main aspects. The first is to discuss and apply theories you may find helpful in improving your own negotiation skills. The second, to help you sharpen your skills by having you negotiate with other students in realistic settings. The third, to help you feel more comfortable and confident with the negotiation process. This course should be relevant to the broad spectrum of bargaining problems that are traditionally faced by managers. This course is designed to complement the knowledge provided in other MBA courses and to prepare students for second-year electives in organizational behaviour, such as courses on leading teams and advanced negotiation. It is also a pre-requisite for Advance Negotiations. | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM2604H | Managerial Negotiations | Course Mission Negotiation is the art and craft by which decisions are made, agreements reached, and disputes resolved between two or more parties. Managerial Negotiations can be hard work, where negotiators are confronted by obstacles of uncertainty, the potential for conflict and limited control. This course focuses you on a different way of thinking about negotiations – of approaching it with a prospecting mindset, where negotiators see negotiation as an opportunity, one that focuses them on the skills at communication and problem-solving. As such, this introductory course has three main aspects. The first is to discuss and apply theories you may find helpful in improving your own negotiation skills. The second, to help you sharpen your skills by having you negotiate with other students in realistic settings. The third, to help you feel more comfortable and confident with the negotiation process. This course should be relevant to the broad spectrum of bargaining problems that are traditionally faced by managers. This course is designed to complement the knowledge provided in other MBA courses and to prepare students for second-year electives in organizational behaviour, such as courses on leading teams and advanced negotiation. It is also a pre-requisite for Advance Negotiations. Course Scope To advance our discussion of a prospecting mindset, the course scope targets four learning outcomes. The first will focus on strategies that help students measure their success, by enhancing skills essential to value creation and value claiming through negotiations. The second will focus on improving negotiator flexibility in the face of complexity; managerial negotiations often involve information that is volatile, uncertain, complex, ambiguous, and/or dependent on future events. Students will learn how to avoid biases that uncertainty creates and capitalize on the value that complex negotiations can bring. Finally, students will develop themselves to be more effective negotiators: Students will learn about themselves through an online self-assessment on relationships, and by conducting negotiation exercises throughout the course. They will also apply what they learn in a written assignment about their continued development as a negotiator. They will also receive peer feedback, from discussions with classmates on their experiences negotiating with each other. Throughout the course, students will have a chance to apply the strategies they learn through in-class team activities. | Joseph L. Rotman School of Management | knowledge, learning, capital | SDG4, SDG9 |
| RSM2519H | Managing Customer Value 2.0 | Course Mission The mission of the course is to: To reinforce the value of a marketing orientation (the importance of being customer-driven). To revisit the importance and implications of segmentation To experience the challenge of working in a competitive environment with a limited number of major competitors. To demonstrate the importance of understanding the core competences of firms and those of competitors as a precursor to strategy development To appreciate the key differences between managing mature categories and growing (new) categories. To use market research and to observe how its use leads to vast improvements in decision making. Course Scope The course is structured around a competitive simulation called Markstrat. The courses consists of a series of lectures designed to introduce students to the key decisions and challenges that brand managers make in the real world. These lectures alternate with actual decision periods where students put their ideas and theory to work in a simulated market in which teams of students compete against each other. Markstrat is the world’s most popular competitive marketing simulation. Business students and marketing executives throughout the world have ramped up their marketing skills through the Markstrat experience. Together, teams of four of five), students will conceive and implement strategies for their firm and will battle against other teams of students to capture the business of consumers in a durable goods market. The experience will force you to do more than learn about the theory of effective marketing. It forces you to put it into practice. It is a challenge to satisfy customers and maintain profitability in a context where aggressive competitors are trying to do the same thing. The difficulty of this task follows from three different sources of complexity: interactions, incomplete information and implementation. Interactions: A firm’s results not only depend on the quality of its own (marketing) decisions, but also on reactions to these decisions by customers and competitors. The success of any marketing strategy depends thus on a firm’s ability to anticipate these reactions. Incomplete Information: Marketing decisions must be made under a great deal of uncertainty. A firm could wait until it has perfect information about the market place. Yet its decisions would always be too late. The success of any marketing strategy depends thus on a firm’s ability to process and interpret available market information and understand the limitation of its market knowledge. Implementation: The best marketing strategy will only be as good as its implementation. Due to the difficulties arising from interactions and incomplete information, a firm will never develop the perfect marketing strategy nor will it be able to foresee the problems that its strategy may create. The process of developing strategies and tactics that work occurs through learning and experience. In other words, the success of a marketing strategy depends on both the ability of the firm to translate its strategy into action and its ability to adjust and change based on the feedback from the market place. The simulation will (1) introduce you to concepts and tools from the real world that enable firms to cope with these three sources of complexity and (2) provide you with “hands on” experience in designing and implementing marketing strategies in a competitive environment. The simulation puts special emphasis on teamwork and the application of the technical and conceptual skills under time pressure. | Joseph L. Rotman School of Management | knowledge, learning, consum | SDG4, SDG12 |
| RSM2522H | Marketing and Behavioural Economics | Course Mission The purpose of this course is to make behavioural economics accessible as a tool for solving management problems in strategy, marketing, and policy. By the end of the course, students should: Have a working understanding of key principles of behavioural economics Be able to articulate the relevance and implications of these principles for common business and policy problems Be able develop behaviourally informed insights and tactics using these principles Have enough experience dissecting decision-making processes in a range of settings to recognize new applications and deepen their own expertise as they progress in their managerial careers. Course Scope The field of behavioural economics couples scientific research on the psychology of decision making with economic theory to better understand what motivates economic agents, including consumers, investors, employees, and This course focuses on core behavioral economic principles every executive should understand. Behavioural economics combines economic theory with the psychology of decision-making to better understand what motivates economic agents (i.e., consumers, investors, employees, and managers). Most famously, BE has been used to “nudge” desired behavioral outcomes. But its relevance is in fact much broader. Every organization has an interest in the choices made by its stakeholders, whether they be consumers, citizens, or other businesses. BE tells us how, when, and why people are likely to make counter-intuitive choices, with important implications for applications as varied as marketing, product development, customer experience management, pricing, strategy, and public policy. Core topics of the course include: the role of emotions in decision-making; how expectations and other context variables shape perception; surprising ways people think about time and money; risk; and self-control. We also develop an understanding of choice architecture as a managerial tool – how controllable variables such as time, assortment size, and complexity influence decision-makers. | Joseph L. Rotman School of Management | citizen, invest, accessib, consum | SDG4, SDG9, SDG11, SDG12 |
| RSM2500H | Marketing Strategy | Course Mission This course uses the case study method with selected cases from a casebook, supplemented by special handouts and guest speakers, to teach marketing strategy as an organizational decision-making process. Students will gain an understanding of and be able to put in practice the processes used to make informed decisions, learning what works in varied industries and scenarios. We quickly move from theoretical analysis to a detailed dialogue of practical decision-making and the implications arising from those decisions – one in which management commits people and cash to compete effectively in markets which they choose to serve. To develop thinking and analytical skills in strategic marketing in order to assess markets and create value. To develop skills in defining business drivers, and the factors influencing strategic and tactical decisions. To develop an understanding of the critical success factors that make the strategic planning process effective – beginning with development of brand image, assessment of competition, creating a customer value proposition, relating to the importance and relevance of customer satisfaction, to the meaning and role of high performing teamwork, and how these factors influence the bottom line. To appreciate the use of marketing strategy for new products and technology in our current environment both domestically and globally. Course Scope This course examines the processes by which businesses decide how to compete in the markets they choose to serve. The emphasis is on the analysis of market opportunities and sources of competitive advantage. The course also looks at the strategic implications of market evolution and methods of allocating resources to new and established products. Take this course if you want to make money. Use the processes to sharpen your consulting skills. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2309H | Mergers and Acquisitions | Course Mission The course objectives are to provide an understanding of the drivers of value creation and destruction in mergers and acquisitions (M&A) and to develop skills in the design and evaluation of these transactions. Familiarity with M&A is a foundation for effective work in a wide range of fields including investment banking, private equity, consulting, corporate development, and advising senior management. Course Scope The focus of the course will be primarily to analyze M&A from the perspective of a financial advisor, integrating issues from economics, accounting, law, strategy and organizational behavior where appropriate. Successful financial advisors not only evaluate individual transactions, but also offer guidance on trends in capital markets. Accordingly, we will examine past and current trends in capital markets, the motivations and comparative advantage of different players in these markets such as private equity firms, and factors that can influence capital market trends. In addition, the course will bring in the perspectives on M&A deals of other key players, namely stock market participants, regulators, corporate insiders, shareholders, creditors, and other stakeholders. The class sequence roughly follows the timeline of a deal and related undertakings. We start with the review of the current state of the M&A market and recent trends, followed by a discussion of the role of takeovers in corporate finance and corporate governance. We then move on to the analysis of value creation in M&A and apply standard and M&A-specific valuation tools to evaluate acquisition deals and the associated synergies. This is followed by a discussion of how M&A strategies interact with firms’ financing policies and how payment methods are chosen. We will also discuss various differences between financial buyers (leveraged buyouts) and strategic (trade) buyers. Moving on to deal structuring, we will discuss contractual features of merger agreements and legal aspects of M&A deals. We will then address the more specialized issues such as the role of stock market and antitrust regulation, merger arbitrage, and post-merger integration. Finally, we will explore organizational restructuring (break-ups, spin offs, split offs, carve-outs) as well as financial restructuring/distress situations in the context of M&A deals. You will then integrate all of the above in a deal concept assignment. | Joseph L. Rotman School of Management | equity, capital, invest, trade, equit, governance | SDG4, SDG9, SDG10, SDG16 |
| RSM8512H | MODELING TOOLS FOR PREDICTIVE ANALYTICS | This course provides a hands-on introduction to the wide variety of models and techniques used in predictive analytics, including linear and non-linear regression models, classification algorithms, machine-learning techniques like SVM and reinforcement learning, and causal inference. There will be an emphasis on conceptual understanding and interpretation of the models, so that students can interpret the results of these techniques to support effective decision-making. The course will be complemented by many hands-on exercises using the R programming language. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM5602H | Negotiations | Course Mission Negotiation is the art and craft by which decisions are made, agreements reached, and disputes resolved between two or more parties. Managerial Negotiations can be hard work, where negotiators are confronted by obstacles of uncertainty, the potential for conflict and limited control. This course focuses you on a different way of thinking about negotiations – of approaching it with a prospecting mindset, where negotiators see negotiation as an opportunity, one that focuses them on the skills at communication and problem-solving. As such, this introductory course has three main aspects. The first is to discuss and apply theories you may find helpful in improving your own negotiation skills. The second, to help you sharpen your skills by having you negotiate with other students in realistic settings. The third, to help you feel more comfortable and confident with the negotiation process. This course should be relevant to the broad spectrum of bargaining problems that are traditionally faced by managers. This course is designed to complement the knowledge provided in other MBA courses and to prepare students for second-year electives in organizational behaviour, such as courses on leading teams and advanced negotiation. It is also a pre-requisite for Advance Negotiations. Course Scope To advance our discussion of a prospecting mindset, the course scope targets four learning outcomes. The first will focus on strategies that help students measure their success, by enhancing skills essential to value creation and value claiming through negotiations. The second will focus on improving negotiator flexibility in the face of complexity; managerial negotiations often involve information that is volatile, uncertain, complex, ambiguous, and/or dependent on future events. Students will learn how to avoid biases that uncertainty creates and capitalize on the value that complex negotiations can bring. Finally, students will develop themselves to be more effective negotiators: Students will learn about themselves through an online self-assessment on relationships, and by conducting negotiation exercises throughout the course. They will also apply what they learn in a written assignment about their continued development as a negotiator. They will also receive peer feedback, from discussions with classmates on their experiences negotiating with each other. Throughout the course, students will have a chance to apply the strategies they learn through in-class team activities. | Joseph L. Rotman School of Management | knowledge, learning, capital | SDG4, SDG9 |
| RSM2702H | OnBoard | Rotman OnBoard pairs talented upper-year MBA candidates with non-profit boards and charities for eight-month fellowships. OnBoard fellows work closely with a board mentor to complete a strategic governance project based on the organization’s needs. Rotman OnBoard provides a unique way for resource-constrained organizations to access valuable business skills in Accounting, Consulting, Finance, Marketing, Human Resources, and other functional areas from some of Canada’s top MBA talent. A goal of the program is to develop students’ governance and leadership skills while contributing their time and talent to select non-profit organizations. | Joseph L. Rotman School of Management | governance | SDG16 |
| RSM1240H | Operations Management | Operations is the term that refers to the process by which organizations convert inputs (e.g., labor, material, knowledge, equipment) into outputs (goods and/or services) for both internal and external markets. In this broad-spectrum course we will study how to manage this process. We will study both strategic issues related to how firms determine how they will compete as well as tactical and operational decision making. We will consider issues related to designing, measuring, controlling and improving operations. Operations management was initially concerned with manufacturing operations. But many of the ideas developed have direct application in service operations such as health care, financial services and restaurant/hotel management. Within the context of the course, we will discuss several manufacturing and non-manufacturing environments, however, the emphasis of the course will be on the fundamental ideas that govern operations in an organization. The objectives of this course are: to expose you to the main concepts of operations management. to provide you with tools which can be used in the management of operations. to develop your ability to analyze a process and present reasoned recommendations that address problems found | Joseph L. Rotman School of Management | health care, knowledge, labor | SDG3, SDG4, SDG8 |
| RSM2406H | Operations Management Strategy | Course Mission Operations Management Strategy’s mission is for the course to be a powerful learning experience, one that enables students to achieve major gains in their ability to recognize, understand, and make decisions about operations-critical issues and opportunities. Course Scope The course builds on the concepts, terminology and tools in the core operations course, focusing on the trade-offs involved in strategic issues that play a defining role in how a firm competes. Classes involve discussion of operations’ role in specific businesses and the challenges faced by the firms being studied, including underlying factors, the pros and cons of available options, and implementation considerations. | Joseph L. Rotman School of Management | learning, trade | SDG4, SDG10 |
| RSM8423H | Optimizing Supply Chain Management and Logistics | Operations and supply chain management functions are heavy analytics users in a number of industries, including retail, transportation, healthcare, and financial services. This course will focus on identifying, developing, and applying effective analytics models and tools to solve typical operations and supply chain management problems, including network design, inventory management, assortment and price optimization, and service process design. | Joseph L. Rotman School of Management | healthcare, supply chain | SDG3, SDG12 |
| RSM2306H | Options and Futures Markets | Course Mission The objective is to provide a well-balanced, practically useful introductory course on derivatives. It emphasizes hands-on learning through a group-based project in trading options and futures. This course is the first of a three-course sequence in risk management and financial engineering. The coverage includes an extensive set of concepts, core theories and analytical tools, providing the basis for the other two courses in this sequence: Advanced Derivatives (RSM 2307) and Risk Management and Financial Engineering (RSM2308). Course Scope This course covers options, forwards, futures, and swaps. By the end of the course, students will have good knowledge of how these contracts work, how they are used, and how they are priced. They will also gain hands-on experience through an RPM hedge fund project that is oriented to trading derivatives. | Joseph L. Rotman School of Management | knowledge, learning | SDG4 |
| RSM2619H | Power and Influence in Organizations | Course Mission This course presents conceptual models, tactical approaches, and self-assessment tools to help you develop your own influence style and understand political dynamics as they unfold around you. By focusing on specific expressions of power and influence, this course gives you the opportunity to observe the effective—and ineffective—uses of power in different organizational contexts and stages of a person’s career. The subject matter will challenge you to define for yourself what will constitute the ethical exercise of power in your life. Course Scope The course relies on a mix of traditional case studies, biographical case studies, exercises, films, articles, frameworks, and self-assessment tools to help you evaluate your own bases of power and your own influence style. The exposure to acquiring and using power in many different social sectors and in various points in history allows a comprehensive analysis of power in action. The course will help you: Develop a conceptual framework for understanding power and influence. You should be able to define power and influence and begin to appreciate how essential they are for your own career and to produce constructive outcomes for your organization. Practice diagnostic skills that will enable you to map out the political landscape, understand others’ perspectives and power bases, and learn to predict and influence their actions. Assess your power bases and influence style and consider strategies for expanding them. Build a repertoire of power tactics so you will be effective in a variety of situations. Develop your own strategy for building and exercising power and influence responsibly. | Joseph L. Rotman School of Management | land | SDG15 |
| RSM2513H | Pricing | Course Mission After taking this course, students will be able to: Understand the importance of the demand curve and customer willingness-to-pay in pricing strategy, and learn methods of estimating the demand curve; Learn how to calculate profit-maximizing prices; Calculate expected value to customers (VTC) and develop the concept of value based pricing; Understand relevant costs in determining prices, and develop a cost-based framework for pricing; Understand the effect of non-price factors on price image and perceived value; Be sensitive to consumer behavior factors that play a large role in pricing effectiveness; and Understand innovative pricing strategies like bundling and price customization. Course Scope Price setting is one of the most important marketing mix decisions. It involves an understanding of both supply side factors (e.g. costs) and demand side factors (e.g. consumer willingness to pay). While traditional approaches to pricing theory have revolved around an economic and financial framework, a broader and more pragmatic view entails a comprehensive understanding of the demand side, both at the level of individual customer values, and the more aggregate level of price sensitivities of the market. Using product categories as diverse as hardware/software, healthcare, industrial products and consumer packaged goods, we will study economic and behavioural approaches to pricing, value pricing, price customization, bundling, and retail pricing strategies, amongst other topics. | Joseph L. Rotman School of Management | healthcare, consum | SDG3, SDG12 |
| RSM2314H | Private Equity and Entrepreneurial Finance | Course Mission The last decades have revealed a significant increase in the demand for and supply of private equity (e.g. venture capital and Leveraged Buyout Funds). The course aims to improve students’ ability to understand concepts and institutions in entrepreneurial finance or private equity. The course will provide students with skill sets so they can analyze and understand entrepreneurial financing opportunities and private equity from multiple perspectives: the perspective of the individual/firm seeking and receiving private equity financing for their project; the perspective of the private equity fund; and the perspective of the limited partners that provide finance for private equity funds. The course utilizes tools and frameworks from economics, finance, strategy, accounting and law, applying them to case situations. Course Scope This course will be divided into three sections: Users of private equity – This section focuses on the challenges entrepreneurs/managers face in attracting finance to fund their ideas. Students will be required to apply a qualitative framework to assess an idea; to apply a quantitative framework to value the opportunity; and to understand the role of contracts to align incentives for value creation. Private equity partnerships – This section focuses on issues private equity partnerships face when they evaluate, choose and manage private equity investments. This section evaluates methodologies as well as possible ways to improve them. Private equity investors – This section focuses on the challenges facing private equity investors, be they endowments, pension plans, family offices, or fund managers. The section highlights issues in performance measurement and the evolution of the industry. | Joseph L. Rotman School of Management | equity, entrepreneur, capital, invest, equit, institut | SDG4, SDG8, SDG9, SDG10, SDG16 |
| RSM2126H | Real Estate Development | Course Mission The purpose of this course is to provide students with a fundamental background and basic skill set to understand the real estate development business and its interrelationships with urban planning. It will provide students with an introduction to the major disciplines and processes related to development, which can provide a basis for the pursuit of a career in the development field or simply an understanding of the mindset of the developer. The course attempts to provide some understanding of the complexity surrounding real estate development and will introduce a level of quantitative and qualitative thinking sufficient to deal with myriad of decisions that confront the real estate developer. This course gives students the opportunity to experience, first hand, the world of real estate development through a final group project in which students will be required to apply their acquired knowledge and skills to identify, investigate, evaluate, and present a real-life real estate development project. Students are also expected to contribute to class debate and are encouraged to ask questions at any time. The objective of the course is to enable students to think critically about real estate development. This is not so much a course in facts as it is a course in thinking, learning and adapting to the forces shaping the real estate development industry. Course Scope Real estate development is one of the few business fields where financial, legal, social, environmental and political considerations are so intricately weaved. Knowledge of the interrelationships of these elements and the ability to understand the ensuing issues are essential to all of those who are involved either directly or indirectly in the development industry. All businesses and/or activities require real estate, and it is through real estate development that one can have ultimate control over the creation of value in real estate. In finding the path to profit, a real estate developer has to navigate through many obstacles and deal with forces, which he or she must anticipate. These forces can be local, provincial, national, and global in nature, ranging from the dynamic of the economy to changes in family structure, consumer spending patterns, migration trends and emerging technologies. The interaction of these forces, over time, makes real estate development an exciting endeavor in which risks are high and rewards, at times, substantial. It is a field strewn with challenges, risks and pitfalls that have toppled the largest and seemingly most stable organizations in the world. Yet, the ownership of real estate has not lost its allure and it is from real estate that many (non-real estate) companies survive. Real estate development can be considered the ‘bedrock’ of the real estate industry. To understand real estate development is to understand all aspects of the real estate industry—investing, financing, growth trends, market cycles, etc. This course provides an overview of the real estate industry, the development process, and the laws regulating it through the planning process. It covers the financial basis for development projects, the participants, the market search procedures and the financing of development. It also touches on the interface of the industry with the public sector. | Joseph L. Rotman School of Management | knowledge, learning, invest, urban, consum, environmental | SDG4, SDG9, SDG11, SDG12, SDG13 |
| RSM2128H | Real Estate Economics | Course Mission and Scope The course applies economic methods to make students better real estate decision-makers. Topics covered include the determinants of real estate values, the location decisions of households and firms, land use, urban growth and agglomeration, industry clusters, cycles, bubbles, real estate finance, real options, and leasing. | Joseph L. Rotman School of Management | urban, land use, land | SDG11, SDG15 |
| RSM2130H | Real Estate Investment | Course Mission To help students to understand the economics of, and financial metrics used in the analysis of real estate investments and capital markets; to introduce students to the principal concepts and theories in real estate investment and finance-based investment analysis building on the student’s academic background; and to understand the drivers of a commercial property’s cash flows and value. Course Scope The objective of the course is to provide students with an understanding of how investment real estate fits in the range of investment opportunities, practical commercial property valuation skills, and the ability to conduct acquisition underwriting. This quantitatively heavy course will expose students to the three major valuation approaches (sales comparison approach, cost approach, and income capitalization approach), cash flow pro-forma modeling and the financial impact of leverage from a lender and borrower perspective. It will develop a student’s ability to conduct direct research on the financial factors that drive income-producing real estate’s profitability and apply sensitivity analysis. This course will involve interaction with industry practitioners through a real-world assignment. | Joseph L. Rotman School of Management | capital, invest, income | SDG9, SDG10 |
| RSM6303H | Regulation of Financial Institutions | Course Scope and Mission The course first provides a qualitative description of commercial banks, investment banks, insurance companies, mutual funds, and central banking. For each institution, the course discusses their basic business practices as well as the regulations and regulators guiding each institution. From a macroeconomic perspective, we consider how each of the institutions plays a role in economic activity and growth. We also consider some of the incentive problems with individuals managing their investments through institutions. These incentive problems provide the grounds and needs for regulation. Finally, the course considers the role of a central bank and describes how commercial banks work alongside the central bank to implement monetary policy. Throughout the course, discussion is raised about current interest rate policies and the implication of high- and low-rate interest rate environments for numerous institutions. Cases are used throughout the course to provide examples and illustrations of the challenges facing capital markets and financial institutions. | Joseph L. Rotman School of Management | capital, invest, institut | SDG9, SDG16 |
| RSM4314H | Risk Management and Financial Institutions | Course Mission To explain important issues concerned with the way banks throughout the world manage risks. Bank regulations including Basel III and Dodd-Frank will be covered. Many of the topics are applicable to non-bank institutions and to non-financial corporations. Course Scope This course deals with the ways in which risks are quantified and managed by financial institutions. Among the topics covered are types of financial institutions, the regulation of banks and other financial institutions, market risk, credit risk, operational risk, liquidity risk, model risk, and economic capital. | Joseph L. Rotman School of Management | capital, institut | SDG9, SDG16 |
| RSM2303H | Risk Modelling and Financial Trading Strategies | Course Mission Reviewing institutional details about markets, securities, trading & risk management strategies Understanding sources of uncertainty associated with decisions required to implement specific tasks Developing modeling skills (e.g. forecasting, Monte Carlo simulation, coding, algorithms, etc.) Enhancing decision-making skills associated with trading, investing, and risk management Course Scope We will use probabilistic modeling and stochastic simulation as tools for guiding risk-informed decisions in complex environments with material uncertainty about the future. The RIT Market Simulator platform (order-driven market/matching engine) and the associated real-time RIT Decision Cases facilitate deriving robust strategies for the decisions that arbitrageurs, portfolio and risk managers make in real time, including managing liquidity risk, market risk, crash risk, model risk and real economy risks. Decision models for each RIT case are linked to data from the simulated market, that is, data generated by the class participants and (optionally) the AI order flow. The markets aggregate participants’ decisions and provide immediate feedback, allowing you to adapt strategies given the range of potential outcomes experienced in the multiple replications of the case. You will develop decision-support ‘models’ to process information and apply finance theory to guide your decisions. Being a social science, the risks associated with finance decisions are complex due to model and parameter uncertainty, and complex signal extraction issues for varying signal-to-noise ratios associated with information. There is pedagogical value to sequencing skill acquisition from mastering single skills (dealing with one risk) and then adding in additional risks as we sequence through a set of cases on a particular topic to manage situations in which several risks can interact. This simulation-based learning is analogous to flight simulator training for pilots. You will be allowed to implement some decisions automatically, using your preferred code e.g. Python or Excel/VBA. Automated systems can be efficient but fragile — we will make risk management decisions manually first (practicing at lower speeds and incrementally) to fully understand the scope of potential outcomes; then use algorithms to implement decision strategies automatically. Schematic of the simulation-based learning approach using the RIT Decision Cases: | Joseph L. Rotman School of Management | learning, invest, institut | SDG4, SDG9, SDG16 |
| RSM2508H | Sales Management | Course Mission 1. Develop practical techniques for managing a sales force that creates revenue; 2. Practice and enhance personal selling capabilities; 3. Learn how to evaluate return on sales investment; 4. Gain an understanding of key past corporate sales successes and failures; and 5. Ground techniques in research- and evidence-based principles of buyer behaviour Course Scope This course will focus on three major elements of sales: individual selling (interpersonal focused), sales force management (organization and market focused), and a general grounding framework of buyer behaviour based on empirical findings and insight about what has worked well (and not so well) in the market. Ultimately, I want to help give you tools to sell your products, services, and ideas to those that would most benefit from them. | Joseph L. Rotman School of Management | invest | SDG9 |
| RSM2302H | Security Analysis and Portfolio Management | Course Mission This course expands on concepts introduced in RSM1231. It focuses on principles and techniques that underlie the construction and management of modern investment portfolios, emphasizing objectives, strategies, and risk-return tradeoffs that are appropriate for different types of investors. It explores key elements of the investment management process, including the development of investment policies, portfolio implementation, performance measurement and manager selection. We also explore the role of alternative asset classes and factor investing in today’s world. Course Scope Through a combination of lectures, readings and case discussions, students explore key elements of practical asset allocation, security selection, and style investing. Recent trends in asset management, such as “smart beta” and ESG are also covered. Students gain real world market experience by applying their knowledge and judgment by managing a portfolio on the Rotman Portfolio Management System (RPM). | Joseph L. Rotman School of Management | knowledge, invest, trade | SDG4, SDG9, SDG10 |
| RSM2081H | Social Entrepreneurship | Course Mission and Scope In this course, students will learn how entrepreneurs create organizations that address social problems using innovative, sustainable approaches. Students will examine a variety of social venture forms, and consider how such ventures can be evaluated, managed, and financed. Social Entrepreneurship is organized around a live case consulting project. Each year, social enterprises apply to receive free consulting services from Rotman students in this course. We work intensively with our organizational partners to learn about the problem they face and generate potential solutions. The course culminates in a live presentation to organization leaders and a report of findings, which is often shared with board members and other leaders. Past organizational partners include The Jane Goodall Institute-Canada, OpenImpact, Services and Housing in the Province, Frontier College, and Casa Pueblito. The course is hands-on and project-based. Those who enjoy critically discussing ideas, and then acting on those ideas, will enjoy this course. | Joseph L. Rotman School of Management | entrepreneur, housing, institut | SDG8, SDG11, SDG16 |
| RSM2618H | Socially Intelligent Manager | Course Mission Students will gain knowledge of what comprises social intelligence and how these skills affect their own professional activities. Students will appreciate the importance of social intelligence to their own leadership and decision making, and in such diverse organizational experiences as negotiations, decision making, customer service, and marketing. The course adopts a People Analytics approach. As such, students will received and analyze considerable confidential, numerical feedback about their strengths and weaknesses. Students will develop their own social skills and learn how to develop the social skills of other people. Course Scope This course provides students with models, skills, and tools needed identify the role of social intelligence—the ability to navigate complex social relationship and environments—in organizational life. First, we learn about models of social intelligence. Then, we apply this knowledge and develop our social skills through a series of experiential exercises, assessments, lectures, case studies, and examples. Students will receive considerable confidential, numerical feedback—consistent with a People Analytics approach. The course will cover topics such as: How good are we at knowing how others are feeling, and if others are lying?; How well do we understand the impressions that we make on others?; What are the most effective strategies to manage one’s own emotions?; How do emotions change risk perception, creativity, and decision-making?; and How do we boost positive emotions to make work more enjoyable and more productive? | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM2023H | Strategic Change and Implementation | In this course, we will direct our attention to the problems of pushing the strategy forward in the organization. Middle and Senior Managers are increasingly responsible for rapidly managing and resolving competing claims for the organization’s limited resources (financial and human). Doing so requires advanced capabilities at managing across functions and business units. Critical, therefore, are the sophisticated leadership and skills required to translate one’s technical knowledge into effective actions in order to implement strategy. Equally important are the “systems” managers must design, maintain, and update in order to facilitate the implementation of the organization’s strategy. A fundamental objective of this class is to align strategic vision, organizational structure, task, people, reward, and control subsystems. That is, this course is about the interactive relationship of strategic intent and strategy implementation. In this course, we take the perspective of the general manager whose responsibility is the long-term health of the entire organization or a major division. General managers, from our perspective, are managers who are in the position to make strategic decisions for the organization. Such managers are not “generalists” who know a little bit of everything, but not very much of anything. To be effective, general managers need to have in-depth understanding of the generic problems in all the relevant functional areas. Furthermore, they must be able to deal with problems and issues at the level of the total enterprise and its relationships with the external environment. | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM5023H | Strategic Change and Implementation | Course Scope In this course, we will direct attention to the problems associated with pushing strategy forward in organizations. Senior and Middle Managers are increasingly responsible for managing and resolving competing claims for the organization’s limited resources (financial and human). Doing so requires advanced capabilities at managing across functions and business units. Managers thus need sophisticated leadership skills to translate their technical knowledge into effective actions to implement strategy. Equally important are the “systems” that managers must design, maintain, and update in order to facilitate the implementation of the organization’s strategy. A fundamental objective of this class is to align strategic vision, organizational structure, tasks, people, rewards, and control systems. In this course, we take the view that there is an interactive relationship between strategic intent and strategy implementation. Students will adopt the perspective of the general manager responsible for the long-term health of the entire organization or a major division. Because they have the capacity to make decisions, they need to have in-depth understandings of the general problems in all the relevant functional areas. Furthermore, they must be able to deal with problems and issues at the level of the total enterprise, as well as its relationships with the external environment. | Joseph L. Rotman School of Management | knowledge | SDG4 |
| RSM2505H | Strategic Marketing Communication | Course Mission and Scope The course prepares managers for the Marcomm world of 2022. Marketing has been the business discipline most affected by digital transformation, generational change, and the pandemic. To compound these challenges, are technology wars over data, consumer loathing of advertising, adblocking, and new regulatory constraints. Consider: The #1 marketing spending priority in 2021 is not advertising, media, agency fees or marketing salaries as it has been for decades— it is marketing technology — a line item that did not exist ten years ago, 50,000 jobs left creative advertising agencies in NA during the 2020 pandemic as spending went elsewhere and the rush to in-housing accelerated, CMO tenure in 2021 is the lowest it has been in ten years. Top line growth objectives are up. Budgets are flat. Customer loyalty and CMO tenure is down. It may not look like a rosy picture, but it is for great talent. This course is designed to prepare students for this new environment. Key themes in the course will be: Fragmented spending in advertising and non-advertising vehicles (e.g., owned media, earned media, influencers, UGC, social issue advocacy, and content marketing), Faster, better, and cheaper means find a different toolkit, The creativity and technology embrace, No swim lanes with tidy, defined areas of responsibility, Lead with responsible decision-making, and Above all else, creativity rules. Building on these themes the course will take up the inspiring ways marketers are flourishing in this environment with creativity, new talent, risk-taking and a completely new toolkit. The ANA (Association of National Advertisers) Growth Agenda provides a content compass for the course. Each of the four segments of the outer ring will be addressed beginning with the two lower segments on technology, marketing organization, agency, and talent. The middle part of the course addresses the upper right quadrant dealing with creativity, content marketing, storytelling, and media. The final quadrant in the upper left dealing with brand purpose, social responsibility, and sustainability provides the capstone for the course. | Joseph L. Rotman School of Management | housing, consum | SDG11, SDG12 |
| RSM2061H | Strategic Networks | Course Mission Some see it as unpleasant and offensive, others view it as a necessary evil, and there are those that find it just plain baffling. Although the concept of networking is not new, the core principles that make this activity valuable to individuals, entrepreneurs, and organizations are often misunderstood. The purpose of this course is to cut through the clutter and help students gain a better understanding of how to create, use, and evaluate networks to generate value. To do so this course will introduce students to some simple, but powerful principles that explain: how networks form, what benefits are associated with different positions in networks, and the social dynamics (e.g., reciprocity, trust, norms, reputation) upon which networks are based. As a result, students will gain valuable insights about developing a strategy for managing their own professional networks and will learn how to leverage organizational networks to achieve strategic outcomes. Course Scope As a way of gaining insight into how networks operate, students will practice putting the network principles to use by: Conducting a self-assessment of their own professional networks; Considering how organizational networks influence strategic change and implementation; and Examining how companies are strategically leveraging (online and offline) social networks to create value. | Joseph L. Rotman School of Management | entrepreneur | SDG8 |
| RSM8411H | Structuring and Visualizing Data for Analytics | This course will expose the learner to a broad range of technical skills that are required to prepare data for advanced analysis. Using a combination of theory and practical exercises and case studies, the learner will develop the data acquisition and preparation skills that are a necessary pre-requisite to applying advanced statistical modelling, data mining techniques, or machine learning algorithms to their data. | Joseph L. Rotman School of Management | learning | SDG4 |
| RSM2405H | Supply Chain Management | Course Mission Understand how to make supply chain design and policy decisions to develop the supply chain capabilities required to support the business strategy and improve the performance of a firm and of an entire supply chain Learn how to examine and improve the flow of materials and information through a network of suppliers, manufacturers, distributors, and retailers in order to help firms get the right product to the right customer in the right amount and at the right time. Learn how to make decisions on the following fundamental supply chain performance drivers: facilities, inventories, transportation, information, sourcing and pricing.. Special emphasis is given to understanding of how supply chain decisions have to account for coordination requirements within and across firms, the impact of uncertainty, and the specific product and customer characteristics that derive from the overall business strategy. Course Scope Supply chains are networks of organizations that supply and transform materials, and distribute final products to customers. This course views the supply chain from a general manager’s perspective. Supply chain management represents a great challenge as well as a tremendous opportunity for most firms. If designed and managed properly, supply chains are a crucial source of competitive advantage for both manufacturing and service enterprises. There is a realization that no company can do any better than its supply chain. This becomes even more important as product life cycles are shrinking, product and service variety is growing and competition is intensifying. The course emphasizes the use of qualitative and quantitative analysis in making supply chain management decisions. | Joseph L. Rotman School of Management | supply chain | SDG12 |
| RSM2204H | Taxation & Decision-Making | Course Mission This course will develop a student’s ability to identify, understand, and evaluate tax-planning opportunities and will provide an overview of the income tax system and how it impacts business and investment decisions. The material will focus on tax planning concepts and the effect of taxes on business decisions, rather than detailed tax rules and legal research. We begin by developing a conceptual framework for evaluating how tax rules affect financial decisions. We will then apply the framework to various types of financial decisions. Topics covered in the course include: Savings vehicles Compensation planning International tax issues Financial statement analysis Capital structure Mergers, acquisitions, and divestitures Course Scope The objectives of the course are achieved through a combination of lectures, selected current readings, and the application of the concepts to problems and examples. After taking this course students are expected to be able to identify the key income tax issues associated with business and investment activities, have a conceptual understanding of the income tax implications of the issues identified, and analyze alternatives on an after-tax basis. | Joseph L. Rotman School of Management | capital, invest, taxation, income | SDG9, SDG10 |
| RSM2920H | Top Manager's Perspective | Course Mission The objectives of this course are to make you a better decision maker by: Making you think logically and teaching you to communicate in a clear, memorable and compelling way Developing your understanding of the theory and concepts of strategic management in complex business organizations Providing you with a set of practical analytical tools to enhance your strategic skills Building your self-confidence as a decision maker at the most senior managerial level Course Scope This is a course designed to make you a better strategic decision maker and to integrate all the skills you have acquired in your career and at the RSM. The course is built on some high level frameworks, such as LogicWorks, that enhance your capacity to reason logically, to identify effective solutions and to learn continuously from your own experiences. The course works with practical tools and techniques such as momentum analysis, Porter’s 5 forces, core competence, the GE/McKinsey 9-box and others. These tools and the exercises designed to make them useful will assist you in making real world, real time decisions in complex business environments. The course perspective is that of the CEO of large, global businesses as well as smaller entrepreneurial start-ups. Companies studied in the past include Four Seasons, Gildan, CAE, Loblaws as well as Longslice Brewery, Dick Duff’s Inc. Organic Jerky, Open Door Productions and Mobile Klinik. Students will be required to develop insights from the provided readings (Annual Reports and Analysts’ Reports) and from their own independent investigations. There are no boundaries. Each day’s newspapers may add further dimensions to the course. If you are prepared for hard work, aggressive thinking and insightful reflection about yourself this course may well transform your career trajectory. We supplement the “in class” work with visits to or from CEOs often in their corporate boardroom. These exchanges are normally held from 7:30-8:30 and require full business dress. We ask the CEOs to talk about: Themselves: background and career trajectory. Current job as CEO – almost nothing can prepare you for the responsibility of being the top boss. Advice for you as you set out upon the next stage of your career. | Joseph L. Rotman School of Management | entrepreneur, invest, production | SDG8, SDG9, SDG12 |
| RSM2312H | Value Investing | Course Mission The mission of this course is to provide students with the skills needed to practically apply the value-based investment philosophy to investment decision-making Course Scope This course provides a detailed examination of the fundamental investment process with a specific focus on the value-based approach to investing pioneered by Benjamin Graham and developed by Graham and David Dodd. As part of the course, student groups will manage a live portfolio using the value investing approach. This project will provide students with the opportunity to apply the core value-based principles of “Intrinsic Value” and “Margin of Safety”. The in-class sessions will also leverage industry experts to deliver key content. This will provide students with a unique opportunity to hear how top practitioners have contributed to the value-investing philosophy and the lessons learned along that journey. | Joseph L. Rotman School of Management | invest | SDG9 |
| RSM2057H | Venture Capital Strategy | Course Mission This course seeks to train students to evaluate the strategies of venture capital firms, to recognize and evaluate investment opportunities, and to understand the structure and dynamics of entrepreneurial finance. Course Scope This course covers all aspects of entrepreneurial finance from the point of view of the venture capitalist, including raising funds, forming limited partnerships, selecting and valuing potential investments, writing term sheets, choosing syndicate partners, monitoring investments and managing ‘exit’ events. In addressing these issues, it draws on recent research in competitive strategy, organization theory, financial economics and economic sociology. Though built on rigorous theory and evidence, the focus of the course is nonetheless highly practical. It will include several guest speakers from the venture capital industry. | Joseph L. Rotman School of Management | entrepreneur, capital, invest | SDG8, SDG9 |
| MIE1724H | Additive Manufacturing in Engineering Applications | The aim of this course is to help students understand the concepts of AM and their role in design and fabrication of complex structures. Also, the course will introduce state-of-the-art approaches to “3D printing”, which is the more common term to the more professionally utilized “Additive Manufacturing” (AM) term. Students will be able to follow a design paradigm through careful analysis of complex structures and complete an AM process flow through CAD conceptualization, conversion to STL files, transfer to AM machine, machine conditioning, removal/clean up and post-processing. Also, design for AM (DfAM) is introduced to optimize product fabrication, controlled by part orientation, support design, hollowing out components, constraining features/undercuts, interlock structures and multi-material compatibilities. Case studies will be introduced with AM for investment casting and part fabrication without a conventional CAD file, with focus on medical modeling and reverse engineering data. In recent years, new approaches to AM solutions have produced a large range of controllability and size ranges. Examples of emerging technologies are Multi-Jet Printing (MJP), AM+CNC, two-photon lithography (for nanoscale AM) and Volumetric 3D Printing. Ultimately, students will be able to apply and scale models from the most focused technical perspective to eventual AM fabrication of complex lightweight designs... and never rely on randomized approaches to AM. | Department of Mechanical & Industrial Engineering | invest | SDG9 |
| MIE1415H | Analysis and Design of Cognitive Work | Frameworks, tools and methods to analyze and design support for cognitive work. The course will emphasize computer-based work in complex production- and/or safety-critical systems. Primary frameworks include Cognitive Work Analysis and Ecological Interface Design, with consideration of complementary perspectives in Cognitive Systems Engineering. The design element will emphasize the human-machine interface. | Department of Mechanical & Industrial Engineering | production, ecolog | SDG12, SDG15 |
| MIE1403H | Analytical Methods in Human Factors Research | The course covers a variety of topics in Human Factors / Ergonomics research related to the acquiring, analysing, and modelling of human behavioural data. Topics to be covered include the following (in approximate order of presentation): • Selecting Measures for Human Factors Research • Psychophysical methods of measurement: - Classical psychophysical methods - Signal Detection Theory - Indirect and direct subjective scaling • Protocol Analysis - Interviewing and Questionnaires - Knowledge Elicitation • Estimating mental workload & situational awareness • Manual Control - Tracking paradigms - Modelling of human manual control performance | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| APS1013H | Applying Innovation in Engineering and Business Operations | Applying Innovation is delivered in collaboration with external industry partners across many industry sectors. It has been designed to develop practical management skills that can be applied in the workplace immediately. Its purpose is to accelerate career advancement. It has been designed for those who desire a career path leading to a role as a corporate change agent such as CEO, COO, Senior VP’s, C-Level Certified Management Consultants, or as entrepreneurs. It will teach students the application of the tools and techniques of innovation management including; strategic and systems thinking, business process analysis, creativity and problem solving, solution design & implementation, effective organizational teamwork and project management. This seminar style course aims to equip students with the knowledge and skills to apply the tools of creativity and innovation to solve a real world technological business problem. Applying innovation will enable students in a team approach to actually use the tools in the class and on an industrial project either at their employer or an external enterprise. This course will also incorporate academic scholarly papers that will build on the readings in the Management of Innovation APS1012 course. In addition the instructor will provide coaching based on many years of hands on practical experience solving technological problems in a variety of industry sectors. Though not mandatory it would be ideal if students have completed the course APS1012 – Management of Innovation that provides students with a conceptual understanding of the broad field of strategic innovation. | Department of Mechanical & Industrial Engineering | knowledge, labor, entrepreneur | SDG4, SDG8 |
| APS1052H | Artificial Intelligence in Finance: From Neural Networks to Deep Learning | In this course we’ll give an overview of several applications of machine learning to capital market forecasting and credit modeling, beginning with regressions, “shallow” layered machine learning models (e.g. Support Vector Machines, Random Forests), and ending with “deep” layered machine learning models (e.g. Long Short Term Memory Networks). Each model is discussed in detail as to what input variables and what architecture is used (rationale), how the model’s learning progress is evaluated and how machine learning scientists and capital market traders evaluate the model’s final performance so that by the end of the course, the students should be able to identify the main features of a machine learning model for capital market forecasting and to evaluate if it is likely to be useful and if it is structured efficiently in terms of inputs and outputs. The course covers (but it is not limited to) the following subjects: Training and testing workflow: scaling, cross-validation pipelines. Gradient descent: mini-batch, stochastic. Financial metrics: profitability and risk. Financial feature engineering. Models: multivariate regression, logistic regression, support vector machines, principal component analysis, decision trees, random forests, k-means, and hierarchical clustering, Gaussian mixtures, MLPs, LSTMs, and auto-encoder neural networks. Applications: credit modeling, financial time-series forecasting, investment portfolio design, and spread trading, credit cycle regime identification. For more details, please see the Course Layout in the Syllabus. In terms of requisites, the participant should be familiar with the foundations of statistics, the basics of logistic regressions (desirable), and basic linear algebra (desirable); however, since our course intends to be self-contained, we will provide a review of these concepts as needed. As the examples of our course come from finance, some familiarity with capital markets and the basic financial concepts is recommended. Basic knowledge of Python or some other programming language is recommended, even though the objective of the course is not to learn how to program (shallow & deep) machine learning models from scratch, but rather, to understand how they work and to learn how to adapt them to the particular needs of the user and to optimize their application to market forecasting. The mathematical foundations of the basic machine learning models (regressions, neural networks, support vector machines, trees etc.) will be discussed and followed by a panoramic view of the inputs that are most likely to provide valuable information for market forecasting. Standard benchmarking methods used in the industry will be also covered. Subsequently, a number of basic --already programmed-- models will be discussed in detail and their performance evaluated. | Department of Mechanical & Industrial Engineering | knowledge, learning, capital, invest, trade, forest | SDG4, SDG9, SDG10, SDG15 |
| APS1050H | Blockchain Technologies and Cryptocurrencies | Bitcoin is a particular implementation of Blockchain technology that has led to a disruptive “product”: a set of digital cryptocurrencies with the potential to compete with fiat currencies. This course will provide students with the concepts and mechanics of the Blockchain technologies starting from Bitcoin. Unlike ECE1770, this course is not focused on middleware software design per se, but on how the Blockchain middleware can serve as a platform that supports products (cryptocurrencies, tokens) and applications that are relevant for businesses and other users. Students become acquainted with the history and typology of Blockchain technologies; develop and apply a set of selection criteria for the evaluation of Blockchain consensus strengths, weaknesses and risks; trace a likely path for the adoption of Blockchain technologies-- beginning with the identification of processes where Blockchain ledgers lead to efficiencies, to the emergence of new business models where the use of cryptography is essential. For this reason, this course includes a gentle but complete introduction to cryptography that covers all the essentials from asymmetric encryption to “zero-knowledge-proof-of-knowledge” proofs. On a practical level, participants acquire a concrete understanding of Blockchain technologies through the installation, operation and modification of a number of Blockchain technologies that operate in real-world testnet networks: starting from the operation/modification of a simple Bitcoin node; moving on to the operation of Bitcoin and Ethereum wallets, and to the operation/modification of Ethereum clients or DApps providing a business service, and ending with the trading of a cryptocurrency account. For more details please go to the Course Layout section of the Syllabus. | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1628H | Cloud-Based Data Analytics | This course covers Big Data fundamentals including an overview of Hadoop MapReduce and Spark. Covers Cloud fundamentals and Big Data Analytics on Cloud-based platforms including an introduction to a specific Cloud platform such as Microsoft Azure, Amazon Web Services, or Google Cloud Platform along with common practices for this platform. Covers Cloud technologies to store and process structured, unstructured and semi-structured data. Covers Cloud-based implementation of Real-time Analytics and Machine Learning. | Department of Mechanical & Industrial Engineering | learning | SDG4 |
| MIE1708H | Collision Reconstruction | This course provides the participant with a comprehensive understanding of widely-accepted techniques of vehicular collision reconstruction based on physical and engineering principles. The course covers Energy, Impulse and Momentum fundamentals and how they are engaged to obtain valuable information from collisions, in order to answer important questions about culpability in various litigation arenas. Content is reinforced with real-world examples. A wide variety of collision types (passenger vehicle, motorcycle, cyclist, pedestrian, heavy truck) and modes (high speed, low speed, rollover, tire failure) are addressed in the context of various contributors to collisions, whether they be from the operator, vehicle, or the roadway environment. Specialized techniques for evaluation of the use, performance, and effectiveness of restraint systems, and the avoidability of collisions are also covered. The latest technologies for harvesting data from ‘black boxes’ are covered, and state of the art computer simulation techniques are incorporated into the teachings. | Department of Mechanical & Industrial Engineering | energy | SDG7 |
| MIE1622H | Computational Finance and Risk Management | The objective of the course is to examine the construction of computational algorithms in solving financial problems, such as risk-aware decision-making, asset pricing, portfolio optimization and hedging. Considerable attention is devoted to the application of computational and programming techniques to financial, investment and risk management problems. Materials in this course are quantitative and computational in nature as well as analytical. Topics include mean-variance portfolio optimization, simulation (Monte Carlo) methods, scenario-based risk optimization, hedging, uncertainty modeling, asset pricing, simulating stochastic processes, and numerical solutions of differential equations. Python is the primary computational and modeling software used in this course, we also briefly describe other programming environments such as R, Matlab and C/C++ used in financial engineering. Practical aspects of financial and risk modeling, which are used by industry practitioners, are emphasized. | Department of Mechanical & Industrial Engineering | invest | SDG9 |
| MIE1210H | Computational Fluid Mechanics and Heat Transfer | MIE1210 is an introductory course that will teach a Finite Volume (FV) and Finite Difference (FD) approaches to Computational Fluid Dynamics (CFD) and Heat Transfer. Since the advent of commercially available computers, CFD has been an important engineering research domain as it gave researchers the ability to solve analytically intractable problems of industrial relevance. In the last two decades, the immense demand for CFD research and expertise has spawned the commercialization of software packages such as Fluent/CFX and FEMlab. Despite these readily available software packages, there is a recognized importance to user expertise, fundamental knowledge, and critical understanding of their inner workings. In addition, home spun research codes are still prominent in academia and industry. This is due in large part to the fact that commercial software packages are geared toward a broad range of research topics, and may not function as efficiently as a code designed with a specific problem in mind, and to the fact that developments in CFD are typically achieved in research before they are adopted by software companies. This course is appropriate both for students who wish to become knowledgeable users of commercial CFD programs, and students who plan to create, develop, or enhance research codes. Therefore, the overreaching goals of this course are threefold: 1. To give you an introduction to fundamental discretization and solution techniques for heat transfer and fluid dynamics problems; 2. To give you an understanding of solution methodologies, advantages, downfalls, considerations (stability, accuracy, efficiency), and the inner workings of CFD software; and 3. To have you gain experience writing programs and solving 1D and 2D problems, and in using these programs to demonstrate and reinforce 1 and 2. | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1120H | Current Energy Infrastructure and Resources | This course covers the basic principles of how global energy is currently supplied, by primary source. The aim is to provide an energy literacy that can inform research, technology development and effective policy in this area. The course content will be roughly divided according to the current global energy mix (i.e. 31% oil, 27% coal, 25% gas, 6.9% hydro, 4.3% nuclear, 2.5% wind, 1.4% solar, and 1.8% geothermal/biomass/biofuels). In each case background reading and critical analyses will be applied to: (a) the characteristics of the resource; (b) the infrastructure for extraction/development of the resource; (c) the usage of the resulting energy; and (d) the implications of usage. Assignments and exams will assess both background knowledge and the ability to apply fluid flow, thermodynamic and heat transfer analyses to energy supply systems. | Department of Mechanical & Industrial Engineering | knowledge, energy, wind, solar, geothermal, biofuel, infrastructure | SDG4, SDG7, SDG9 |
| MIE1626H | Data Science Methods and Quantitative Analysis | This course will equip the students with the fundamental skills and knowledge for: • understanding the statistical foundation of data science and machine learning methods, • approaching active and passive data as artifacts for scientific evaluation, • combining, pre-processing, and cleaning data in practical data science projects, • performing exploratory data analysis and uncovering patterns in data, • analyzing data and making inference using methods from statistical learning, • resampling data and evaluate the error of any computational estimate, • using confidence intervals, analysis of variance, and hypothesis testing to explain data, • implementing linear and nonlinear regression models for prediction and inference, • designing and understanding tree-based models and support vector machines, • detecting and avoiding misleading statistical figures, information visualization, and other forms of data presentation which lack a logical coherence. This is an intensive and high-demand course which requires active engagement and participation. | Department of Mechanical & Industrial Engineering | knowledge, learning | SDG4 |
| MIE1050H | Design of Intelligent Sensor Networks | This course will provide students with practical knowledge on sensor network design including sensor selection, calibration, digitization, and digital signal processing. Students will be intro- duced to theory and operation of various sensor technologies and their applications. Common- ly used transducers such as chemical, mechanical, and magnetic as well as the more advanced organic and nuclear transducers are discussed. This course will also cover linear and non-linear multi-parameter calibration. Digitization, and a survey of digital signal processing techniques will be discussed with practical application of commonly used digital filters. Special focus will be placed on optimal design of sensor networks and multi-sensor data fusion. There will be a design project to enforce the lessons learned in class on sensor calibration and digital signal processing. | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1241H | Energy Management | Department of Mechanical & Industrial Engineering | energy | SDG7 | |
| MIE1723H | Engineering Asset Management | This course is concerned with the determination of optimal maintenance and replacement practices for components and capital equipment. The lectures will be supplemented by case study assignments including short-term deterministic replacement; short-term probabilistic replacement; use of OREST, PERDEC, AGE/CON, EXAKT and SMS software for the optimization of physical asset management decisions. Professor Taghipour will cover the topic: Role of Emerging Technologies in Physical Asset Management along with a brief introduction to inspection optimization of assets with hidden failures or soft failures, sustainable asset management along with the application of sustainable asset management for utilization, purchase, and disposal of a fleet of assets. | Department of Mechanical & Industrial Engineering | capital | SDG9 |
| MIE1714H | Failure Analysis | Engineering is the science of predictive modelling based on application of Physical Laws, and prototyping to verify designs. This applies to all fields. Good Engineering prevents Failure. The course centers on the Theory of Failure Analysis and how it directs engineering activity: design, research, quality systems, continuous improvement, innovation, new knowledge creation, systemic failure, and business management. Specific attention is paid to preventive failure analysis and using industry recognized tools to achieve this. All advanced industries are governed by quality systems, which use the Theory of Failure Analysis as their foundation. However, failure analysis is poorly understood with the effect being that most designs, processes, project plans, etc. are released based on too much intuition, ego, and “should”. This lack of understanding and emphasis only comes to light during rearward-looking root cause investigation of Failures (minor or catastrophic, financial or loss of life) where the question is asked, “Where was this considered in the risk assessment (failure analysis)?” The performance and value of engineers can be greatly increased if they understand how their engineering knowledge fits into the preventive failure analysis paradigm. Students who successfully complete this course will understand failure analysis well enough to use it as a paradigm for analyzing any plan (design, project, process, procedure) to ensure its success. They will be able to complete a process flow, use the standardized Failure Mode Effect Analysis (FMEA) tool to complete formal, highly effective failure analysis, and to evaluate existing controls and develop more effective controls. Ultimately, students will be able to apply and scale the methodology from the most focused technical process detail to the broadest long-term business plan...and never again rely on “should”. | Department of Mechanical & Industrial Engineering | knowledge, invest | SDG4, SDG9 |
| APS1016H | Financial Management for Engineers | The students will be exposed to classical equity valuation methods; such as discounted cash flow analysis, net asset value, fundamental analysis and relative value analysis, using measures such as P/E multiples and P/Cash flow multiples. The students will be introduced to the principles of bond and stock valuations with a special emphasis on its relation to the cost of capital. The course will take an in depth view of capital budgeting, capital investment decisions and project analysis and evaluations. It will introduce students to the concept risk and return in equity markets. The students will get hands on experience in calculating cost of capital and hence the appropriate discount rate to use in valuations. Theory of optimal capital structure and financial leverage will be discussed in addition to economic value added principles. The relevance of dividends and dividend policy will be debated in class. The concept of “does dividend policy matter” will be subject of a vigorous debate. Finally the topic of mergers and acquisitions will be covered in depth, with particular reference to recent mergers of Canadian companies. | Department of Mechanical & Industrial Engineering | equity, capital, invest, equit | SDG4, SDG9, SDG10 |
| APS1070H | Foundations of Data Analytics and Machine Learning | Department of Mechanical & Industrial Engineering | learning | SDG4 | |
| MIE1414H | Human Factors in Transportation | The course will cover a wide range of human factors topics related to road transportation, in particular motor vehicle safety. The course provides an understanding of road user characteristics and limitations and how these affect design of traffic control devices and the roadway. The course topics include: history and scope of human factors in transportation; vision and information processing in the context of driving; driver adaptation; driver education, driver licensing and regulation; traffic control devices; crash types, causes, and countermeasures; alcohol, drug, and fatigue effects; forensic human factors. The course will be taught in the form of lectures followed by relevant case studies involving practical application of knowledge gained. Case studies, and related assigned readings, will involve human factors in relation to crash pattern analysis and countermeasure selection, highway and traffic control design issues, driver regulation policy issues, and forensic investigation. The assignments will include both individual and group assignments. Students will be asked to make presentations on these projects. | Department of Mechanical & Industrial Engineering | knowledge, invest | SDG4, SDG9 |
| MIE1080H | Intoduction to Healthcare Robotics | This course provides students with knowledge on healthcare robotics including surgical, assistive, and rehabilitation robots. Specific topics include medical imaging-guided surgery; minimally-invasive surgery through miniaturization, novel actuation and sensing; robotic surgery at tissue and cell levels; autonomous robotic systems to assist with daily living activities; multi-modal robot interfaces; robotics-based rehabilitation technologies; upper limb rehabilitation robots; wearable exoskeletons and sensors; implanted neural interfaces. Students are provided with state-of-the-art advances in healthcare robotics. | Department of Mechanical & Industrial Engineering | healthcare, knowledge | SDG3, SDG4 |
| MIE1624H | Introduction to Data Science and Analytics | The objective of the course is to learn analytical models and overview quantitative algorithms for solving engineering and business problems. Data science or analytics is the process of deriving insights from data in order to make optimal decisions. It allows hundreds of companies and governments to save lives, increase profits and minimize resource usage. Considerable attention in the course is devoted to applications of computational and modeling algorithms to finance, risk management, marketing, health care, smart city projects, crime prevention, predictive maintenance, web and social media analytics, personal analytics, etc. We will show how various data science and analytics techniques such as basic statistics, regressions, uncertainty modeling, simulation and optimization modeling, data mining and machine learning, text analytics, artificial intelligence and visualizations can be implemented and applied using Python. Python and IBM Watson Analytics are modeling and visualization software used in this course. Practical aspects of computational models and case studies in Interactive Python are emphasized. | Department of Mechanical & Industrial Engineering | health care, learning | SDG3, SDG4 |
| MIE1517H | Introduction to Deep Learning | Department of Mechanical & Industrial Engineering | learning | SDG4 | |
| APS1032H | Introduction to Energy Project Management | Project management is important for any business organization, but particularly so for the energy industry. Sufficient controls are needed during initiation, study, implementation, and closeout of any energy project, and project managers within the energy environment (such as oil, gas, nuclear, …) face unique challenges and important risk management considerations. This course will expose students to best project management practices within the context of the energy industry. The course will introduce the particular characteristics of managing energy projects from the planning phase to closeout. Environmental assessments, geopolitical considerations, the political landscape, risk management and the roles of different players will be discussed. Tools to monitor the health and progress of a project will be introduced. Examples of different types of energy projects in the fields of nuclear, bio-mass, oil, gas, wind and solar will be used to illustrate concepts. | Department of Mechanical & Industrial Engineering | energy, wind, solar, environmental, land | SDG7, SDG13, SDG15 |
| MIE1623H | Introduction to Healthcare Engineering | This course illustrates the use of industrial engineering techniques in the field of healthcare. Common strategic, tactical, and operational decision-making problems arising in healthcare will be approached from an operations research perspective. Unique aspects of healthcare compared to other industries will be discussed. Real-world datasets will be provided to illustrate the complexity of applying standard operations research methods to healthcare. | Department of Mechanical & Industrial Engineering | healthcare | SDG3 |
| MIE1501H | Knowledge Modelling and Management | Department of Mechanical & Industrial Engineering | knowledge | SDG4 | |
| MIE1715H | Life Cycle Engineering | This course introduces the fundamentals of both product and process engineering with an emphasis on life cycle models. A mixture of practical and theoretical topics, methodologies, principles, and techniques are covered such as Life Cycle Analysis, Design For Assembly (DFA), Design For Manufacturing (DFM), Design For Environment (DFE), etc. Students develop an understanding of the performance, cost, quality and environment implications of both product design and manufacture and become capable of translating these into engineering “cradle-to- grave” responsibility requirements, goals, and specifications in order to maximize the values of products and the effectiveness of supply chain management while containing the costs to manufacturer, the user, and the society. | Department of Mechanical & Industrial Engineering | supply chain | SDG12 |
| MIE1666H | Machine Learning for Mathematical Optimization | Department of Mechanical & Industrial Engineering | learning | SDG4 | |
| APS1049H | Management Consulting for Engineers | Management Consulting will continue to be a significant career option for many graduate students, regardless of whether a student’s academic foundation is in business, engineering, or the basic sciences. Careers in Management Consulting often provide individuals an opportunity for challenging work, continued self-development, access to important social and professional networks, and, over time, significant financial rewards. This course is designed to enable graduate engineers explore, and prepare for a career in management consulting. The course is taught by Fellow Certified Management Consultant (FCMC), licensed professional engineer, and as an entrepreneur built and sustained a management consulting business over a period of 25 years. The Global Management Consulting Industry has grown in size and complexity particularly since the early 1990’s. Although there are many small niche firms, the industry is dominated by a relatively few very large global organizations that practice in a variety of business settings and business disciplines. In addition many businesses have developed internal consulting organizations to provide consulting related services within the organization and often in conjunction with external consulting services offered by third party firms. In this course we explore what it means to be a Management Consultant, and will introduce students to consulting frameworks and methods; simulate consulting project activities and situations using business cases; and network students with practicing consulting professionals from a variety of global and local firms. Within the context of this course, consulting is viewed broadly and is inclusive of a number of practice areas including Strategy , IT and Systems Integration, Marketing, Human Resource Management, Operational / Process / Supply Chain, Organizational Development, and the very specialized area of Engineering and Product Development Management. Consulting also cuts across a wide variety of industry sectors from public sector (government, health care, infrastructure, defense etc), to private sector (manufacturing, oil gas, natural resources), Course participants will be organized into teams and will have the opportunity to identify and complete a project on the practice of management consulting that is aligned to the emerging needs of the profession (collaborating with external partner firms). In addition students will wear an entrepreneurial hat, and will be required to develop an individual blue print, and business plan of their future management consulting business which might be in an emerging field of consulting such as life sciences, data analytics, cyber security, crowdsourcing and digital strategy. | Department of Mechanical & Industrial Engineering | health care, labor, entrepreneur, infrastructure, natural resource, supply chain | SDG3, SDG8, SDG9, SDG12 |
| APS1012H | Managing Business Innovation and Transformational Change | The course will provide students with the core concepts of innovation including; strategic thinking, transformational change management, future state visioning, innovative enterprise design & development, new product development, business process management and sustaining a culture of innovation. It has been designed for those who desire a career path leading to a role as a corporate change agent such as CEO, COO, Senior VP’s, C-Level Certified Management Consultants, or as entrepreneurs. This seminar style course will equip students with the knowledge and the skills to manage innovation at strategic and operational levels. The management of innovation is interdisciplinary and multi-functional, requiring the alignment of market forces, technological systems and organizational change to improve the competitiveness and effectiveness of organizations and society. The process of innovation management is essentially generic, although organization, technological and market specific factors will guide strategic choices and actions. This course will incorporate both academic readings to provide the broad theory of innovation but most of the readings and discussions will be based on the instructors many years of hands on practical experience in innovation management in a variety of industry sectors. | Department of Mechanical & Industrial Engineering | knowledge, entrepreneur | SDG4, SDG8 |
| APS1028H | Operations and Production Management for Manufacturing and Services | Operations Management is the systematic approach and control of the processes that transform inputs (e.g. human resources, facilities, materials, processes, enterprise management information systems, etc.) into finished goods and services. The operations function consists of the core wealth creation processes of a business and helps an organization to efficiently achieve its mission while constantly increasing productivity and quality. This course focuses on the role of operations management as a strategic element of the total organization. We will cover classic and up-to-date tools and concepts used to support operational managerial decisions in variety of industry sectors both in manufacturing and the service sector. The course covers areas such as strategy, product design, process design, plant location and plant layout, inventory management, role of technology in OM, HRM, Socio-Tech Systems, Group Technology, ERP / CIM, Quality Management, Maintenance Management. The course is tailored for engineers that aspire to senior management positions starting as departmental / functional managers of operations or engineering, and then progressing to directors, VP Operations, VP Manufacturing and eventually becoming a Chief Operations Officer (COO) or C-Level Certified Management Consultants in small to large scale enterprises. This course will incorporate academic scholarly readings to provide the broad theory of OM but most of the readings and discussions will be based on the instructors many years of hands on practical experience in OM in a variety of industry sectors. | Department of Mechanical & Industrial Engineering | production | SDG12 |
| APS1005H | Operations Research for Engineering Management | This course introduces optimization techniques applicable in solving various engineering programs. These techniques are widely used in engineering design, optimal control, production planning, reliability engineering, and operations management. The contents of this course can be classified into two major categories: modeling techniques and optimization algorithms. Topics include linear programming, sensitivity analysis, nonlinear programming, dynamic programming, decision making under uncertainty, new developments in optimization techniques. The course will also examine several case studies to gain understanding of real applications of optimization techniques. | Department of Mechanical & Industrial Engineering | production | SDG12 |
| APS1051H | Portfolio Management Praxis Under Real Market Constraint | After an introductory review of the techniques most commonly used to evaluate investment portfolios and investment managers and an overview of the theoretical foundations of modern finance, this course will, through a combination of lectures, readings, real case studies and hands-on exercises, enable students to learn how to use --in real time and under real constraints--, the five main algorithmic trading & portfolio management systems developed by the instructors to manage their own clients’ investment portfolios in their professional private practice. After completing this course the participants should be able to manage basic Stocks and ETF portfolios as well as trading currency pairs and basic derivatives portfolios of Credit & Debit Spreads, by using time-tested “value” and “momentum” strategies, statistical-arbitrage pairs-trading techniques and covered options algorithms, all coded in the python programs developed by the instructors to that end. Students will also be able to manage the risk of any basic investment portfolio using index-option’s hedging and/or market breadth- based algorithms, and to apply the best known tests to evaluate the back-testing results of different trading systems. As collateral benefits of this course, participants will be exposed to the basics of python in finance -as they learn how to calibrate the trading software shared by the instructors-, as well as to basic equity valuation methods, basic portfolio optimization methods and basic bond and derivative pricing methods. Participants will be also exposed through case studies to the portfolio management strategies of some of the most important contemporary portfolio managers and apply digested versions of their techniques to basic portfolios under real market constraints. In the long run, after having assimilated and tested what they’ve learned in this course, students should be able to assemble general portfolio management strategies well adapted to their own risk/return profiles. For more details please go to the Course Layout section of the Syllabus. | Department of Mechanical & Industrial Engineering | equity, invest, equit | SDG4, SDG9, SDG10 |
| MIE1721H | Reliability | Tentative list of topics that will be covered is given below. Additional topics and extensions will be considered. A moderate knowledge of probability and statistics is assumed as a requirement. 1. Principles of quality 2. Principles of reliability 3. Reliability of systems 4. Failure rate data and models 5. Quality and reliability in design and manufacture 6. Reliability and availability in maintenance 7. Protective systems | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1616H | Research Topics in Healthcare Engineering | This is a seminar-based course in which we will review a variety of papers in the field of healthcare OR. We will survey and evaluate several papers within topic areas and try to identify areas for potential future research. Some papers will be distinctly OR, while others will come from researchers in the field of health policy and health economics. One thing that you will notice as we go through the literature is that the area of healthcare engineering is interdisciplinary in nature and encourages solutions that are derived from various areas of expertise. This interdisciplinary approach is also encouraged through the many funding bodies that currently support healthcare engineering research in North America. The Canadian Institute of Health Research, CIHR, (http://www.cihr-irsc.gc.ca) funds the majority of healthcare research in Canada. It is composed of 14 virtual ‘institutes’ that represent all facets of health research. The Institute of Health Services and Policy Research, IHSPR, is most related to the type of collaborative research discussed above. It supports innovative research, capacity-building and knowledge translation in order to improve health care service delivery. In 2001 and 2004, IHSPR was involved with national consultations on health services priorities entitled “Listening for Direction”. The result of these consultations was a set of priorities for Canadian researchers in the area of health care policy and management. Of course, not all of the topics are relevant to Healthcare Engineering, but many of the readings and articles discussed in this class will align with the most recent set of priorities: | Department of Mechanical & Industrial Engineering | health care, healthcare, knowledge, labor, institut | SDG3, SDG4, SDG8, SDG16 |
| MIE1740H | Smart Materials and Structures | Smart materials are a novel class of materials characterized by new and unique properties that can be altered in response to environmental stimuli. They can be used in a wide range of applications since they can exceed the current abilities of traditional materials especially in environments where conditions are constantly changing. This course is designed to provide an integrated and complete knowledge to smart materials and structures, which makes a strong foundation for further studies and research on these materials. Topics include: structure, processing, properties of smart materials; Dependence of properties on structure; Processing and design; Mechanical, thermal, electrical, magnetic and optical smart materials systems; such as piezoelectrics, ferroelectrics, electrostrictive materials, shape memory materials, magnetostrictive materials; Chemical and Optical activated materials; Design, and optimization of smart materials systems using CAD and FEA software packages. | Department of Mechanical & Industrial Engineering | knowledge, environmental | SDG4, SDG13 |
| MIE1605H | Stochastic Processes | This course is an introduction to stochastic processes with an emphasis on applications to queueing theory and service Engineering. More specifically, the following topics will be covered: • Fundamental Methods from Probability Theory and Calculus: Basic probability theory; Conditional probability and expectation; Bounded, finite, and infinite; Infinite series and limits; Convergence theorems. • Discrete-time Markov Chains: Recurrence and transience; Communicating states and irreducibility; Stationary distributions; Markov chain convergence. • Martingales: Stopping times; Optional stopping theorem; Wald’s theorem; Martingale con- vergence theorem. • Brownian Motion: Construction of Brownian Motion from a random walk; Diffusion pro- cesses. • Poisson Processes and Continuous-Time, Discrete-Space Markov Processes. Defi- nition; Construction; and examples. The concepts and methods will be illustrated using various examples and applications, including: • Fundamental Probabilistic Models: Random walks; Gambler’s ruin; Ehrenfest Urn; Branching processes; Markov Chain Monte Carlo (MCMC) algorithms. • Financial Applications: Geometric Brownian Motion; Option pricing in discrete and con- tinuous time. • Queueing Networks and Approximations: Birth-death queues; Jackson queueing net- works; Fluid and diffusion approximations of queueing networks. The course is designed for graduate research students and mathematical rigour is emphasized throughout the course. MEng students require permission from the instructor to enroll in the course (details to be announced in class). Students are expected to have a strong undergraduate (non-measure theoretic) level background in probability at the level of MIE231, STA347, or equiv- alent, and ideally have some knowledge of real analysis. It is recommended that the students take MIE1613 (Stochastic Simulation) before this course. | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1612H | Stochastic Programming and Robust Optimization | Stochastic programming and robust optimization are optimization tools deal- ing with a class of models and algorithms in which data is affected by uncertainty, i.e., some of the input data are not perfectly known at the time the decisions are made. Topics include modeling uncertainty in optimization problems, two-stage and multistage stochastic programs with recourse, chance constrained pro- grams, computational solution methods, approximation and sampling methods, and applications. Knowledge of linear programming, probability and statistics are required, while programming ability and knowledge of integer programming are helpful. | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1613H | Stochastic Simulation | This course is a graduate level introduction to modelling and analysis of stochastic dynamical systems using computer simulation. The course provides a rigorous yet accessible treatment of the probability foundations of simulation, and covers programming simulation models in a lower-level language. Throughout the course, concepts and methods are illustrated using various examples from different application areas. In particular, applications to service and financial engineering are emphasized. Students are expected to have a strong background in undergraduate-level probability and statistics, and be familiar with a general purpose programming language. Familiarity with stochastic processes would be helpful but not required. Students are required to use Python for the homework and project. | Department of Mechanical & Industrial Engineering | accessib | SDG11 |
| MIE1745H | Surface Engineering | One materials-related topic that is important for mechanical, civil engineers is the interactions between solids and liquids. Why do some materials absorb water when others do not? How does broccoli remain dry after washing it? How to non-stick pans work? Why is the build plate adhesion of 3D printers so important? What properties of the molten plastics are important for additive manufacturing? This course will discuss how liquids interact with solids, and how these interactions are affected by the chemical, physical, and mechanical properties of the solid, in addition to the viscosity, surface tension, and chemical structure of the liquid. The objective is for students to gain a deep understanding about how liquids and solids interact at interfaces. Examples will be drawn from all fields of engineering and the course is not tilted towards any one discipline in particular. | Department of Mechanical & Industrial Engineering | water | SDG6 |
| APS1101H | System Dynamic Risk Assessment | Risk assessment of a sociotechnical system identifies hazards that can result in human, material or environmental losses, the likelihood of such hazardous events, and their consequences. Traditional methods rely on reliability-based techniques to identify the potential for an accident before it occurs. However, such approaches are limited in their ability to account for social and organizational factors, interactions between system components with feedbacks, the adaptation of an organization in a constantly changing environment, and human behaviour. This project-based course combines theory and practice to present a system-theoretic approach to risk management. | Department of Mechanical & Industrial Engineering | environmental | SDG13 |
| MIE1005H | Theory of Vibrations | Theory of Vibration includes versatile techniques to study dynamic behaviour of structures and mechanical systems. It utilizes the knowledge of mathematics and engineering science (statics and dynamics) to solve engineering vibration problems. Furthermore, it uses techniques, skills, and modern engineering tools (analytical, numerical, experimental) necessary for engineering practice. Vibration engineering is an indispensable part of mechanical engineering analysis and design, and is widely used in most practical problems to understand the dynamic performance of structures and mechanical systems. In this advanced course, you will develop an understanding for both the physical and mathematical characteristics of the procedures. You will also have the opportunity to use general-purpose computational software (e.g. MATLAB) and finite element program(s) for assignments and projects. At the end of the course you will be able to develop dynamic models for multi-degree-of-freedom and continuous mechanical systems and obtain solutions for vibration problems. | Department of Mechanical & Industrial Engineering | knowledge | SDG4 |
| MIE1240H | Wind Power | 1. Introduction to Wind Power 2. Wind resource assessment 3. Introduction to aerodynamics of wind turbines 4. Wind turbine performance 5. Structural design and loads on Wind Turbines 6. Mechanical and civil engineering aspects of wind turbines 7. Energy production estimation for wind farms 8. Wind farm design and constructability 9. Introduction to offshore wind power 10. Economics of wind power, environmental impact and regulations | Department of Mechanical & Industrial Engineering | energy, wind, production, offshor, environmental | SDG7, SDG12, SDG13 |
| MMF1922H | Data Science Methods for Investment, Finance and Risk Management | Over the past decade, data science and machine learning have gained immense popularity in many scientific disciplines. The reason for the emergence is due to theoretical advances in machine learning, availability of big data, and surges in computational capabilities. This course provides an introductory overview of data science methods in finance, investments, and risk management. The course covers a review of foundational probability and statistics, brief introduction to machine learning (supervised learning, unsupervised learning) and big data tools. | Mathematical Finance | learning, invest | SDG4, SDG9 |
| MMF1923H | Financial Markets and Corporate Policy | This course examines topics in finance using the case study method. Topics covered include: firm evaluation; hedging strategies and policies; financial engineering and real options. The objective of the course is to provide real examples to reinforce important concepts and to develop analytical skills. | Mathematical Finance | financial market | SDG10 |
| MMF1914H | Information Technology | This course will use real data for analysis of time series and teach students how to capture and analyze data. These are skills students will find immediately useful in industry. By the end of the course students should have an introductory knowledge of Excel VBA and Matlab programming, sufficient to use them as tools for the remainder of the MMF program, as well as an introduction to R. Additionally, students will be introduced to financial data sets and data providers, the challenges of managing large financial data sets from differing sources, the principles and challenges of back-testing strategies with historical data sets, and an overview of the modern markets from which the data is derived. | Mathematical Finance | knowledge | SDG4 |
| MMF1915H | Introduction of Financial Products | This course will provide an introduction to global financial markets and risk management and progress to examine fixed income securities; financial derivative products in the form of Forwards and Futures and then expand into Options, Swaps and Swaptions. Students will gain knowledge by creating a portfolio with asset classes including equities, foreign exchange commodities and fixed income securities. Students will also explore practical benchmark indices used to measure portfolio performance and describe these benchmarks using algorithms and mathematical proof to support and measure the performance of the portfolio. | Mathematical Finance | knowledge, financial market, equit, income | SDG4, SDG10 |
| MMF1910H | Introduction to Financial Industry | This course will introduce you to fundamental concepts inherent in financial systems. In order to discuss some of the most important concepts currently debated in finance, for example, “Main Street vs Wall Street”, Central Bank Digital Currencies etc. The course will discover the connections between financial institutions and economic well-being; examine the critical role of healthy banks, efficient asset markets and monetary policy. The course will also examine how commercial banks operate, examine the sources from which banks acquire their funds and how they use the funds they acquire, as well as how assets and liabilities function within banks. Commercial banks facilitate borrowing and lending, which provide valuable services to each party. Once these fundamentals are introduced, the course will explore stock market bubble and how asymmetric information affects financial markets. All of these topics will allow the student to understand and explore the impact of the recent global pandemic on markets and other critical discussion topics. | Mathematical Finance | well-being, financial market, institut | SDG3, SDG10, SDG16 |
| MMF1920H | Investment and Finance | The equity, FX and equity option trading workshop is designed primarily to help students understand the basics dynamics of trading, but from a market makers perspective. It also provides a broad practical overview of the structure and trading mechanisms of the equity, FX and option markets, and provides practical insights into the management of risk, especially option risk. Students will trade and manage the risk of equity, FX and option trading books using the proprietary ICTrader. | Mathematical Finance | equity, invest, trade, equit | SDG4, SDG9, SDG10 |
| MMF2030H | Machine Learning for Finance | The course will cover machine learning from both a theoretical and practical point of view, with a focus on pragmatic applications & real industry examples. Topics will cover supervised & unsupervised learning, as well as high level workflows from business problem definition down to analysis and integration with business strategy. Students will be encouraged to understand problems from a quantitative point of view, as well as through the lens of strategy and business usage. The course will cover theory, applications & common usage of key machine learning techniques, as well as case studies from the financial and professional services industries. The course evaluation will be based on participation and a group project, where students will be encouraged to apply a range of techniques covered to a business problem selected by each student with the instructor’s approval. | Mathematical Finance | learning | SDG4 |
| MMF2021H | Numerical Methods for Finance | Quantitative finance is applied in the industry mostly through software implementations of computational algorithms. Often, the mathematical methods employed involve more or less sophisticated methods; the accuracy, speed and resource consumption of such algorithms often mark the difference between a business workflow which is productive, useful and economic and others which are slow, inefficient, resource intensive or simply inaccurate and therefore potentially useless. With the introduction of data science, machine learning and other methods from artificial intelligence into the realm of mathematical finance, computational challenges are increasing due to the larger computational ambition of new algorithms and the expansion of traditional business lines, aligning innovation and discovery of efficient numerical methods with the development of new business lines. This course will develop best practices in the design of numerical methods for the efficient design of computational algorithms across a wide scope of mathematical implementations, ranging from the traditional areas of computational algebra and differential equations to the newer ones of computational graph theory and optimization. | Mathematical Finance | learning, consum | SDG4, SDG12 |
| MMF1928H | Pricing Theory 1 | This course focuses on financial theory and its application to various derivative products. A working knowledge of basic probability theory, stochastic calculus, knowledge of ordinary and partial differential equations and familiarity with the basic financial instruments is assumed. The topics covered in this course include, but are not limited to: discrete time models; continuous time limit; equity derivatives; the Greeks and hedging; interest rate derivatives; foreign exchange; stochastic volatility and jump modelling and numerical methods. | Mathematical Finance | knowledge, equity, equit | SDG4, SDG10 |
| MMF2000H | Risk Management | The intent of this course is to introduce the students to contemporary risk management concepts used by Canadian banks as well as many global financial institutions. By the end of the course, students should have a rudimentary understanding of how Canadian banks manage risk, including familiarity with industry standard terminology, methodologies, and modelling techniques. Topics covered will include: What is a credit risk scorecard? Model development; common statistical measures and benchmarks; portfolio metrics (VaR/Expected Shortfall); Limits and governance; Controls on liquidity risk; Treasury risk management tools and analysis, climate risk analytics and enterprise-wide stress testing. | Mathematical Finance | climate, institut, governance | SDG13, SDG16 |
| MSE1026H | Analytical Electron Microscopy | A course covering both introductory and advanced topics in electron microscopy, including transmission electron microscopy, scanning electron microscopy and focused ion beam and related spectroscopy techniques, i.e., energy dispersive X-ray spectroscopy and electron energy-loss spectroscopy. The course is designed for those interested in electron microscopy (far-fields): Graduate students with a bachelor degree in engineering or science. Fourth-year undergraduates majored in science or engineering fields. | Department of Materials Science and Engineering | energy | SDG7 |
| MSE1065H | Application of Artificial I Intelligence in Materials Design | n this course students will be exposed to the applications of machine learning for materials design, including physical metallurgy, catalysis and mechanics of materials. We will begin by conducting a review of statistical and numerical methods, and programming in R and Python. Then, the most important machine learning techniques of relevance to materials science will be described. This will include linear, nonlinear and logistic regression, decision trees, artificial neural networks, deep learning, supervised and unsupervised learning. Thereafter, the students will be provided hands-on experience on analyzing data and apply ML approaches through a set of case studies, pertaining to alloy design, additive manufacturing, and catalyst design. Finally, students will apply these skills through a term project on materials science problem of their interest. This course has been selected for Data Analytics emphasis in FASE at the graduate level. Due to the broad nature of course topics, we encourage students from Chem Eng, MIE, Chemistry, and other departments. | Department of Materials Science and Engineering | learning | SDG4 |
| MSE1036H | Application of Electrochemical Techniques in Materials Science | This course covers both the fundamental aspects of techniques used to assess electrochemical reactions (cell potential, current distribution, analytical electrochemistry), their mechanisms from a materials perspective (electrocatalysis, general and localized corrosion, energy systems) with an additional emphasis on in-class laboratory practice in specimen preparation, utilization of electrochemical equipment, analysis of electrochemical data and their link to structure-property relationships in materials. Experimental methods will cover d.c. electrochemical techniques such as open circuit potential measurements, cyclic potentiodynamic anodic polarization, cyclic voltammetry, chronopotentiometry, chronoamperometry, and a.c. techniques such as electrochemical impedance spectroscopy. Throughout the course, examples of the application of principles and techniques to the development of novel materials for a variety of applications will be highlighted. | Department of Materials Science and Engineering | energy, labor | SDG7, SDG8 |
| JTC1135H | Applied Surface Chemistry | There is no single or simple analytical technique for the study of surfaces and interfaces. Multiple techniques are available, each limited in what it can reveal. A knowledge of most current analytical techniques, their strengths and limitations, is the main material delivered in this course. The fundamentals of the techniques will be presented sufficient to understand the techniques; the material will be presented in the context of relevant technological problems, including individual projects. The fundamentals of surface and interface chemistry is covered extensively in a separate companion course (JTC1134 Applied Surface and Interface Science – taught in alternate winter terms). No prerequisite knowledge of surface chemistry fundamentals is assumed. | Department of Materials Science and Engineering | knowledge | SDG4 |
| MSE1031H | Forensic Engineering | The course provides participants with an understanding of scientific and engineering investigation methods and tools to assess potential sources, causes and solutions for prevention of failure due to natural accidents, fire, high and low speed impacts, design defects, improper selection of materials, manufacturing defects, improper service conditions, inadequate maintenance and human error. The fundamentals of accident reconstruction principles and procedures for origin and cause investigations are demonstrated through a wide range of real world case studies including: medical devices, sports equipment, electronic devices, vehicular collisions, structural collapse, corrosion failures, weld failures, fire investigations and patent infringements. Compliance with industry norms and standards, product liability, sources of liability, proving liability, defense against liability and other legal issues will be demonstrated with mock courtroom trial proceedings involving invited professionals to elucidate the role of an engineer as an expert witness in civil and criminal court proceedings. | Department of Materials Science and Engineering | invest | SDG9 |
| MSE1058H | Nanotechnology in Alternative Energy Systems | The unique surface properties and the ability to surface engineer nanocrystalline structures renders these materials to be ideal candidates for use in corrosion, catalysis and energy conversion devices. This course deals with the fabrication of materials suitable for use as protective coatings, and their specific exploitation in fields of hydrogen technologies (electrolysis, storage, and fuel cells) linked to renewables. These new devices are poised to have major impacts on power generation utilities, the automotive sector, and society at large. The differences in observed electrochemical behavior between amorphous, nanocrystalline and polycrystalline solid materials will be discussed in terms of their surface structure and surface chemistry. A major team design project along with demonstrative laboratory exercises constitutes a major portion of this course. | Department of Materials Science and Engineering | energy, renewabl, labor, exploitation | SDG7, SDG8, SDG16 |
| MSE1035H | Optical and Photonic Materials | Optical and photonic materials play a central role in a variety of application fields including telecommunications, metrology, manufacturing, medical surgery, computing, spectroscopy, holography, chemical synthesis, and robotics – to name a few. The properties of light and its interaction with matter lie at the heart of this ever-expanding list of applications. The syllabus comprises the nature of light, wave motion, lasers, interference, coherence, fibre optics, diffraction, polarized light, photonic crystals, metamaterials, plasmonic materials, and practical design applications. | Department of Materials Science and Engineering | metro | SDG11 |
| MSE1037H | Process Metallurgy of Iron and Steel | Metallurgical and industrial aspects of production of liquid iron from the blast furnace and production of liquid steel from basic oxygen and electric arc furnaces will be explored in this course. Secondary refining operations and continuous casting processes will also be introduced and examined. Newly emerging technologies (e.g. direct ironmaking and thin slab casting) will be discussed to explain their impact on process, product and environment. Students will understand both industrial equipment design and critical parameters associated with each process for optimizing productivity and quality. Course activities will include offline lecture narrations, online live lectures, online case studies and group discussions, industrial videos and online demos using steel samples. Guest lecturers from HATCH and Stelco will also be invited. | Department of Materials Science and Engineering | production | SDG12 |
| MSC1108H | Animal Models of Human Diseases | Animal Models of Human Diseases is a short course covering a wide variety of animal models which aim at reproducing human diseases and identify new therapeutic solutions. | Institute of Medical Science | animal, animal | SDG14, SDG15 |
| MSC4001H | Foundations in Resuscitation Science Research | This 0.5 credit course is aimed at enhanced understanding of the breadth of research in resuscitation science. It will provide students within disparate fields of research enquiry with the fundamentals of the discipline and provide a forum to discuss common areas of research interest, thereby further reinforcing a spirit of interdisciplinary research. Topics include bioethical issues particular to resuscitation research; health services research with high risk groups; outcomes research in critical illness; translational research in resuscitation and knowledge translation. From bench to bedside to curbside, students will gain a thorough understanding of the issues and concerns unique to the field of resuscitation sciences. | Institute of Medical Science | illness, knowledge | SDG3, SDG4 |
| MSC1106H | GREAT Network Epidemiology, Biostatistics and Surveillance Practicum | Each week over 7 weeks, basic concepts will be introduced in a 2-hour session at the GREAT Network SharePoint Server. To facilitate learning, exercises or tutorials will be given to trainees to work at their own time. You will be given instructions on attending the sessions via a log on user account and password. Course materials (reading materials, PowerPoint Presentations and handouts) will be downloadable from our SharePoint Server which will be opened for access to all participants after registration. To receive the certificate of completion, attendance of all 7 lectures is required. Each lecture will be opened to access for a week and participants can review the lecture at his/her own time and pace. At the end of each week’s lecture, participants are required to take a small quiz (comprises of about 5 multiple choice or short questions). Completion of the quiz is required to move forward to the next lecture. | Institute of Medical Science | learning | SDG4 |
| MSC1004H | Health and Pharmaceuticals | A critical examination of drug development, including the role of health professionals and the pharmaceutical industry in researching, testing, marketing, licensing, and evaluating pharmaceutical drugs. Topics include the differing needs for drug development, evaluation and dispensing in lower income countries, and potential conflicts of interest in drug development. | Institute of Medical Science | income | SDG10 |
| MSC1001Y | Human Anatomy | Gross anatomy of the human body taught from a regional viewpoint. The course is dissection based and includes interactive tutorials and dissection laboratories (96 hours). Anatomical structure and function is emphasized. Social distancing measures will be followed. Method of course delivery may be subject to change. | Institute of Medical Science | labor | SDG8 |
| MSC2015H | Interpretive Visualization: Cinematic Design and Preproduction | This 40-hour course addresses the fundamental principles of film design and preproduction. The course goal is to allow students to explore the nature of cinematic storytelling in science, and to develop and refine the visualization design of their Master’s Research Project. Students will complete a series of assignments that will result in a portfolio of documents (including overview, treatment, and script) and media (including concept art, storyboards, and an animatic) that will allow them to clearly plan for the production phase of their cinematic designs in the second term. Marking will occur twice in the course: first, for the formal presentation of a finalized film storyboard; and second, upon submission of a completed animatic, along with a portfolio of film preproduction documents (treatment, script, concept art, etc.). | Institute of Medical Science | production | SDG12 |
| MSC1090H | Introduction to Computational Biostatistics with R | The goal of this class is to prepare graduate students to perform scientific data analysis. Successful students will learn how to use statistical inference tools to gain insight into their data, as well as be exposed to techniques and best practices to store, manage and analyze data. Topics to be covered: Introduction to programming with R, Programming best practices, Data structures, Review of basic statistics, Introduction to Machine Learning algorithms, Visualization of data | Institute of Medical Science | learning | SDG4 |
| MSC1103H | Knowledge Translation | CIHR defines Knowledge translation (KT) as “the exchange, synthesis and ethically-sound application of knowledge—within a complex system of interactions among researchers and users—to accelerate the capture of the benefits of research for Canadians through improved health, more effective services and products, and a strengthened health care system”. A prominent characteristic of KT is that it encompasses all steps between the creation of new knowledge and its application to yield beneficial outcomes for society. Essentially, KT is an interactive process underpinned by effective exchanges between researchers who create new knowledge and those who use it. KT can narrow the gaps between health research, health practice and health policy. KT concepts are universal and broadly applicable; yet teaching and learning about how to do effective KT has long been a challenge. This introductory course in Knowledge Translation is designed to give students brief background knowledge in the importance of knowledge translation in their research, prominent knowledge translation theories and models, strategies and measures to support research use in various fields and the importance of multi-faceted KT approaches. Our approach to KT is rooted in theory and science, but our application of KT is uniquely pragmatic and focused on real-world impact. | Institute of Medical Science | health care, knowledge, learning | SDG3, SDG4 |
| MSC1030H | Learning from Data - Introduction to Study Design and Statistical Analysis Methods | The goals of this course are to provide students with the ability to understand and interpret statistics to enable them to conduct their own research and to critically appraise research evidence from the scientific and medical literature. To enable these goals, a “problem-driven” approach referred to by the acronym PPDAC* (Problem, Plan, Data, Analysis and Conclusion) will be used : outlining a problem and defining a research question to help solve this problem carefully planning a research study to answer the question reliably collecting the necessary data, and managing it appropriately to ensure it is of high quality analyzing the study results using statistical methods consistent with the type of data collected providing conclusions that reflect the results from the analysis Selected faculty members with particular expertise will deliver a lecture describing their research work, including an introduction to their field, major methodological issues and key discoveries. Ample time will be dedicated to interaction and discussion. The assignments consist of: 1) selecting a topic for a review article and providing an abstract, 2) presenting a brief oral presentation, and 3) submitting a review article (2,500 – 5,000 words) at the end of the course. Each assignment will be reviewed by two faculty members who will generate a consensus grade. | Institute of Medical Science | learning | SDG4 |
| MSC1085H | Molecular Approaches to Mental Health and Addictions | This popular course investigates the neuroscience knowledge and research strategies underlying major psychiatric disorders and related psychopharmacological treatment. Lectures will discuss insights gained from areas of research such as genomics, neuroimaging, pharmacology, animal models and bioethics. Particular attention will be paid to how these studies have refined our understanding of clinical phenomena. Selected faculty members with particular expertise will deliver a lecture describing their research work, including an introduction to their field, major methodological issues and key discoveries. Ample time will be dedicated to interaction and discussion. The assignments consist of: 1) selecting a topic for a review article and providing an abstract, 2) presenting a brief oral presentation, and 3) submitting a review article (2,500 – 5,000 words) at the end of the course. Each assignment will be reviewed by two faculty members who will generate a consensus grade. | Institute of Medical Science | mental health, knowledge, invest, animal, animal | SDG3, SDG4, SDG9, SDG14, SDG15 |
| MSC2010Y | Molecular Medicine in Human Genetic Disease | This course should encourage students to develop an approach to the genetic analysis, investigation and treatment of human disease. In the body of the course, a series of 16 lectures will cover background relevant to the study of human genetic disease as well as specific examples of human genetic disease research. Introduction to molecular approaches: Students will be introduced to useful tools and concepts that enable the study of a wide spectrum of human diseases. These include such topics as: population identification and sample collection; genome scanning with subsequent linkage analysis; copy number variation analysis and the use of animal models. Specific examples of human genetic disease research: Lecturers will be encouraged to discuss the basic clinical presentation and pathophysiology of the genetic disease that they study; the approach they take in their research; the molecular changes that occur and key findings. Each lecture will provide an eample of the application of molecular tools to the investigation of a specific human disease. Lecturers will be encouraged to provide weekly reading assignments in advance of the lecture and will usually provide their slides to the class for review. Each student will be required to sit a short answer exam (December), prepare a Letter of Intent for a grant proposal that addresses a research topic in human genetic disease (February) and give a 10-15 minute in-class slide presentation of a research paper assigned by the Course Director (March), and write a short News & Views type article about a paper or papers in the field of human genertic disease that have been published during the past calendar year. | Institute of Medical Science | invest, animal, animal | SDG9, SDG14, SDG15 |
| MSC2012H | Neuroanatomy for Visual Communication | This course consists of lectures and an applied component. The lecture component is delivered by a member of the Division of Anatomy. Working with faculty members from BMC and Anatomy, the student is required to independently produce a series of original, conceptual medical illustrations suitable for a textbook targeted to medical students. The main objectives of the applied assignments are to enhance students’ knowledge base, problem-solving, presentation, time-management and rendering skills, while conforming to set criteria for textbook publication. | Institute of Medical Science | knowledge | SDG4 |
| MSC1104H | Neurodegenerative Disease | A clinical and research overview of neurodegenerative diseases with a special focus on Alzheimer’s and Parkinson’s Disease. The module will provide students with a thorough understanding of clinical presentation, genetic and environmental causes, molecular underpinnings, and advances in therapeutic and biomarker research. | Institute of Medical Science | environmental | SDG13 |
| MSC2022H | Graphic Medicine Seminar | The last decades have witnessed a new interest in comics and graphic novels. As a creative medium, the comics form has produced groundbreaking accomplishments while it has gained greater cultural visibility, critical interest, and intellectual credibility. During the same period, there has been growing awareness on the part of medical and nursing practitioners, patients and families, researchers, educators, and literary and cultural studies scholars that the graphic narrative form offers important resources for the communication of a range of issues within medicine and science. “Graphic medicine” is a term often used to describe the growing body of creative work (graphic novels, webcomics, and hybrid forms) that deals with issues of illness and caregiving from the perspectives of patients, family members, caregivers and healthcare professionals. At the same time, visual narratives have been increasingly used in the communication of basic science for public outreach. In this course, students will become familiar with major works of graphic medicine, science comics, and key theoretical texts related to sequential art. As a major project, students will develop their own graphic narrative on a medical or scientific theme. | Institute of Medical Science | healthcare, illness | SDG3 |
| MSC7000Y | Regenerative Medicine | MSC7000Y is a unique flagship course of wide interest to students with a health professional background (i.e. MDs, RNs, clinicians), and scientists across Canada. This course will provide students with an understanding of the science behind the field, the bio-processes, new and emerging technologies, the ethical and regulatory aspects of implementation and the academic/industry partnerships on which clinical success is likely to be based. Content is as follows: BACKGROUND: ORGAN FAILURE Heart, Lung, Liver, Kidney, Pancreas Failure including physiology, human impact, and cost and the implications for regenerative medicine Current Approaches to Management of Organ Failure including transplant and non-transplant approaches REGENERATIVE MEDICINE AND INNOVATIVE TECHNOLOGIES (MAIN FOCUS) Stem Cells (ESC, iPS, MSC, Islet, Neural, Retinal, Marrow) Gene Therapy Biomarkers & Assays Stem Cell Aging, Manufacturing, and Engineering Tissue Engineering (Lab/Organ on a Chip) CRISPR Genome Editing CLINICAL APPLICATIONS OF REGENERATIVE MEDICINE Immune Tolerance in Transplant Burns and Skin Regeneration Imaging and Nanotechnology in Regenerative Medicine Translation of New Therapies from Bench to Bedside Fundamentals of Clinical Trials Design Evaluation of Health-Related Quality of Life Cost-Effectiveness & Global Health Economics Adoption of New Therapies ETHICS AND SOCIETY Research Ethics Transplant Ethics Quality of Life – Patient perspective Regenerative Medicine Ethics Public Opinion and the Media Regulation of Regenerative Medicine in Canada IP and Commercialization of Regenerative Medicine JOURNAL CLUB Selected articles relevant to regenerative medicine will be selected for group participation during the course. This course forms a major part of a Training Program in Regenerative Medicine. | Institute of Medical Science | global health, regeneration | SDG3, SDG15 |
| MSC2002H | Sequential Medical Communication | This course focuses on relationships between content, medium and audience to visually clarify complex medical and scientific concepts for sequential storytelling in medical malpractice and personal injury cases. Relationships are examined through the design and creation of demonstrative evidence for the Canadian courtroom. A case-based approach simulates professional practice. Theories of visual knowledge building, information design, multimedia communication, learning/teaching, and cognitive psychology inform the design of medical legal illustrations and courtroom media. Co-design and collective visual problem solving skills are enhanced through collaborative development and critical analysis feedback critiques. Assignments focus on developing visualization techniques, mastering advanced colour theory, designing for knowledge translation, and rendering transformative visual explanations for illustrative evidence. | Institute of Medical Science | knowledge, learning, labor | SDG4, SDG8 |
| MSC1110H | Strategic Training in Transdisciplinary Radiation Science for 21st Century | The overall objective of this course is to develop an understanding of the transdisciplinary nature of radiation science both in practical clinical application and in research. This foundational knowledge will be built upon by placing radiation science in the context of the greater scientific enterprise academically and within society. Each interactive session is led by an expert in the topic who gives an introduction, followed by discussion or a group activity. | Institute of Medical Science | knowledge | SDG4 |
| MSC1081H | Studies in Schizophrenia | This course, consisting of a series of readings, seminars, and a term paper, is intended to provide an in-depth and multidimensional understanding of schizophrenia spectrum disorders. Readings and seminars will include both foundational perspectives and recent advances in knowledge, bringing together the complexity of specialized knowledge that is required to carry out good research in the area of schizophrenia. Topics included are: • Introduction to course. What is Schizophrenia • Signs and symptoms • Prodrome and First episode Schizophrenia. Early detection • Sociocultural aspects and vulnerable populations • Neuropsychology • Genetics • Neuroimaging • Neurophysiology • Pharmacotherapeutics • Animal models • Research Ethics • Overview and feedback | Institute of Medical Science | knowledge, vulnerable population, animal, animal | SDG4, SDG10, SDG14, SDG15 |
| MSC1101H | Success After Graduate School: a Professional Development Module for PhD Students in IMS | PhD graduates from the Institute for Medical Sciences (IMS) continue to be employed as professors and scientists in research institutes but increasingly are finding jobs in other sectors of the economy. This course module is designed to enable PhD students to assess and develop their leadership and transferable skills in order to take better advantage of the opportunities available to them in academia and beyond. Each session will feature an interactive presentation and in-class activities. Complementing the course will be IMS Connects, a series of Friday afternoon interactive career development panels and networking events designed for IMS students featuring alumni working in various sectors. | Institute of Medical Science | institut | SDG16 |
| MSC1089H | The Biopsychosocial Basis of Mental Health and Addictive Disorders | Prof. George and colleagues will review the biopsychosocial basis of mental health and addictive disorders from the perspectives of etiology, pathophysiology, clinical phenomenology and diagnostics, genetics, neuroimaging, and treatment which have all contributed to our increasing understanding of psychiatric and substance use disorders from a biomedical (“disease”) concept. The role of stigma and recovery would also be discussed from a biobehavioural and social determinants of health perspective, to produce an integrated perspective on mental health and addictive disorders. The contemporary approach to treatment of these disorders would also be discussed which emphasizes biological, psychological and social policy and prevention perspectives. | Institute of Medical Science | mental health | SDG3 |
| MSC3001H | The Foundations in Musculoskeletal Science | This is a half-credit required course which will be counted, in most of the participating home programs/ home graduate units, towards students’ home degree electives. Students, regardless of home graduate unit and prior learning, receives a common foundation of the topics and issues particularly relevant to designing and conducting research in the highly interdisciplinary realm of musculoskeletal science. Students will achieve an enhanced appreciation of the breadth and complexities of research in the field, and will be better able to discuss disparate topic areas of research, thereby, reinforcing a spirit of interdisciplinary research. The MSC3001H is offered over one term, and consists of a series of twelve two-hour lectures to cover topics spanning over Bones, Cartilage, and Muscles. Lecturers are experts in their respective topics drawn from graduate units and clinical departments associated with the Collaborative Program in Musculoskeletal Science. | Institute of Medical Science | learning, labor | SDG4, SDG8 |
| MSC2020H | Visual Representation of Biomolecular Structure and Function | This course explores the structure and function of biologically-relevant macromolecules and their visual representations. Key biomolecular concepts that will be examined include molecular structure, environment, interaction, and dynamics. The main goal of this course is to equip you with the fundamental knowledge, language, and practical skills necessary to create accurate visual depictions of these biologically-important macromolecules and associated processes for different audiences. This 36-hour course comprises two components: lectures and practical labs. The lecture component focuses on teaching you the fundamental concepts in molecular structural biology that are relevant for the accurate visual depiction of macromolecules. These concepts will be presented in the context of both historical and contemporary molecular visualization best practices. The laboratory component will give you hands-on experience in acquiring, evaluating, exploring, and visualizing molecular data from a variety of sources through in-lab tutorials and assignments. Practical issues such as dealing with missing data, integrating data from multiple sources, and evaluating whether a dataset is suitable for a project will be addressed. | Institute of Medical Science | knowledge, labor | SDG4, SDG8 |
| MSC2001Y | Visual Representation of Medical Knowledge | This full-year course emphasizes the theories of perspective, colour, design and storyboarding as they relate to textbook and journal illustration. This course follows a seminar format in which students have reading and applied assignments in cell and surgical illustration. It is expected that students will work independently. Group critiques occur regularly. The objectives are to enhance problem-solving, rendering and time-management skills. | Institute of Medical Science | knowledge | SDG4 |
| MSC2018H | Visual Representation of Processes in Human Pathology | This course has a lecture/seminar component and an illustration component. Pathology lectures are delivered by faculty from the Department of Laboratory Medicine and Pathobiology. Topics include overviews of cell adaptation and injury, inflammation, immunology, cell repair, and neoplasia, and the histology and pathobiology of specific regions and organ systems. For the illustration component of the course, each student will produce an original, conceptual medical illustration demonstrating pathological change in a tissue over time. Students will also complete a series of graded preparatory studies. Faculty from Biomedical Communications and Laboratory Medicine and Pathobiology will provide guidance, feedback, and technical/content expertise. | Institute of Medical Science | labor | SDG8 |
| MSC2017H | Visualization Technology | In this course students will learn to create a 3D animation using Autodesk Maya and Adobe After Effects. The focus is on clarity of communication in this linear narrative form, cinematography, and technical execution and workflow in the production process. | Institute of Medical Science | production | SDG12 |
| MST1110H | Diplomatics and Diplomatic Editing | Most of the written evidence that survives from the Middle Ages takes the form of archival documents—charters, contracts, account books, testaments, notarial protocols, administrative minutes, court records and so forth. This course examines the production of such material by royal, papal, imperial and municipal chanceries and its use by modern historians. Diplomatic sources, which often survive in a single copy, present editors with special problems. A central objective of the course is therefore to introduce students to the conventions of diplomatic editing through weekly exercises in editing and annotating documents from the Carolingian era through to the fifteenth century. | Centre for Medieval Studies | production | SDG12 |
| MST3263H | Gender and Sexuality in Medieval Literature | This course will be devoted to a close reading of Avicenna’s most comprehensive work on philosophical psychology, The Book on the Soul from his summa of philosophy, The Healing (Al-Shifāʾ). This text had a lasting impact on philosophy and theology both in the Islamic world and the West. Avicenna covers a wide range of topics, including the relation of the soul and the intellect to the body; personal identity, consciousness, and self-awareness; the nature of intellectual cognition; the nature of sense perception and imagination; animal cognition; and the relations between intellectual and sense cognition. Main Texts: Our readings will be drawn from the complete draft English translation by D. Black and M. Marmura, Avicenna, Healing: Psychology. The text is also available in the original Arabic, in medieval Latin translation, and in French. | Centre for Medieval Studies | gender, animal, animal | SDG5, SDG14, SDG15 |
| MST1422H | Introduction to the Study of Magic in the Middle Ages | In the last few decades, the field of medieval magic has developed into an important interdisciplinary area of scholarship. This seminar will serve as a broad introduction to magic in the Middle Ages for students working in disciplines ranging from literature to the history of science; to my knowledge, this is the first such course offered at the CMS. Following an introduction to the different types of magic – from healing and astrology to exorcism and necromancy – the seminar will briefly survey the historiography of medieval magic from the 1500s onwards. The bulk of the seminar will concern the vast range of mostly Latin literature related to medieval magic. While genres such as dream-books have been relatively well studied, others, such as chiromancy manuals, have received less attention. Significant time will be devoted to well-known works such as the Secret of Secrets and the Notory Art. | Centre for Medieval Studies | knowledge | SDG4 |
| MST3226H | Medieval Mediterranean History | This course explores the history of monasticism from late antiquity to the late Middle Ages through its so-called normative sources, especially rules and customaries. The main goal of the course is in-depth reading of primary sources, however, attention will also be given to the recent secondary literature on these texts, challenging the traditional history of monasticism. While the focus is on monasticism, it is also a social history course as it allows the study of medieval daily life even in periods for which we have no similar sources for other groups of society. Students will be able to choose one theme to study through all the sources read in class (in translation and Latin) –such as food, organization of space, punishment or sexuality–, or to investigate lesser known (and usually not yet translated) rules and customaries. | Centre for Medieval Studies | invest | SDG9 |
| MST3321H | Philosophy of Mind in the Middle Ages | The course treats of the Platonic and Peripatetic traditions of philosophical commentary from the 1st c. BCE to the 6th c. CE, and emphasizes points of continuity between Greco-Roman, Medieval, and Byzantine thought as represented by commentators such as Alexander of Aphrodisias, Porphyry, Iamblichus, Calcidius, Macrobius, Proclus, Ammonius, Boethius, and Simplicius. Level-One Latin or higher is strongly recommended, also a reading knowledge of either French or German; students should contact the instructor to discuss qualifications for enrolment. | Centre for Medieval Studies | knowledge | SDG4 |
| MST1003H | Professional Development for Medieval Studies PhDs | This seminar, an exercise in Überlieferungsgeschichte, will investigate the transmission of the Latin Classics from Antiquity to the invention of print, with a focus on the medieval centuries. Manuscript traditions will be considered as well as reception in all its forms: indirect transmission (testimonia, references, quotations and allusions), commentary, and imitation. Professorial presentations of sample textual traditions will provide models for student research projects. As this seminar helps student improve Latin reading skills, it is assumed that significant amounts of text are prepared for translation and discussion at each session. | Centre for Medieval Studies | invest | SDG9 |
| MST3244H | Saints of early Medieval Italy | This course will look at medieval discussions of the issues later raised, famously, by Descartes in his *Meditations*. To that end, we’ll consider topics such as the following: scepticism, self-knowledge, certainty, the distinction between mind and body, dualism, the nature of matter, proofs for the existence of God, real and diminished being, error, what can be known of the material world, and the content of our sensations. The exact topics will depend on how much will be available in translation by then. Most of the readings will be drawn from philosophers working in the Latin Christian West after the rise of the Universities (so roughly 1240+). Knowledge of Latin is *not* necessary but of course would be helpful. Students can write either one long research paper at the end of the term or three shorted papers in the course of the term. | Centre for Medieval Studies | knowledge | SDG4 |
| MST3165H | Vernacular Religious Literature in Medieval France | This course combines an overview over vernacular (French or Occitan) religious literature in medieval France with the detailed study of a few selected cases. Topics discussed will include: the typology of religious literature, the role of the Church in the birth of vernacular literature, its complex relationship with the emerging profane genres, historical practices of piety, bilingualism, types of translation and re-writing, the role of women. Selected paraliturgical and hagiographic texts from different genres and periods will be studied in class or be presented by the participants. The second half of the term will be dedicated to the in-depth study of a Latin-French Book of Hours. Prerequisite: Basic reading knowledge of Latin and Old French or, alternatively, Old Occitan (normally an Old French or Old Occitan course), or permission by Instructor. | Centre for Medieval Studies | knowledge, women | SDG4, SDG5 |
| MUS4242Y | Advanced Concepts in Singing and Vocology | This course focuses on the techniques and methods associated with advanced and university level teaching. Topics include: a survey of historical technique treatises, advanced repertoire, developing diagnostic skills, master-class teaching, career development and job interview skills and presentation of lectures and workshops. Individualized year-long research projects relating to advanced and university teaching are assigned. MUS4773H is a co-requisite. Enrolment is open to Piano Pedagogy students or by permission of department. | Faculty of Music | pedagogy | SDG4 |
| MUS4222Y | Advanced Instrumental Conducting | The study of conducting techniques, score preparation and rehearsal procedures as applied to wind, and opera literature. Issues of style, interpretation and the relationship between gesture and response will be examined through the preparation of selected repertoire. By permission of Department. | Faculty of Music | wind | SDG7 |
| MUS4232H | Advanced Vocal Repertoire II | This course provides advanced concepts in singing health assessment and methodology for teaching advanced skills to students with intermediate voice teaching experience. Modules include advanced teaching with a jury and performance, repertoire building, performance strategies in private and group instructional setting, mock interviews, studio management, and individual research projects as approved by the Instructor. Prerequisite: Completion of graduate level vocal pedagogy courses, vocology, or speech language pathology courses, or by permission of Instructor. Priority is given to students enrolled in the DMA Voice Pedagogy program. | Faculty of Music | pedagogy | SDG4 |
| MUS4241Y | Advanced Voice Pedagogy and Vocology | This practical course offers piano teaching experience through observation, assistance in group classes and hands-on private lessons through the Children’s Piano Pedagogy Program. All teaching scenarios are supervised and critiqued by the instructor through videotapes and on-site observations. | Faculty of Music | pedagogy | SDG4 |
| MUS4625H | Alexander Technique | Major Ensemble II - By Audition Participationinalarge-scaleperformanceensemble(instrumental/choral). Theensembleandassignmentswillvarywithappliedmajor. Orchestra Guitar Orchestra Wind Ensemble Wind Symphony Women's Chorus Men’s Chorus MacMillan Singers Women’s Chamber Choir For students who have taken MUS4700H. | Faculty of Music | women, wind | SDG5, SDG7 |
| MUS4445Y | Applied Music II | Building on the principles learned in Collaborative Piano Techniques I, students will engage in a series of lectures, master classes, performances and presentations to further develop their skill set and increase familiarity with the instrumental repertoire. Topics will include repetiteur preparation, score reading, instrumental chamber music, conducting, and a review of previous topics as needed. Students will participate in class performances, discussions, written assignments, and an in-class presentation. Students will be assigned to instrumental studios to supplement and support class work. | Faculty of Music | labor | SDG8 |
| MUS4711H | Chamber Music II | Chamber Music II Participation in small performance ensembles of both standard and irregular groupings. Brass, Woodwinds, Strings. For students who have taken MUS4710H. | Faculty of Music | wind | SDG7 |
| MUS4112Y | Clinical Performance Practicum | This course, Performance Project, will consist of a recital program of 50–60 minutes that can include a combination of solo repertoire and chamber music. ThePerformanceProjectwillbesupervisedbytheappliedperformanceinstructor(MUS4444YAppliedMusic)andwilltakeplaceattheend of the first year of the program. A Jury performance examination of 30 minutes (selected from the full recital program) will be adjudicated by one member of the Music and Health Sciences faculty, and one instrument or voice performance specialist. When the Jury is passed, the student will perform the full program in an approved clinical or community setting. Verbal introductions of each piece in the recital program appropriate for each clinical or community setting will be expected. | Faculty of Music | judic | SDG16 |
| MUS7407H | Clinical Research Practicum | The student will identify an area of investigation within the field of music and health, and will undertake independent research in that area under the supervision of the candidate’s advisor. Completion of this course includes a seminar presentation to the candidate’s committee and public to demonstrate the candidate’s knowledge and ability to communicate. | Faculty of Music | knowledge, invest | SDG4, SDG9 |
| MUS4502H | Collaborative Piano Studio Techniques I | A series of lectures, discussions, student performances and presentations designed to address various topics related to the work of collaborative pianists. Topics will include vocal coaching techniques, issues of performance practice, and the study of selected poetry and repertoire. By permission of Department. | Faculty of Music | labor | SDG8 |
| MUS4508H | Collaborative Piano Techniques II | Practical studies in French lyric diction for graduate singers and collaborative pianists. This course focuses on the rules governing the pronunciation of French, the use of the International Phonetic Alphabet, and the articulatory processes involved in the vocalization of this language. | Faculty of Music | labor | SDG8 |
| MUS4509H | Collaborative Piano Techniques II - Vocal | Practical studies in Italian lyric diction for graduate singers and collaborative pianists. This course focuses on the rules governing the pronunciation of Italian, the use of the International Phonetic Alphabet, and the articulatory processes involved in the vocalization of this language. | Faculty of Music | labor | SDG8 |
| MUS3222H | Composing for Film | The last several years have seen a surge in analytical and theoretical interest in musical form in the music of the so-called “romantic generation”—the composers who came to maturity during the third and fourth decades of the nineteenth century. Through a study of this repertoire and the literature about it, we will investigate what distinguishes form in this music from form in earlier repertoires. Established theories of classical form as well as broader trends in contemporaneous musical culture and reception will serve as additional points of reference. While our main focus will be on chamber music and music with orchestra (symphonies, overtures, and concerti) by composers such as Berlioz, Mendelssohn, Schumann, and Wagner, we will also make forays into other genres and music by other composers working between ca. 1815 and 1850. | Faculty of Music | invest | SDG9 |
| MUS2222H | Conducting and Teaching Choral Music I | An examination of current sources and future directions in choral music education emphasizing choral literature, score analysis and interpretation, conducting and rehearsal techniques. An interactive laboratory seminar will offer students the opportunity to develop their theoretical, pedagogical and diagnostic abilities in relation to current research in curriculum and instruction. (EMU430H1) | Faculty of Music | labor | SDG8 |
| MUS3611H | Creative Applications of Technology I | A continuation of Sound Recording I. An exploration of the acoustic properties of instruments with respect to method of sound production and directivity. Multi-microphone techniques are used to capture specifically intended elements of the sound spectrum. Analysis and critical listening skills are further developed. | Faculty of Music | production | SDG12 |
| MUS3612H | Creative Applications of Technology II | This course explores in depth the creative possibilities of the recording studio and software applied to mixing and production. Ideas and strategies are introduced with the intent of producing successful mixes. Concepts and techniques are explored to help create and define the direction of the production. Students will work with both original and provided materials. | Faculty of Music | production | SDG12 |
| JDM3619H | Digital Media Distribution | Long central to European culture, ballet has in the last two decades become a vibrant and expanding area of academic research. This seminar will focus on what is arguably the most influential ballet company of all times, Diaghilev’s Ballets Russes. Between 1909 and 1929, Diaghilev brought together many of the era’s greatest modern artists — among them composers Stravinsky, Poulenc, Debussy, Ravel, Satie, de Falla, Prokofiev, and Strauss; choreographers Fokine, Nijinsky, Nijinska, and Balanchine; and artists and writers Bakst, Picasso, Matisse, Goncharova, and Cocteau — to produce such ground-breaking ballets as Jeux, Daphnis et Chloé, Firebird, and The Rite of Spring. Drawing on the vast multi-disciplinary literature about the Ballets Russes and their world, we will examine seminal works, their reception, and their relationship to French culture and cultural politics. Topics will include music, choreography, and staging, as well as nationalism, exoticism, gender/sexuality, and cultural hierarchies, whether in the works themselves, in Ballets Russes historiography, or in past and present-day performance practices. | Faculty of Music | gender, nationalism | SDG5, SDG16 |
| MUS3300Y | DMA Advanced Composition I | This seminar will examine connections between music theory and cognitive science. We will survey contemporary music- theoretical writings that draw on research in schema theory, conceptual metaphor theory, ecological perception, and theories of embodied and grounded cognition to provide insights into musical experience and musical meaning. Historical antecedents for these cognitive perspectives will also be discussed. | Faculty of Music | ecolog | SDG15 |
| MUS4888Y | DMA Recital III | This course includes the study of all aspects and periods of operatic Y performance practice on an individual and class basis. There will be historical and literary study of the repertoire to be performed (including main-stage productions and workshop assignments), and a major paper will be required. Students will be engaged in musical coachings, rehearsals and staging as required. Other classes will cover diction, acting, movement and other necessary techniques. | Faculty of Music | production | SDG12 |
| MUS4820H | DMA STUDY - M-CLASS | This seminar surveys scholarship on jazz with attention to both foundational writing and current literature. As preparation for future research, central theories and methodologies for inquiry into various aspects of jazz will be explored and critiqued as will recurrent issues in the literature including approaches to the study of improvisation, globalization, industry, race politics, historiography, and more. Intended especially for DMA students in jazz, the course is also open to students in the DMA program as well as those in musicology, ethnomusicology, theory, and music education. | Faculty of Music | globaliz | SDG9 |
| MUS4821H | DMA Study in Undergraduate Piano Pedagogy | This seminar course covers topics relevant to building performers’ interpretive decisions in repertoire from the early 1900s to the present day. Topics include readings drawn from composer and performer sources, including Stravinsky, Cage, Boulez, Berio, and Reich. Students will analyze and compare recordings of a piece in their individual repertoires. The major project will be a presentation of a paper and performance of a work from the student’s repertoire, using developed criteria, and musical and literary sources. The course is for DMA in Performance students. | Faculty of Music | pedagogy | SDG4 |
| MUS1106H | Early Music in Canada | Aural architecture and noise pollution. Talking rivers and screaming microbes. Underwater listening, sound walking, and hearing heat. Bird song, bug rhythm, and cross-species composition. This course examines how humans and other organisms use sound to express, construct, conserve, and harm the environment. We will engage with scholarship across disciplines—including work in ecomusicology, soundscape ecology, sensory ethnography, and bioacoustics—as well as with electroacoustic composition, sonic art, and everyday sound-based practices. We will also consider pressing issues for the humanistic study of the environment, and reflect on the value and ethics of an acoustic approach. This course is open to students with any disciplinary background. Proficiency in music is not required. | Faculty of Music | pollution, water, pollut, conserv, species, ecolog, pollut, conserv, species | SDG3, SDG6, SDG14, SDG15 |
| MUS1279H | Ethnomusicology without Music | Sometimes ethnomusicologists find themselves without music. After all, music only accounts for a portion of social life. Do the ethnographic and analytical strategies of ethnomusicology shed light on other kinds of social practice? Some people — for physiological, psychological, social, or economic reasons — disavow or cease to practice music. How can ethnomusicologists research individuals, groups and cultural forms that have disappeared or been hidden — whether this removal is from the symbolic layers of the public sphere, or more existentially, on the level of bare life — through socio-economic transformation, censorship, migration, or even genocide? | Faculty of Music | socio-economic | SDG1 |
| MUS4234H | Explorations in Performance | Artistic expression and skilled, balanced physical function in practice and performance are dependent upon the state of the performer's innate and acquired mental resources at the required moment. This course will explore leading teaching and learning techniques, strategies, and interventions for achieving musical excellence in the voice studio, practice room and on the performing stage. Current research outcomes in performance and its preparation will complement as well as redirect traditional approaches to singers' teaching and learning. | Faculty of Music | learning | SDG4 |
| MUS4439H | Flute-Guitar Masterclass | A series of lectures, discussions, student performances and presentations designed to address various topics related to the work of collaborative pianists. Topics will include vocal coaching techniques, issues of performance practice, and the study of selected poetry and repertoire. By permission of Department. | Faculty of Music | labor | SDG8 |
| MUS4440H | Flute-Guitar Masterclass II | Coaching sessions for collaborative piano majors with primary focus on the duo sonata repertoire. Repertoire choices will be made through consultation with the instructor and may also include instrumental chamber music for larger groupings and reductions of orchestral works. Instrumentalists welcome (enrolment limited to the number of pianists in the course). | Faculty of Music | labor | SDG8 |
| MUS4766H | Instrumental Performance Class Woodwinds | This practical course will focus on the study and performance of 17th- and 18th-century vocal repertoire from an historically aware perspective. Matters of style, ornamentation, word painting and intonation will be applied to a variety of styles, including solo arias, madrigals and motets, both sacred and secular. The class will be conducted in a master class format. Every other week we will focus on solo repertoire from oratorio and opera. Alternate weeks will be devoted to ensemble repertoire. An end of year public concert will be arranged. | Faculty of Music | wind | SDG7 |
| MUS4767H | Instrumental Performance Class Woodwinds II | Schola Cantorum II Continuation of MUS4774H. | Faculty of Music | wind | SDG7 |
| MUS4210H | Introduction to Music Analysis | The study of conducting techniques, score preparation and rehearsal procedures as applied to orchestral, wind and opera literature. Issues of style, interpretation and the relationship between gesture and response will be examined through the preparation of selected repertoire. By permission of Department. | Faculty of Music | wind | SDG7 |
| MUS7400H | Introduction to Music and Health Care | The course will be a hands-on experiential course, which will introduce elementary improvisation methods, using modal, chromatic, and traditional tonal materials. All concepts will be taught on percussion and keyboard instruments. Emphasis will be given to teaching individual and group improvisation concepts that do not require musical training for the improvising students, clients, patients, etc. of the improvisation teacher. | Faculty of Music | health care | SDG3 |
| MUS1000H | Introduction to Music Research I | Studies in historical, analytical and critical methods with a view to exposing different approaches to research; investigation of reference books and music editions; bibliographical and organizational problems in preparing music papers. | Faculty of Music | invest | SDG9 |
| MUS2111H | Introduction to Research in Music Education | The ubiquity of death and endings surrounding our day-to-day in the wake of not only a global pandemic, but also dominant international policies of late capitalism that have accelerated the climate crisis and paved the way for the increased power of populist ideologies is the hotbed of debate across academic disciplines including philosophy, international affairs, political science, sociology, and public health among others. This graduate seminar will explore some of this scholarship as it intersects with music, education, and pedagogy. Central to the seminar will be questions surrounding how different institutional, cultural and musical practices and communities govern, grapple or come to terms with literal and metaphorical dead (racialized, gendered, aged, differently abled) bodies, dying educational and cultural programs and geographies, and disappearing memories. Some themes to be discussed are: necropolitics, hauntology, nostalgia, grief, and trauma-informed pedagogies. | Faculty of Music | public health, pedagogy, gender, capital, climate, institut | SDG3, SDG4, SDG5, SDG9, SDG13, SDG16 |
| MUS4240Y | Introduction to Voice Pedagogy and Vocology | This course focuses on the techniques and methods pertaining to beginning and intermediate level teaching. Specific emphasis will be on the study of early childhood musicianship development curricula such as Orff, Dalcroze and Music Learning Theory of Edwin Gordon, and their application to piano study. Other topics include technique, repertoire, stylistic interpretations and business aspects of teaching. Individualized year-long research projects relating to beginning and intermediate teaching are assigned. | Faculty of Music | pedagogy, learning | SDG4 |
| MUS1255H | Issues in Music and Philosophy | This seminar is a historical and theoretical inquiry into the construction and reflection of identities in popular music and by popular music performers, audiences, and discourses. Using readings and examples from both Western and Non-Western popular musics we will pay particular attention to race, sexuality, gender, class and how they intersect with and inform various genres, styles, formal characteristics, and issues surrounding musical production, technology and dissemination. Musical identities of local and global location, scenes, and subcultures will also be discussed. Theoretical and interpretive approaches to be introduced and discussed include deconstruction, performance and reception theory and various aspects of postmodern and post-colonial theory. | Faculty of Music | gender, production | SDG5, SDG12 |
| MUS3116H | Learning from the Visual Arts for Composers | The course will discuss some of the last century’s representative operas, from Debussy’s Pelléas et Mélisande of 1902 to Kaija Saariaho’s L’Amour de Loin of 2000, and also some of the lesser known but equally masterful exponents of the genre, such as Szymanowski’s King Roger of 1926, Luigi Dallapiccola’s Il Prigioniero of 1941, and Olivier Messiaen’s Saint François d’Assise of 1983. Balancing historical and theoretical approaches, the course will aim at elucidating the ambivalent role of one of Western music’s defining genres during a tradition-defying period. | Faculty of Music | learning | SDG4 |
| MUS4701H | Major Ensemble II | Chamber Music I Participation in small performance ensembles of both standard and irregular groupings. Brass, Woodwinds, Strings | Faculty of Music | wind | SDG7 |
| MUS4702H | Major Ensemble III | Chamber Music II Participation in small performance ensembles of both standard and irregular groupings. Brass, Woodwinds, Strings. For students who have taken MUS4710H. | Faculty of Music | wind | SDG7 |
| MUS3105Y | MMus Advanced Composition II | This course will follow on from the work done in a basic orchestration course. It is intended to bridge the gap between the fundamentals of instrumentation and advanced orchestration. The course will begin with basic score reading, including transposition. Repertoire for analysis will be drawn from orchestral, wind ensemble, and choral/vocal/orchestral music from the Classical Era to the present day. Scores will be analyzed for instrumental combinations, as well as for idiomatic writing for instruments and instrumental groups. Notation and performance problems will be examined. Prerequisite: TMU314, or permission of instructor. | Faculty of Music | wind | SDG7 |
| MUS2116H | Moral Economy of Death in Music, Education and Pedagogy | Description: Students analyze, synthesize, and critique several philosophical positions and perspectives related to music and music education in terms of theoretical and practical applications, professional implications, and personal articulations. | Faculty of Music | pedagogy | SDG4 |
| MUS7995Y | Music & Health Doctoral Research Project | The student will identify an area of investigation within the field of music and health, and will undertake independent research in that area under the supervision of the candidate’s advisor. Completion of this course includes a seminar presentation to the candidate’s committee and public to demonstrate the candidate’s knowledge and ability to communicate. | Faculty of Music | knowledge, invest | SDG4, SDG9 |
| MUS1271H | Music and Ciculation | Music is variously involved in the production of senses of place and space, and bear the traces of places; and music and other forms of sound production and listening are likewise resources for navigating the maps and landscapes of culture and daily life. This seminar surveys the substantial literature and the wide range of approaches to these subjects in geography, ethnomusicology, anthropology, and cultural studies. We consider practices of mapping through musical and lyrical reference; how the acoustic properties of sound are manipulated to create senses of space; how mobile musics variously reinforce or challenge laws and conventions of space; how music and dance inspire and are inspired by daily movement through space; how music forges connections with, creates and sustains environments; how music helps people make connections across vast distances, and other issues in the study of space, place and music. | Faculty of Music | production, land | SDG12, SDG15 |
| MUS1150H | Music and Land: Sounds of Belonging and Exclusion | After an opening unit on ancient and early modern texts about the relations between music, affect, and anatomy, we will organize our studies around topics including synaesthesia and cross-modal perception, from Castel’s Ocular Harpsichord to Scriabin’s Prometheus and Mysterium projects; madness in opera (including mad scenes by Donizetti and Schoenberg); and what we might call pharma-musicology, including the opiate (Berlioz’s Symphonie fantastique) and the psychedelic (Funkadelic/Parliament). | Faculty of Music | land | SDG15 |
| MUS3610H | Music Entrepreneurship: Music & Cities | An examination of the theory and practice of sound recording in terms of live and in-studio practices. Stereophonic techniques are discussed with respect to capturing a realistic perspective of events. Experiments and in-class recording sessions illustrate concepts, and students are encouraged to provide sources for recordings. Critical listening skills are introduced, and analyses of recordings are undertaken. The mechanics and electro-acoustics of sound recording are introduced. | Faculty of Music | entrepreneur, cities | SDG8, SDG11 |
| MUS1065H | Music History Pedagogy | The course will appraise the rationale for and relevance of music history courses in diverse settings, including private instruction; conservatory classes; community lectures and courses; and university classes, from undergraduate music appreciation courses for non-music students to graduate courses. General pedagogical issues will be studied, such as the writing across the curriculum movement, peer learning, and the use of educational technology. Teaching techniques and strategies pertinent to specific types of music courses (e.g. survey courses or Canadian music courses) will be explored. Some attention will also be given to a survey of earlier philosophies about the teaching of music history. | Faculty of Music | pedagogy, learning, conserv, conserv | SDG4, SDG14, SDG15 |
| MUS2004H | Music in Childhood | This course investigates issues of gender/sexuality in queer music performance, participation, listening and learning practices. Examining musical implications of Judith Butler’s theory of gender performativity, we take up in relationship to music, issues and topics central to queer theory, such as norms and normativity; identities and dis-identifications; bodies, matter and mattering; time, temporality and collective movement; queer of colour critique, assemblages and intersectionalities. Students use methods of analysis appropriate to their expertise and experience (cultural, musical, educational, performer-based) to research queer music genres and scenes of popular (broadly defined) and concert music cultures. (EMU475H1) | Faculty of Music | learning, gender, queer, invest, of colour | SDG4, SDG5, SDG9, SDG10 |
| MUS3616H | Music Mixing and Production | Working in music and sound for video games means not only composing music or designing sounds but building and maintaining complex interactive systems that take players’ input and translate it into sonic feedback. This course provides students with the opportunity to create their own interactive music and sound systems for video games, acquiring the relevant technical skills and the experience of team-based video game development. | Faculty of Music | production | SDG12 |
| MUS7406H | Music Psychology | The course will teach advanced theoretical concepts, scientific foundations, and clinical applications of music in rehabilitation medicine. Research findings in the basic neuroscience of music perception and cognition will be examined as they provide foundational knowledge for clinical translations of music, including concepts and techniques in Neurologic Music Therapy. Special emphasis will be given to biomedical applications of music technology in rehabilitation and therapy. | Faculty of Music | knowledge | SDG4 |
| MUS3666Y | Music Technology & Digital Media Major Project | Unlocking the creative potential of present-day audio production tools requires a balance of aesthetics, theory, technical skill and critical listening. Whether one is creating materials for an electroacoustic composition, videogame or developing a creative- 32 research agenda, tracing a clear path from imagination to excellence is paramount. This seminar explores advanced topics in composition, analysis, synthesis and multi-channel audio through self-directed research and a creative project format. | Faculty of Music | production | SDG12 |
| MUS4513Y | Operatic Repertory Studies | Practical studies in English lyric diction for graduate singers and collaborative pianists. This course focuses on the rules governing the pronunciation of English, the use of the International Phonetic Alphabet, and the articulatory processes involved in the vocalization of this language. | Faculty of Music | labor | SDG8 |
| MUS4512H | OPERATIC REPETITEUR | Practical studies in German lyric diction for graduate singers and collaborative pianists. This course focuses on the rules governing the pronunciation of German, the use of the International Phonetic Alphabet, and the articulatory processes involved in the vocalization of this language. | Faculty of Music | labor | SDG8 |
| MUS4248H | Optimizing the Singing Mind | This practical course offers piano teaching experience through observation, and hands-on private lessons through the advanced students of the Adult Community Program. All teaching scenarios are supervised and critiqued by the instructor through videotapes and on-site observations. MUS4272H is a co-requisite. Enrolment is open to Piano Pedagogy students or by permission of department. | Faculty of Music | pedagogy | SDG4 |
| MUS3306H | Pedagogy of Music Theory | An analytic study of the music of Debussy, Bartok, Stravinsky and others. The course will focus on harmony (modes, scales, chords), rhythm, form, and methods of motivic and thematic development. (TMU 404H1) | Faculty of Music | pedagogy | SDG4 |
| MUS4166Y | Performance Project | This course is an advanced study of selected vocal repertoire with attention to diction, historical and literary references, musical style and performance. The repertoire will change annually, and will be selected from French, Russian, German, Italian, Spanish, and English repertoire. Class performance and a working knowledge of the International Phonetic Alphabet are required. | Faculty of Music | knowledge | SDG4 |
| MUS2151H | Philosophy and Music Education | This course will be a research-based study of the social-psychological variables that influence practical and theoretical aspects of music teaching and learning. Topics covered will include music’s role in society and culture, social groups and situations, music in everyday lives, ethics of care, music as an expression of the human spirit and music teaching as a social phenomenon. | Faculty of Music | learning | SDG4 |
| MUS4270H | Piano Pedagagogy - Beginning and Intermediate Levels | This course focuses on the techniques and methods pertaining to beginning and intermediate level teaching. Specific emphasis will be on the study of early childhood musicianship development curricula such as Orff, Dalcroze and Music Learning Theory of Edwin Gordon, and their application to piano study. Other topics include technique, repertoire, stylistic interpretations and business aspects of teaching. Individualized year-long research projects relating to beginning and intermediate teaching are assigned. | Faculty of Music | learning | SDG4 |
| MUS4115H | Pinciples of Critical Performance Pedagogy | Following the Clinical Performance Practicum (MUS4112Y) experiences, students will be required to write a 20-page paper and develop a conference-type workshop/lecture to be presented at a 2-day symposium to be held at the end of the year. Topics will vary depending on individual interests, expertise and specific practicum placements. Presentations will be open to University of Toronto community partners and the community at large. MUS4188Y is a continuous year-long course and will be supervised by Music and Health Sciences faculty members. Intended especially for MMus Applied Music and Health students. | Faculty of Music | pedagogy | SDG4 |
| MUS1267H | Popular Music and Identity | This course provides an issues-based approach to sonic arts in the Middle East. Issues to be considered include music and sound’s symbolism in religious and secularist movements; music in twentieth century Middle Eastern nationalisms and current transnational identifications; repertoire and innovation in folk and art music; sung poetry; media, technology, and politics; populism and popular music; and discourses and experiences of tradition and modernity as reflected in and through engagement with sound. Emphasis will be placed on listening and analysis of sound as well as critical engagement with assigned texts. | Faculty of Music | nationalism | SDG16 |
| MUS4115Y | Principles of Clinical Performance Pedagogy | This course uses the Western art music tradition of the past 300 years as a point of departure to learn graduate-level research and writing skills. In the process, students think critically about issues of particular interest to high-level performers, including the history of concert and listening practices, representations of race and gender, canon formation and historiography, music and politics, the history of virtuosity, the value(s) of a historical imagination as it relates to musical expression, and the ethical choices facing performers today. The course will also feature guest workshops relating to professional development. | Faculty of Music | pedagogy, gender | SDG4, SDG5 |
| MUS3617H | Production for Multi-Channel Immersive Audio | Video is an integral aspect of intermedia performance, pairing with music, theatre, and dance. Following a core overview of non- linear editing, including colour correction and grading, this course will focus on interactive system development with TouchDesigner, exploring image manipulation, external and programmatic control, compositing, audio and motion reactivity, and effect processing. This course will also cover 3D graphics, including geometry, material, light and shadow, instancing, and animation, and introduce the OpenGL Shading Language and Python. Coursework is practical, with a focus on creating intermedia, culminating in a final project. | Faculty of Music | production | SDG12 |
| MUS1998H | Reading and Research | This course investigates issues of gender/sexuality in queer music performance, participation, listening and learning practices. Examining musical implications of Judith Butler’s theory of gender performativity, we take up in relationship to music, issues and topics central to queer theory, such as norms and normativity; identities and dis-identifications; bodies, matter and mattering; time, temporality and collective movement; queer of colour critique, assemblages and intersectionalities. Students use methods of analysis appropriate to their expertise and experience (cultural, musical, educational, performer-based) to research queer music genres and scenes of popular (broadly defined) and concert music cultures. (EMU475H1) | Faculty of Music | learning, gender, queer, invest, of colour | SDG4, SDG5, SDG9, SDG10 |
| MUS6666Y | Recital I | The course explores the relationship between health and music performance. This exploration will include factors that shape the performance of healthy musicians as well as health risks and illnesses that can be encountered by professional and amateur musicians. Treatment approaches for common illnesses of musicians will be reviewed. Social determinants of health and advocacy issues for musicians’ health will also be addressed. This course will contribute to your understanding of how health professionals, policy makers, funding agencies, arts management organizations, educators, and musicians themselves can contribute to improved health outcomes in this special population. Throughout the course, cases, videos, readings and guest lectures will enhance your understanding of the complex interactions between health and music performance. Cross-listed with EMU405H1. | Faculty of Music | illness | SDG3 |
| MUS8888Y | Recital II | This intermediate Akkadian course is devoted to the study of the literary Akkadian dialect of the late second and first millennia, usually known as Standard Babylonian. Students will read excerpts of literary texts and royal inscriptions in R. Borger’s Babylonisch‑Assyrische Lesestücke and eventually proceed to more ambitious compositions such as The Annals of Sennacherib and Enuma Elish. Students are also expected to deepen their knowledge of the Neo-Assyrian cuneiform script. | Faculty of Music | knowledge | SDG4 |
| MUS1997H | Research in Ethnomusicology | This course will explore practice-based strategies for teaching music in childhood through a philosophical examination of the biopscyhosocial factors that shape musical acquisition. There will be a practical component involving master classes on Ukulele performance and pedagogy. The focus will be on building a reflective music practicum through peer teaching and a critical examination of current practices. (cross listed with EMU 485H1) | Faculty of Music | pedagogy | SDG4 |
| MUS4816H | Researching Performance / Performing Research | This course will study issues and objectives in undergraduate piano pedagogy curriculum development. DMA students will observe the undergraduate piano pedagogy course PMU 260 (taught by M. Koga), will review the current course curriculum (writing a review paper that is to be due at midterm), and will develop their own syllabus, weekly lesson plans, course assignments etc. by the end of the term. Limited to DMA in Performance students with permission of instructor. | Faculty of Music | pedagogy | SDG4 |
| MUS4815H | Seminar in Performance Pedagogy | DMA students will observe the undergraduate Wednesday night Piano Performance masterclass (with Parker, Orlov, Sicsic). Separate masterclass teaching scenarios will be created for the DMA students to gain practical experience in this masterclass setting (working with middle and high school piano students from the GTA). Masterclass teaching scenarios will be video recorded and discussed with the supervising instructor (M. Koga). A reflective research paper will be due at the end of the year. Limited to DMA in Performance students. | Faculty of Music | pedagogy | SDG4 |
| MUS4742H | Small Group Jazz III | This will be a graduate version of PMU105-405Y1. The Masterclass allows Graduate Students to perform for colleagues in the woodwind division and receive feedback from their peers and various faculty members. Structured in the same way as PMU105Y1, but inclusive of all Woodwind | Faculty of Music | wind | SDG7 |
| MUS2176H | Social Psychology of Music | This course is intended to broaden the comprehensive understanding of the historical and contemporary wind band, its history, and its literature. | Faculty of Music | wind | SDG7 |
| MUS4506H | Sonata Coaching I | Practical Study: Rehearsals of major productions, scenes and extracts from the operatic repertoire. Offered as an elective to Collaborative Piano majors in the second year of study. By permission of Department. | Faculty of Music | labor, production | SDG8, SDG12 |
| MUS4507H | Sonata Coaching II | Taken in the second year of the opera program, this course will focus on the performance of operatic repertory and will aim to expand the knowledge and preparation of work outside the body of operatic assignments including the selection and suitability of professional audition repertoire. Vocally appropriate choices will be made in consultation with the staff. A course journal of class discussions, English translations and IPA transcriptions will be kept and evaluated. | Faculty of Music | knowledge | SDG4 |
| MUS3258H | Songwriting | The course will focus on song as the pre-eminent form of 20th Century musical expression in several different genres and musical traditions. The students will be exposed to a range of techniques for composing songs in a variety of genres and styles: the parallel and reciprocal relationship and development of textual and sonic materials; writing for the amplified voice; prosody and intelligibility of the text in a song setting; addressing a target audience; genre and stylistic convergence in the Internet Age, etc. Traditional song writing formulas and other musical structures will be examined under the light of psychoacoustic perception and auditory function of the brain and strategies of how art-music composers can apply their advanced compositional skills to achieve similar psychoacoustic results with more unconventional means will be discussed and developed throughout the course. | Faculty of Music | internet | SDG9 |
| MUS3615H | Sound Recording II | A continuation of Sound Recording I. An exploration of the acoustic properties of instruments with respect to method of sound production and directivity. Multi-microphone techniques are used to capture specifically intended elements of the sound spectrum. Analysis and critical listening skills are further developed. | Faculty of Music | production | SDG12 |
| MUS2117H | Sound Studies and Music Education | This course analyzes music and music education practices, processes, content, and contexts in relationship to issues currently impacting the profession generally and specifically. Using multiple lenses, including critical, feminist, queer and queer of colour critique, we will examine how music and music education research literature, pedagogical approaches, and curricular materials address emergent and persistent musical, educational, and societal concerns particularly as they intersect with and are informed by gender, sexuality, race, and class. | Faculty of Music | gender, queer, feminis, of colour | SDG5, SDG10 |
| MUS4819H | String Pedagogy Practicum | Sound & Vision: Techniques in Research-Creation offers students tools for analysis of and hands-on training in audio and video recording, as well as curation of completed projects for researchers, performers and composers. Based on the expanded canon of music documentaries, field recordings, podcasts, as well as participatory and community-engaged multimedia creation, students are introduced to the theory and practice of audiovisual recording. Readings draw from music studies, media studies, sound studies, film studies and visual anthropology. Students are encouraged to incorporate projects from their respective programs into coursework, including community-based research and iterative editing methodologies. Work in progress is presented for peer feedback, and upon completion in a final presentation with a written reflection piece. Students may also submit proposals for exhibition curation, with analyses and supplementary literature reviews. | Faculty of Music | pedagogy | SDG4 |
| MUS4608H | Studies in Ensemble Performance and Ethnomusicology | This interdisciplinary research-creation seminar explores aesthetics, techniques and challenges related to interactive performance systems. Groups (composer, technologist, performer) work together to develop a concept, performance framework and musical composition. The course culminates in an informal final concert where pieces are performed, and documentation is presented (video or audio). The course emphasizes interdisciplinary collaboration. Coursework include reading, team project, presentation (performance), recording and short paper (summarizing research-creation process). | Faculty of Music | labor | SDG8 |
| MUS2203H | The Development of Wind Band | This course is intended to broaden the comprehensive understanding of the historical and contemporary wind band, its history, and its literature. | Faculty of Music | wind | SDG7 |
| MUS3412H | Theories of Rhythm and Metre | This seminar will focus on research skills and methodology in the area of compositional technique. Skills will be developed through specific research tasks involving compositional practices. Students will learn to trace the path of various technical processes and research the threads which connect all music, from the earliest surviving evidence of music to the art music, pop, jazz, and world music of the 21st century. Course work will involve research methods which are designed to give an overview of compositional practice, for example, the investigation of a particular compositional device as it has been applied by composers in differenteras,genres,andcultures. ThiscoursewillhelppreparestudentsfortheMus.M.oralexaminationinsecondyearand will provide research experience to those continuing to the doctorate. The course will also provide a forum for the exchange of ideas and perspectives on approaches to composition. | Faculty of Music | invest | SDG9 |
| MUS2115H | Truth and Reconciliation | An examination of current sources and future directions in jazz music education emphasizing literature, interpretation, improvisation pedagogy, materials and rehearsal techniques. Topics include the selection and preparation of jazz repertoire for the school curriculum; approaches to teaching jazz improvisation, vocabulary and styles, and Canadian jazz repertoire for schools. | Faculty of Music | pedagogy, reconciliation, truth and reconciliation | SDG4, SDG10 |
| MUS5706H | Violin Master Class III | This course provides an overview of music approaches used in health care contexts including: music therapy, music and medicine, community music and professional artists working in interdisciplinary teams or residency. The uses of music are explored with various populations and settings such as: acute and chronic care hospitals, palliative care and hospice, rehabilitation, mental health, adult day and outreach programs, developmental, learning and/or physically disabled persons, and pain management clinics. Lectures, guest speakers, video-clips, & collaborative learning experiences will enhance student knowledge with a focus on critical issues, current research and evidence-based practices. | Faculty of Music | mental health, health care, knowledge, learning, labor | SDG3, SDG4, SDG8 |
| MUS4226H | Wind Conducting I | This course is a study of the technique of conducting, repertoire of the contemporary wind band, and rehearsal and teaching techniques at various levels. Relevant historical and contemporary readings and analyses are included. A continuation of the 4-semester stream of conducting courses for wind conducting majors. Open to other majors with permission. | Faculty of Music | wind | SDG7 |
| MUS4227H | Wind Conducting II | This course involves study of vocal anatomy and pedagogy for choral conducting majors. Students would take supervised voice lessons with graduate pedagogy majors under the supervision of Professor Lorna MacDonald. Finally, conducting students without an undergraduate diction course must take Lyric Diction (PMU135Y) in order to become familiar with the International Phonetic Alphabet (IPA). | Faculty of Music | pedagogy, wind | SDG4, SDG7 |
| NMC2110H | Al-Jahiz and His Debate Partners | An introduction to Arabic manuscript studies, including codicology and palaeography, this course centers around hands-on learning, drawing on the collections of the Fischer Library. Students will be exposed to debates in the field, resources, and the variety of questions scholars ask of manuscripts. | Department of Near & Middle Eastern Civilizations | learning | SDG4 |
| NMC1213H | Ancient Egyptian Religious and Funerary Literature | Against the background of the neighbouring civilizations, the course will examine Israel’s view of her origins, the early settlement in Canaan, the united monarchy, the two kingdoms, their downfall and exile, and the restoration of the Jerusalem religious community in the Persian Empire. Socio-economic, cultural, and religious structures and accomplishments will be discussed at convenient points of this chronological framework. | Department of Near & Middle Eastern Civilizations | socio-economic | SDG1 |
| NMC1423H | Ancient Iraq | This course will address models of state formation and social complexity and evaluate their relevance to ancient Near Eastern societies. Topics discussed include family structures, the role of tribes, chiefdoms, bureaucracy, and the impact of irrigation, craft specialization, and trade upon socio-economic complexity. While focusing on the ancient Near East (Mesopotamia, Egypt, Syria, the Levant, Iran, Anatolia), comparative data from other regions (Meso- and South America, Africa, China) as well as from the contemporary Middle East will be consulted where appropriate. | Department of Near & Middle Eastern Civilizations | socio-economic, trade | SDG1, SDG10 |
| NMC1111Y | Babylonian Aramaic | In this course we read and analyze texts written in the cursive script known as “hieratic.” Texts from all periods of Egyptian history will be read, hence a sound knowledge of all stages of the Egyptian language will be necessary. | Department of Near & Middle Eastern Civilizations | knowledge | SDG4 |
| NMC1305H | Early Hebrew Epigraphy | This course provides an advanced investigation of selected issues in ancient Jewish texts stemming from the Second Temple Period (5th cent. BCE – 1st cent. CE) and includes comparative study of biblical writings, apocrypha and pseudepigrapha, the Dead Sea Scrolls, and writings of ancient Jewish historians and philosophers. The specific topic of the course varies from one semester to another, and can deal with, e.g. language, scriptural interpretation, poetry and liturgy, theology, legal developments, and social and political history. The course has a strong research and writing component. | Department of Near & Middle Eastern Civilizations | invest | SDG9 |
| NMC1416H | Egyptian Iconography | This seminar course allows advanced graduate students the opportunity to investigate in detail the archaeological, iconographic, and artifactual evidence relating to a central issue in the study of ancient Egyptian culture. The subject of the course varies based upon the needs and research interests of current graduate students in the fields of Near Eastern Archaeology and Egyptology, for example: the Egyptian data relating to state formation, urbanism, ethnicity and the archaeological record, regionalism and core/periphery relations, the Deir el-Medina community, foreign relations, etc. The course is offered on an as-needed basis, so interested students are advised to contact the professor directly. | Department of Near & Middle Eastern Civilizations | invest, urban | SDG9, SDG11 |
| NMC1608H | Gender Issues in Jewish Law | A seminar on the language and literature of Ugarit. Knowledge of biblical Hebrew or some other Semitic language is presupposed. The texts are prepared in advance and presented by the students, with attention to grammar and syntax, and with consideration of literary and religious questions, from an historical and comparative point of view, and with reference to all the relevant scholarly literature. | Department of Near & Middle Eastern Civilizations | knowledge, gender | SDG4, SDG5 |
| NMC2101Y | Intermediate Standard Arabic I | This course examines medieval Arabic discussions of what makes some linguistic utterances better than others. The course is designed to provide non-specialists with context and critical approaches to a curated bibliography of secondary and translated works on medieval Arabic rhetoric. It thus presumes no knowledge of the Arabic language. An Arabic module will be included however, and students who have completed third-year Arabic (NML310/NMC2102) or the equivalent will be expected to participate in the Arabic module. The first half of the course surveys relevant aspects of the disciplines contributing to the mature Arabic rhetorical tradition (lexicography, theological debates on speech, theories on the origins of language, and Arabic responses to Aristotelianism). The second half of the course covers select topics within the Arabic rhetorical tradition: the relation between idea and expression, aesthetics of metaphor, the distinction between plagiarism and participation in a tradition, and theories of translation in connection to the relative status of different languages, and of revelatory and non-revelatory speech. Throughout, we will ask about the social function performed by rhetoricians, as well as what these theorists can tell us about language politics and the social functions of prose and poetry. | Department of Near & Middle Eastern Civilizations | knowledge | SDG4 |
| NMC1009Y | Introduction to Sumerian | Ancient Mesopotamia is well known as the birthplace of some of the world’s earliest cities. This course investigates the physical form of the city in second and first millennium BC Babylonia (southern Mesopotamia) as the setting for the daily activities of its inhabitants. It examines the key components of the Babylonian city: houses; neighbourhoods and city districts; palaces; temples and ziggurats; streets and alleys; shops and markets; city walls, gates, and moats, as well as canals, orchards and gardens. The course emphasises the reading and critical evaluation of written sources in translation, including selected royal inscriptions, topographical texts, and legal and administrative documents. It also considers ways of approaching the study of ancient cities and addresses the integration of textual and archaeological evidence. The focus is on investigating the relationship between Babylonian city form and contemporary social structure. | Department of Near & Middle Eastern Civilizations | invest, cities | SDG9, SDG11 |
| NMC2200Y | Introductory Persian | This course is for students who have minimal or no prior knowledge of Persian focusing on reading, writing and conversation. Students start by learning how to write and pronounce the sound and alphabet, how to connect letters to form basic vocabulary in Persian in order to express basic ideas orally and in writing; then develops students’ language comprehension through expanding their vocabulary and grammar. By the end of the course, students’ skills in listening, speaking, reading, and writing in Persian improves and they should be able to read, write and translate sentences in Persian at an intermediate level. | Department of Near & Middle Eastern Civilizations | knowledge, learning | SDG4 |
| NMC1316H | Modern Hebrew Poetry | This course will examine the interconnections between the various layers of rabbinic literature in terms of theme, sources, hermeneutics, orality, and textual variation. Development of terminology and exegetical methods from the earlier to the later genres of literature will be investigated. Solid knowledge of Hebrew and some background in Aramaic are prerequisites for this course. All textual readings in the seminar course will be in original languages. Students will be introduced to the use of the most important database in rabbinic literature, about Bar Ilan Responsa Project and learn its usefulness in comparing texts. | Department of Near & Middle Eastern Civilizations | knowledge, invest | SDG4, SDG9 |
| JNE2320H | Modern Turkey | The course includes readings on specific problems of Sumerian grammar and study of literary and lexical texts, chiefly from the Old Babylonian period (ca. 2000-1600 B.C.). Students are expected to deepen their knowledge of the cuneiform script and to be able to undertake individual research on Sumerian language and texts by the end of the year. To that effect much emphasis will be put on methodology: how to use dictionaries, electronic databases, sign lists, editions of ancient lexical and grammatical texts. | Department of Near & Middle Eastern Civilizations | knowledge | SDG4 |
| NMC1411H | Near Eastern Ceramics I | The subject of this course is the archaeology of the Nubian cultures from the Middle Stone Age until the end of the Christian Period (ca. A.D. 1300). The study area is the Middle Nile Valley between Aswan and Khartoum, but the relationships with Egypt and other Northeast African cultures are also discussed. Through the use of site and survey reports and the study of artifacts from the Royal Ontario Museum collections the student is expected to acquire in-depth knowledge of the cultures of ancient Nubia. Occasional class presentations and one major research paper are required. | Department of Near & Middle Eastern Civilizations | knowledge | SDG4 |
| NMC1429Y | Polarized-Light Microscopy in Archaeology | The focus of this course is biomedical ethics, Jewish law (halakhah), and reproductive technology. We will examine the Jewish positions as examples of legal-religious models chiefly in reference to posthumous semen donation, artificial insemination, in vitro fertilization, and surrogacy. Personal status issues involved for the mother(s), father(s), the fertilized ovum, embryo, fetus, or infant and the role of halakhah, the civil legal system and the state of determining the legal status of all parties are of particular interest. The medical, legal, and ethical ramifications of fertility control and the problem of infertility have been discussed since antiquity. Jewish texts concerning reproductive issues from the Bible through rabbinic literature to the modern era will serve as the basis for this course on Jewish legal literature. We shall test the rabbinic discussions as to their validity in the modern biomedical ethical, legal, and political contexts. | Department of Near & Middle Eastern Civilizations | legal system | SDG16 |
| NMC2056H | Readings in Qur'an and Tafsir | This course is designed for students with no prior knowledge of Arabic. It places equal emphasis on the development of all language skills: reading, writing, listening, and speaking. The learning philosophy underlying this approach is that proficiency in a foreign language is best achieved through consistent, deliberate, and systematic practice. From the outset, students are strongly encouraged to develop the habit of consistently practicing learned material. | Department of Near & Middle Eastern Civilizations | knowledge, learning | SDG4 |
| NMC1400H | The Archaeology of the Pre- & Protohistoric Civilizations of the Near East | This class undertakes original research. Working as a study group, the participants will examine in detail the primary archaeological data for pottery production in the Big Bend region of the Euphrates River during the third millennium BCE. We will also engage with secondary sources on how to think about pottery as a source for understanding ancient societies. Generally pottery studies focus on production, yet most of the pottery retrieved from excavations come from points of consumption and use. The site of Tell Banat offers a rare opportunity to examine the life histories of pottery classes from the collection of the clay to the discard or disposal of the vessel. This will help us understand the choices both potters and consumers make, and how they influence each other. The ultimate goal of the course is to produce a co-authored publishable paper at the end of the semester. In order to qualify for co-authorship you must submit a final assignment of sufficient excellence to be included as part of the paper and you must have fulfilled your obligations to the course. Instructor’s permission required for enrollment. | Department of Near & Middle Eastern Civilizations | consum, production | SDG12 |
| NMC2090Y | The Prophet & the Caliphates: Early Islamic History to 1258 | This course assumes active knowledge of the content covered in NMC2102Y. Its goal is to strengthen the students reading and writing skills, refine their knowledge of syntax and morphological patterns, and enrich their cultural background. This is achieved through analysis of sophisticated authentic texts covering a wide range of genres. In addition, Classical Arabic literary texts will be incrementally introduced. By the end of the course, students are expected to reach a superior level of proficiency. | Department of Near & Middle Eastern Civilizations | knowledge | SDG4 |
| NMC1430H | Warfare - The Archaeology of Conflict | The topic to be covered is Constructions of Sexes, Genders, and Sexualities in Rabbinic Literature. We shall deal with legal and biological definitions of sex and intersex in classical Jewish writings from the Bible through rabbinic literature, legal codes, and modern Jewish approaches, including biomedical ethics on sex assignment. We shall examine texts dealing with the legal definitions of sex acts and their legal repercussions. Constructions of the very different male and female genders and rabbinic attempts to categorize the gender of an intersex will be studied as well as sexualities (heterosexuality, homosexuality, bisexuality, asexuality, and solitary sexuality). We shall attempt to discern trends in their constructions and the impact of crosscultural influences on Jewish approaches to sex, gender, and sexuality. | Department of Near & Middle Eastern Civilizations | gender, female, sexes | SDG5 |
| NUR1161H | Advanced Concepts in Leadership and Administration | NUR1161H builds on the content introduced in NUR1151H and NUR1152H and assists students to expand their insights and repertoire of theoretical and instrumental approaches to leadership and administration. Through engagement in on-line communities of learning, students extend their expertise in core healthcare leadership and administration abilities including leadership in complex contexts, advancement of quality and patient safety, and advanced human resource management issues. Students also explore novel and emerging topics and approaches to leadership in contemporary environments. (Prerequisite: NUR1151H and NUR 1152H) | Lawrence S. Bloomberg Faculty of Nursing | healthcare, learning | SDG3, SDG4 |
| NUR1115Y | Advanced Health Assessment and Therapeutic Management - Adult | This field experience course incorporates a combination of faculty instruction, guest lectures, and clinical practice. The course provides students with opportunities to analyze synthesize and integrate theoretical principles and concepts into clinical practice with emphasis on diagnostic understanding, developmental issues and collaboration with clients, families and other health professionals. During the 250 hours of clinical practice, client/family health and illness states are used to build the students’ development of advanced skills (e.g., interviewing, physical examination, diagnostics) related to client and family assessment, and to integrate diagnostic reasoning, and treatment planning/therapeutic management into practice. Application of the clinical reasoning process is integral to the students’ experiences. Students will continue to develop advanced knowledge, skill and judgment related to client and family assessment, incorporating knowledge of diversity, cultural safety, developmental stage and social determinants of health into their assessments, diagnostics, diagnoses and therapeutic plans. During clinical practicum components, students will become familiar with changes in scope of practice from that of a registered nurse, and the ways that these changes affect their responsibilities and accountabilities as a nurse practitioner. Students will practice in accordance with federal and local legislation, professional and ethical standards, and policy relevant to the role of the nurse practitioner; including those that relate to privacy, documentation and information management (verbal, written and electronic). Approximately 8 hours/week will be spent in seminar learning and participating in guest lectures. A discussion forum for seminars (online) provides an opportunity for students to facilitate dialogue and communicate ideas and issues. Clinical seminars focus on the presentation of common health and illness symptoms from adolescence through old age (Adult), birth through adolescence (Paediatric) and all ages (PHC-GH) with acute, chronic, emergent, urgent and life-threatening illnesses as well as health promotion and illness prevention activities. There will be a focus on clinical reasoning, diagnostic testing and therapeutic planning. Students in the PHC-GH emphasis will align additional learning related to vulnerable and marginalized populations. Students will critically appraise relevant research and best practice guidelines when developing assignments, participating in on-line discussions, and in clinical practice. In addition, faculty and guest lecturers will provide students the opportunity to learn from individuals actively engaged in practice and research. | Lawrence S. Bloomberg Faculty of Nursing | illness, knowledge, learning, labor, marginalized | SDG3, SDG4, SDG8, SDG10 |
| NUR1215H | Advanced Health Assessment and Therapeutic Management (Adult) 2 | This course offers a combination of on-campus synchronous/asynchronous lectures and guest presentations using a flipped classroom format. Lectures will be offered in 8h segments every 2 weeks preceded and followed by online asynchronous discussion and virtual interactive case (VIC) completion. Lecture attendance, ongoing participation in the discussion board and VIC case completion are essential to assist in the development and refinement of skills to critically appraise and synthesize relevant clinical data, research, theory and clinical practice guidelines related to geriatrics, pain, end-of-life care and medical assistance in dying, mental health, diabetes, and skin disorders/dermatologic issues. In addition, faculty and guest lecturers will provide students the opportunity to learn from individuals actively engaged in practice and research. This course also includes 250h of clinical practicum. The course practicum should be in a practice setting that offers broad, comprehensive experience with common client/family health and illness states. During the 250 hours of clinical practice, client/family health and illness states are used to build the students’ development of advanced skills related to client and family assessment, and to integrate collaboration, consultation and referral strategies into treatment plans/therapeutic management approaches. Health promotion, health protection, and the prevention of injury, illness, disease and complications are integral to students’ experiences. During clinical practicum components, students will become familiar with changes in scope of practice from that of a registered nurse, and the ways that these changes affect their responsibilities and accountabilities as a nurse practitioner. Students will practice in accordance with federal and local legislation, professional and ethical standards, and policy relevant to the role of the nurse practitioner; including those that relate to controlled drugs and substances and assisted dying. Prerequisite: NUR1140 and NUR1141 OR NUR1142 and NUR1143 OR NUR1144 and NUR1145, one of NUR1101/1102/1114 and one of NUR1115/1116/1117 Submission and checking of a health evaluation & immunization form is required prior to registration. | Lawrence S. Bloomberg Faculty of Nursing | mental health, illness, labor | SDG3, SDG8 |
| NUR1117H | Advanced Health Assessment and Therapeutic Managment (PHC GCH) 1 | This field experience course incorporates a combination of faculty instruction, guest lectures, and clinical practice. The course provides students with opportunities to analyze synthesize and integrate theoretical principles and concepts into clinical practice with emphasis on diagnostic understanding, developmental issues and collaboration with clients, families and other health professionals. During the 250 hours of clinical practice, client/family health and illness states are used to build the students’ development of advanced skills (e.g., interviewing, physical examination, diagnostics) related to client and family assessment, and to integrate diagnostic reasoning, and treatment planning/therapeutic management into practice. Application of the clinical reasoning process is integral to the students’ experiences. Students will continue to develop advanced knowledge, skill and judgment related to client and family assessment, incorporating knowledge of diversity, cultural safety, developmental stage and social determinants of health into their assessments, diagnostics, diagnoses and therapeutic plans. During clinical practicum components, students will become familiar with changes in scope of practice from that of a registered nurse, and the ways that these changes affect their responsibilities and accountabilities as a nurse practitioner. Students will practice in accordance with federal and local legislation, professional and ethical standards, and policy relevant to the role of the nurse practitioner; including those that relate to privacy, documentation and information management (verbal, written and electronic). Approximately 8 hours/week will be spent in seminar learning and participating in guest lectures. A discussion forum for seminars (online) provides an opportunity for students to facilitate dialogue and communicate ideas and issues. Clinical seminars focus on the presentation of common health and illness symptoms from adolescence through old age (Adult), birth through adolescence (Paediatric) and all ages (PHC-GH) with acute, chronic, emergent, urgent and life-threatening illnesses as well as health promotion and illness prevention activities. There will be a focus on clinical reasoning, diagnostic testing and therapeutic planning. Students in the PHC-GH emphasis will align additional learning related to vulnerable and marginalized populations. Students will critically appraise relevant research and best practice guidelines when developing assignments, participating in on-line discussions, and in clinical practice. In addition, faculty and guest lecturers will provide students the opportunity to learn from individuals actively engaged in practice and research. | Lawrence S. Bloomberg Faculty of Nursing | illness, knowledge, learning, labor, marginalized | SDG3, SDG4, SDG8, SDG10 |
| NUR1217H | Advanced Health Assessment and Therapeutic Managment (PHC GCH) 2 | This course offers a combination of on-campus synchronous/asynchronous lectures and guest presentations using a flipped classroom format. Lectures will be offered in 8h segments every 2 weeks preceded and followed by online asynchronous discussion and virtual interactive case (VIC) completion. Lecture attendance, ongoing participation in the discussion board and VIC case completion are essential to assist in the development and refinement of skills to critically appraise and synthesize relevant clinical data, research, theory and clinical practice guidelines related to geriatrics, pain, end-of-life care and medical assistance in dying, mental health, diabetes, and skin disorders/dermatologic issues. In addition, faculty and guest lecturers will provide students the opportunity to learn from individuals actively engaged in practice and research. This course also includes 250h of clinical practicum. The course practicum should be in a practice setting that offers broad, comprehensive experience with common client/family health and illness states. During the 250 hours of clinical practice, client/family health and illness states are used to build the students’ development of advanced skills related to client and family assessment, and to integrate collaboration, consultation and referral strategies into treatment plans/therapeutic management approaches. Health promotion, health protection, and the prevention of injury, illness, disease and complications are integral to students’ experiences. During clinical practicum components, students will become familiar with changes in scope of practice from that of a registered nurse, and the ways that these changes affect their responsibilities and accountabilities as a nurse practitioner. Students will practice in accordance with federal and local legislation, professional and ethical standards, and policy relevant to the role of the nurse practitioner; including those that relate to controlled drugs and substances and assisted dying. Prerequisite: NUR1140 and NUR1141 OR NUR1142 and NUR1143 OR NUR1144 and NUR1145, one of NUR1101/1102/1114 and one of NUR1115/1116/1117 Submission and checking of a health evaluation & immunization form is required prior to registration. | Lawrence S. Bloomberg Faculty of Nursing | mental health, illness, labor | SDG3, SDG8 |
| NUR1025H | Doing Qualitative Research: Design and Data Collection | This course will deal with the issues and activities involved in designing and conducting qualitative research studies. It will build on NUR1024H – Foundations of Qualitative Inquiry, the first course in the Essentials of Qualitative Inquiry series. It emphasizes the practical considerations associated with designing qualitative studies, coordinating fieldwork, field relations, techniques of data collection, and data management. However, it also considers the implications of the activities of knowledge construction by addressing the dilemmas associated with reflexivity, positionality and rigor at various points in the design and conduct of qualitative studies. We will explore literature from the health and social sciences to examine the various issues and approaches associated with design and conduct of qualitative inquiry. Evaluation of student learning will enable students to pursue the steps of designing a research project over the course of three assignments: a) short problem statement, development of the research question(s), and selection of a suitable methodological approach, b) an outline of sampling strategy and data collection methods that will address the research question(s) developed earlier, and c) a design of a study. Classes will include large group discussions of weekly topics and readings, in addition to small group exercises that encourage experiential learning and reflexive discussion of qualitative research activities. Analysis of qualitative data is not dealt with extensively in this course because it is the focus of the third course in the Essentials of Qualitative Inquiry series: CHL 5115 – Qualitative Analysis & Interpretation. | Lawrence S. Bloomberg Faculty of Nursing | knowledge, learning | SDG4 |
| NUR1074H | Facilitating Learning: Nursing Perspectives | This course will prepare nursing students to utilize an evidence-based approach to facilitate learning in nursing practice/education. This interactive course is divided into three areas: theoretical perspectives, applied perspectives, and student leadership. The course begins by reflecting upon PHC values and principles, teaching/learning values and styles, and a wide range of learning theories. Learners will explore highlights of learning theories each of which has particular pedagogies that guide learning. These will include conventional/behaviouristic, self-directed, experiential, developmental, critical, feminist, transformational, adult learning theories, constructivism, social constructivism, reflection in/on action, arts based learning and emerging technological learning theories. Social constructivism, a pedagogy that focuses on learner-centered approaches, will be explored in depth. In the applied perspectives section, students will critically/constructively analyze best practices in facilitating health literacy, nursing simulations/clinical education, on-line learning, and knowledge translation. In the final section students will participate in a community of learning by working together in small groups to present a critical/constructive analysis of one topic related to best practices in facilitating learning. These topics are relevant to clinical practice and/or nursing education/continuing education. Topics include supporting effective facilitation, best practices in facilitation, and assessment of learning. The course will conclude with reflections upon facilitating learning within nursing contexts. In-class 3 hours/week | Lawrence S. Bloomberg Faculty of Nursing | pedagogy, knowledge, learning, feminis | SDG4, SDG5 |
| NUR1138H | Global Health Topics for Nurse Practitioners | Global health is the study of health of populations from a global perspective and is focused on human health issues that transcend national borders; it has components of both preventive and individual-level clinical care (Cemma, 2017). https://www.globalhealthnow.org/2017-09/whats-difference-global-health-defined This course will discuss historic and current activities, programs and policies across populations, generations and settings, that have been utilized to address health globally. As well, the development of knowledge as required for an understanding of Global Health content and context and the risks and benefits of current and historical interventions will be explored, including ethical considerations and sustainability. An analysis of nursing and specifically the Nurse Practitioner role in health and health outcomes for populations worldwide will also be included in this course. On completion of this course participants will have an understanding of activities Globally and Locally that impact populations as well as advanced nursing practice initiatives that could be or are currently instrumental in addressing global health concerns as well as the ability to critically reflect on the role of NP practice related to Global Health. Students will incorporate knowledge of diversity, cultural safety, and social determinants of health into their participation and assignments. Objectives: A focus on select competencies modified from the Entry-Level Competencies for Nurse Practitioners (CNO, 2018) are included in this course. By the end of this course the successful learner will be able to: Client Relationship Building and Communication Provide culturally-safe care and culturally-appropriate communication techniques as well as integration of cultural beliefs and values in all interactions Identify personal beliefs and values and provide unbiased care Recognize moral or ethical dilemmas, and take appropriate action Consider resource implications of therapeutic choices (e.g. cost, availability) Health Promotion Use evidence and collaborates with community partners and other healthcare providers to optimize the health of individuals, families, communities, and populations. Analyze information from a variety of sources to determine population trends that have health implications Select and implements evidence-informed strategies for health promotion and primary, secondary, and tertiary prevention Quality Improvement and Research Seek to optimize health service delivery Identify the need for improvements in health service delivery globally Analyze the implications (e.g., opportunity costs, unintended consequences) for the client and/or the system of implementing changes in health care Contribute to the evaluation of the impact of nurse practitioner practice on outcomes and healthcare delivery Leadership Demonstrate leadership by using the nurse practitioner role to improve and facilitate system change Promote the benefits of the nurse practitioner role, in the context of global health, to other healthcare providers and stakeholders (e.g., social and public service sectors, the public, legislators, policy-makers) Implement strategies to integrate and optimize the nurse practitioner role within healthcare teams and systems to improve client care Identify gaps and/or opportunities to improve processes and practices, and provide evidence informed recommendations for change Utilize theories of and skill in communication, negotiation, conflict resolution, coalition building, and change management Identify the need for and advocates for policy development to enhance population health | Lawrence S. Bloomberg Faculty of Nursing | global health, health care, healthcare, health issues, knowledge, labor | SDG3, SDG4, SDG8 |
| NUR1016H | Health Systems, Policy, and the Profession | Identify and critically examine health policy in Canada with specific attention to Ontario. The structure of the Canadian health care system, policy initiatives and relevant legislation are examined along with the role of the nurse, the nursing profession and other stakeholders in influencing the system. | Lawrence S. Bloomberg Faculty of Nursing | health care | SDG3 |
| NUR1176H | History of Ideas in Nursing Practice: Clinical | This course will critically explore some aspects of the discourse of nursing through the examination and interpretation of both historical and contemporary accounts of nursing practice in light of shifting and prevailing intellectual ideas, socio-cultural and/or historical circumstances. An emphasis will be placed on both the continuities and discontinuities in nursing practice through time. This course will help students to articulate the practice of clinical nursing, its philosophical ontologies, and its relationship to or place within the contemporary historical world dominated by globalization, neoliberalism, managerialism and proliferating virtual technologies. At the same time, we will explore the distinctive contributions of nurses to the care of the sick and the running of the health care system. | Lawrence S. Bloomberg Faculty of Nursing | health care, globaliz | SDG3, SDG9 |
| NUR1156H | History of Ideas in Nursing Practice: Health Systems Leadership and Administration | This course will critically explore some aspects of the discourse of nursing through the examination and interpretation of both historical and contemporary accounts of nursing practice in light of shifting and prevailing intellectual ideas, socio-cultural, and/or historical circumstances. An emphasis will be placed on both the continuities and discontinuities in nursing leadership, the organization and administration of practice, and institutional/organizational dynamics through time. In this course, the course will help students to articulate the practice of nursing leadership and administration, its philosophical ontologies, and its relationship to or place within the contemporary historical world dominated by globalization, neoliberalism, managerialism, and proliferating technologies. At the same time, we will explore the distinctive contributions of nurses to the care of the sick and the organization, administration, and running of the health care system. | Lawrence S. Bloomberg Faculty of Nursing | health care, globaliz, institut | SDG3, SDG9, SDG16 |
| NUR1027H | Integrated Approaches to Research Appraisal and Utilization Part 1 | A major responsibility for masters-prepared advanced practiced nurses in leadership roles (formal or informal) is promoting evidence-informed practice and policy decisions within nursing. In order to be successful in this endeavour, nurses must be knowledgeable consumers of nursing and related (e.g. health services and social sciences) research. This course and the subsequent course NUR 1127 specifically further development of your knowledge, skill, and judgment related to research competencies for advanced practice nurses as outlined in the Canadian Nurses’ Association document “Advanced Nursing Practice: A National Framework (2008)”. The focus of NUR 1027 is on critical examination and reflection on research and evidence-based practice, with an emphasis on integration of theory and research to guide practice. You will develop an understanding of the philosophical foundations of contemporary approaches to knowledge production in nursing in the health sciences, and essential competencies in locating, interpreting, critiquing, and using research evidence in practice. Critical analysis of both qualitative and quantitative approaches and their underlying theoretical frameworks will enable you to understand and appropriately integrate research into practice. | Lawrence S. Bloomberg Faculty of Nursing | knowledge, consum, production | SDG4, SDG12 |
| NUR1170H | Introduction to Advanced Practice Nursing | NUR1170H is the first course in the MN Clinical Field and lays a strong scholarly, practiceoriented, and skills based foundation for the program and future professional practice as an Advanced Practice Nurse (APN). Learners will begin to explore and understand the complexity, breadth, and in-depth knowledge required to respond to the health needs of individuals, families, groups, communities and populations in advanced practice roles. The Canadian Nurses Association (CNA) has identified core competencies required of APNs in the document 'Advanced Nursing Practice: A National Framework' (CNA, 2008) as well as core competencies specific to the Clinical Nurse Specialist role (CNA, 2014). These two frameworks are used in the course in addition to multiple sources of scholarly literature and contemporary ideas of advanced nursing practice. This course specifically provides learners with opportunities to begin to develop the knowledge, skills, and judgment to enact the role of an APN. The course includes a practicum placement of 24 hours with an APN in any one of the following health care delivery settings: acute care hospitals, the community, long term care, or complex continuing care. The practicum placement should align with the individual student’s learning goals and future career goals and focus on the multifaceted breadth of skills needed for advanced nursing practice. | Lawrence S. Bloomberg Faculty of Nursing | health care, knowledge, learning | SDG3, SDG4 |
| NUR1175H | Introduction to Qualitative Research: Methodologies, Appraisal and Knowledge Translation: Clinical | Increasingly, qualitative modes of inquiry are used in nursing and social science research to better understand health, illness, and health care delivery. This course is designed to provide students in the Clinical Nursing field with a strong understanding of the philosophical foundations, approaches, and methods associated with qualitative research, and to acquaint students with critical issues and debates among qualitative researchers. This course will enhance students’ capacities to understand, evaluate, and utilize qualitative research in nursing and health sciences, and will contribute to their development for advanced practice. | Lawrence S. Bloomberg Faculty of Nursing | health care, illness, knowledge, cities | SDG3, SDG4, SDG11 |
| NUR1095H | Introduction to Qualitative Research: Methodologies, Appraisal and Knowledge Translation: Nurse Practitioner | Increasingly, qualitative modes of inquiry are used in nursing and social science research to better understand health, illness, and health care delivery. This course is designed to provide students in the nurse practitioner field with a strong understanding of the philosophical foundations, approaches, and methods associated with qualitative research, and to acquaint students with critical issues and debates among qualitative researchers. This course will enhance students’ capacities to understand, evaluate, and utilize qualitative research in nursing and health sciences, and will contribute to their development for advanced practice. | Lawrence S. Bloomberg Faculty of Nursing | health care, illness, knowledge, cities | SDG3, SDG4, SDG11 |
| NUR1140H | Pathophysiology & Pharmacotherapeutics 1 - Adult | This course will explore the mechanism of altered functioning of human cells, organs, organ systems and the organism as a whole in the context of adult primary health care including care of older adults. Material in this course builds on previous knowledge of physiology and introductory pathophysiology. In addition, this course will provide students with knowledge of basic pharmacologic concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics. There will also be a focus on therapeutic interventions, including consideration of at risk populations. The primary focus of this course is on disorders found frequently in community settings pertaining to individuals from adolescent to old age. The intention of this course is not to comprehensively address all illnesses and conditions, but rather to highlight common illnesses and provide a framework from which to organize knowledge application within any adult specialty. This framework will be based primarily around the following concepts: Alteration in normal body functions which lead to illness/injury, chronic disease, comorbidities and emergency health needs Systematic examination of illness manifestation Clinical presentations related to pathophysiological and psychopathological changes Client assessment and diagnostic formulations (differential diagnosis) Recommended treatment planning, focused on pharmacotherapeutics Health implications of client/population trends, including but not limited to the following topics: Social determinants of health Vulnerable populations Basics of pharmacotherapy Controlled drugs and substances use, misuse, abuse, addiction and diversion Hematology Oncology Infectious diseases Vaccines Eyes and ears Mental health Musculoskeletal disorders Dermatology Pharmacologic content, including but not limited to: Drug therapy decision making Drug information gathering and interpretation Common indicators for prescribing various classes of controlled substances (including those related to acute/chronic/palliative pain, hyperkinetic and substance abuse, hormonal disorders, sleep disorders, and neurological conditions) Development of appropriate drug monitoring plans, with consideration for at risk populations Mechanisms of adverse drug reactions, drug interactions, and strategies to identify, assess and manage adverse effects of drug therapies Process for reporting to appropriate authorities, in keeping with relevant legislation and organizational policies Marketing strategies used to promote health products, medical devices, medications, and health programs Non-pharmacological therapies including but not limited to: Counselling Complementary and alternative therapies in relation to various disease states Complementary and alternative therapies in relation to pain management | Lawrence S. Bloomberg Faculty of Nursing | mental health, health care, illness, vaccine, substance abuse, knowledge, vulnerable population | SDG3, SDG4, SDG10 |
| NUR1144H | Pathophysiology & Pharmacotherapeutics 1 - Paediatric | This course will explore the mechanism of altered functioning of human cells, organs, organ systems and the organism as a whole in the context of adult primary health care including care of older adults. Material in this course builds on previous knowledge of physiology and introductory pathophysiology. In addition, this course will provide students with knowledge of basic pharmacologic concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics. There will also be a focus on therapeutic interventions, including consideration of at risk populations. The primary focus of this course is on disorders found frequently in community settings pertaining to individuals from adolescent to old age. The intention of this course is not to comprehensively address all illnesses and conditions, but rather to highlight common illnesses and provide a framework from which to organize knowledge application within any adult specialty. This framework will be based primarily around the following concepts: Alteration in normal body functions which lead to illness/injury, chronic disease, comorbidities and emergency health needs Systematic examination of illness manifestation Clinical presentations related to pathophysiological and psychopathological changes Client assessment and diagnostic formulations (differential diagnosis) Recommended treatment planning, focused on pharmacotherapeutics Health implications of client/population trends, including but not limited to the following topics: Social determinants of health Vulnerable populations Basics of pharmacotherapy Controlled drugs and substances use, misuse, abuse, addiction and diversion Hematology Oncology Infectious diseases Vaccines Eyes and ears Mental health Musculoskeletal disorders Dermatology Pharmacologic content, including but not limited to: Drug therapy decision making Drug information gathering and interpretation Common indicators for prescribing various classes of controlled substances (including those related to acute/chronic/palliative pain, hyperkinetic and substance abuse, hormonal disorders, sleep disorders, and neurological conditions) Development of appropriate drug monitoring plans, with consideration for at risk populations Mechanisms of adverse drug reactions, drug interactions, and strategies to identify, assess and manage adverse effects of drug therapies Process for reporting to appropriate authorities, in keeping with relevant legislation and organizational policies Marketing strategies used to promote health products, medical devices, medications, and health programs Non-pharmacological therapies including but not limited to: Counselling Complementary and alternative therapies in relation to various disease states Complementary and alternative therapies in relation to pain management | Lawrence S. Bloomberg Faculty of Nursing | mental health, health care, illness, vaccine, substance abuse, knowledge, vulnerable population | SDG3, SDG4, SDG10 |
| NUR1142H | Pathophysiology & Pharmacotherapeutics 1 - Primary Health Care - Global Health | This course will explore the mechanism of altered functioning of human cells, organs, organ systems and the organism as a whole in the context of adult primary health care including care of older adults. Material in this course builds on previous knowledge of physiology and introductory pathophysiology. In addition, this course will provide students with knowledge of basic pharmacologic concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics. There will also be a focus on therapeutic interventions, including consideration of at risk populations. The primary focus of this course is on disorders found frequently in community settings pertaining to individuals from adolescent to old age. The intention of this course is not to comprehensively address all illnesses and conditions, but rather to highlight common illnesses and provide a framework from which to organize knowledge application within any adult specialty. This framework will be based primarily around the following concepts: Alteration in normal body functions which lead to illness/injury, chronic disease, comorbidities and emergency health needs Systematic examination of illness manifestation Clinical presentations related to pathophysiological and psychopathological changes Client assessment and diagnostic formulations (differential diagnosis) Recommended treatment planning, focused on pharmacotherapeutics Health implications of client/population trends, including but not limited to the following topics: Social determinants of health Vulnerable populations Basics of pharmacotherapy Controlled drugs and substances use, misuse, abuse, addiction and diversion Hematology Oncology Infectious diseases Vaccines Eyes and ears Mental health Musculoskeletal disorders Dermatology Pharmacologic content, including but not limited to: Drug therapy decision making Drug information gathering and interpretation Common indicators for prescribing various classes of controlled substances (including those related to acute/chronic/palliative pain, hyperkinetic and substance abuse, hormonal disorders, sleep disorders, and neurological conditions) Development of appropriate drug monitoring plans, with consideration for at risk populations Mechanisms of adverse drug reactions, drug interactions, and strategies to identify, assess and manage adverse effects of drug therapies Process for reporting to appropriate authorities, in keeping with relevant legislation and organizational policies Marketing strategies used to promote health products, medical devices, medications, and health programs Non-pharmacological therapies including but not limited to: Counselling Complementary and alternative therapies in relation to various disease states Complementary and alternative therapies in relation to pain management | Lawrence S. Bloomberg Faculty of Nursing | mental health, global health, health care, illness, vaccine, substance abuse, knowledge, vulnerable population | SDG3, SDG4, SDG10 |
| NUR1141H | Pathophysiology & Pharmacotherapeutics 2 - Adult | This course is a continuation of NUR1140H and continues to explore the mechanism of altered functioning of human cells, organs, organ systems and the organism as a whole in the context of adult primary health care including care of older adults. Material in this course builds on previous knowledge of physiology and introductory pathophysiology. In addition, this course will continue to provide students with knowledge of basic pharmacologic concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, including the use of controlled drugs and substances. There will also be a focus on therapeutic interventions, including consideration of at risk populations. The primary focus of this course is on disorders found frequently in community settings pertaining to individuals from adolescent to old age. The intention of this course is not to comprehensively address all illnesses and conditions, but rather to highlight common illnesses and provide a framework from which to organize knowledge application within any adult specialty. This framework will be based primarily around the following concepts: Alteration in body functions which lead to illness/injury, chronic disease, comorbidities and emergency health needs Systematic examination of illness manifestation Clinical presentations related to pathophysiological and psychopathological changes Client assessment and diagnostic formulations (differential diagnosis) Recommended treatment planning, focused on pharmacotherapeutics Health implications of client/population trends, including but not limited to: Social determinants of health Vulnerable populations Opioid use misuse, abuse, addiction and diversion Infectious diseases Mental health Cardiac, respiratory, gastrointestinal, neurological, and renal disorders Pharmacologic content, as is relevant to the topics discussed and including but not limited to: Drug therapy decision making Drug information gathering and interpretation Common indicators for prescribing various classes of controlled substances (including those related to acute/chronic/palliative pain, hyperkinetic and substance abuse, hormonal disorders, sleep disorders, and neurological conditions) Development of appropriate drug monitoring plans, with consideration for at risk populations Mechanisms of adverse drug reactions, drug interactions, and strategies to identify, assess and manage adverse effects of drug therapies Process for reporting to appropriate authorities, in keeping with relevant legislation and organizational policies Marketing strategies used to promote health products, medical devices, medications, and health programs Non-pharmacological therapies including but not limited to: Counselling Complementary and alternative therapies in relation to various disease states Complementary and alternative therapies in relation to pain management | Lawrence S. Bloomberg Faculty of Nursing | mental health, health care, illness, substance abuse, knowledge, vulnerable population | SDG3, SDG4, SDG10 |
| NUR1145H | Pathophysiology & Pharmacotherapeutics 2 - Paediatric | This course is a continuation of NUR1144H and continues to explore the mechanism of altered functioning of human cells, organs, organ systems and the organism as a whole in the context of adult primary health care including care of older adults. Material in this course builds on previous knowledge of physiology and introductory pathophysiology. In addition, this course will continue to provide students with knowledge of basic pharmacologic concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, including the use of controlled drugs and substances. There will also be a focus on therapeutic interventions, including consideration of at risk populations. The primary focus of this course is on disorders found frequently in community settings pertaining to individuals from adolescent to old age. The intention of this course is not to comprehensively address all illnesses and conditions, but rather to highlight common illnesses and provide a framework from which to organize knowledge application within any adult specialty. This framework will be based primarily around the following concepts: Alteration in body functions which lead to illness/injury, chronic disease, comorbidities and emergency health needs Systematic examination of illness manifestation Clinical presentations related to pathophysiological and psychopathological changes Client assessment and diagnostic formulations (differential diagnosis) Recommended treatment planning, focused on pharmacotherapeutics Health implications of client/population trends, including but not limited to: Social determinants of health Vulnerable populations Opioid use misuse, abuse, addiction and diversion Infectious diseases Mental health Cardiac, respiratory, gastrointestinal, neurological, and renal disorders Pharmacologic content, as is relevant to the topics discussed and including but not limited to: Drug therapy decision making Drug information gathering and interpretation Common indicators for prescribing various classes of controlled substances (including those related to acute/chronic/palliative pain, hyperkinetic and substance abuse, hormonal disorders, sleep disorders, and neurological conditions) Development of appropriate drug monitoring plans, with consideration for at risk populations Mechanisms of adverse drug reactions, drug interactions, and strategies to identify, assess and manage adverse effects of drug therapies Process for reporting to appropriate authorities, in keeping with relevant legislation and organizational policies Marketing strategies used to promote health products, medical devices, medications, and health programs Non-pharmacological therapies including but not limited to: Counselling Complementary and alternative therapies in relation to various disease states Complementary and alternative therapies in relation to pain management | Lawrence S. Bloomberg Faculty of Nursing | mental health, health care, illness, substance abuse, knowledge, vulnerable population | SDG3, SDG4, SDG10 |
| NUR1143H | Pathophysiology & Pharmacotherapeutics 2 - Primary Health Care - Global Health | This course is a continuation of NUR1142H and continues to explore the mechanism of altered functioning of human cells, organs, organ systems and the organism as a whole in the context of adult primary health care including care of older adults. Material in this course builds on previous knowledge of physiology and introductory pathophysiology. In addition, this course will continue to provide students with knowledge of basic pharmacologic concepts, including pharmacokinetics, pharmacodynamics and pharmacotherapeutics, including the use of controlled drugs and substances. There will also be a focus on therapeutic interventions, including consideration of at risk populations. The primary focus of this course is on disorders found frequently in community settings pertaining to individuals from adolescent to old age. The intention of this course is not to comprehensively address all illnesses and conditions, but rather to highlight common illnesses and provide a framework from which to organize knowledge application within any adult specialty. This framework will be based primarily around the following concepts: Alteration in body functions which lead to illness/injury, chronic disease, comorbidities and emergency health needs Systematic examination of illness manifestation Clinical presentations related to pathophysiological and psychopathological changes Client assessment and diagnostic formulations (differential diagnosis) Recommended treatment planning, focused on pharmacotherapeutics Health implications of client/population trends, including but not limited to: Social determinants of health Vulnerable populations Opioid use misuse, abuse, addiction and diversion Infectious diseases Mental health Cardiac, respiratory, gastrointestinal, neurological, and renal disorders Pharmacologic content, as is relevant to the topics discussed and including but not limited to: Drug therapy decision making Drug information gathering and interpretation Common indicators for prescribing various classes of controlled substances (including those related to acute/chronic/palliative pain, hyperkinetic and substance abuse, hormonal disorders, sleep disorders, and neurological conditions) Development of appropriate drug monitoring plans, with consideration for at risk populations Mechanisms of adverse drug reactions, drug interactions, and strategies to identify, assess and manage adverse effects of drug therapies Process for reporting to appropriate authorities, in keeping with relevant legislation and organizational policies Marketing strategies used to promote health products, medical devices, medications, and health programs Non-pharmacological therapies including but not limited to: Counselling Complementary and alternative therapies in relation to various disease states Complementary and alternative therapies in relation to pain management | Lawrence S. Bloomberg Faculty of Nursing | mental health, global health, health care, illness, substance abuse, knowledge, vulnerable population | SDG3, SDG4, SDG10 |
| NUR1030H | Principles of Leadership and Advanced Clinical Practice in Emergency Preparedness | This course teaches nurses and other health care professionals the principles required to prevent/mitigate, prepare for, facilitate, manage and coordinate prompt and effective management and recovery for a wide variety of major emergency and disaster situations within local, national, and global contexts. Four key emergency management components are addressed: Prevention and Mitigation, Preparedness, Response, and Recovery. An all hazards approach is emphasized including natural and human-induced hazards and disasters. Natural events such as hurricanes , technological events such as explosions, human events such as terrorism, special events such as mass gatherings, and context hazards such as climate change will be considered. Hospital and public health/community management approaches will be addressed with a focus on empowering people through prevention/education and fostering community resilience. Topics that will be covered include the principles guiding emergency management, disaster life cycle, disaster action planning, human responses in major emergency/disaster situations, key ethical/cultural/legal issues, mass casualty triage, managing emergency related infectious diseases, personal safety and security, surge capacity, community resilience, and leadership. Health will be considered within a Primary Health Care context as identified by the WHO's (2008) document: Primary Health Care: Now More Than Ever. Students are expected to prepare for & participate actively in the seminars, to learn within communities of learning, and to lead one of the class seminars together with peers. This course is developed for nurses and other health care professionals as well as for individuals who may be involved in emergency management for public health emergencies. In-class 3 hours/week | Lawrence S. Bloomberg Faculty of Nursing | public health, health care, learning, resilien, climate, resilience, resilience, terroris | SDG3, SDG4, SDG11, SDG13, SDG15, SDG16 |
| NUR1177H | Program Planning and Evaluation in Nursing: Clinical | In this course, you will use existing evidence and theory to: 1) develop and implement solutions for problems or issues in your practice, and 2) evaluate programs / interventions in nursing and health care. As an advanced practice nurse in Clinical Nursing, you will have many opportunities to design, implement, and evaluate new programs or interventions as well as leading changes in what and how nursing care is provided and arranged. This course will prepare you to thoroughly assess the nature and scope of a problem, as well as to design, implement, and evaluate the effects of a solution or program to address a problem. You will draw heavily from and build on what you learned in your research courses regarding evidence and interpretation of data collected using different types of research designs. This course contributes to your development as an advanced practice nurse—such as clinical, research, leadership and consultation and collaboration (Advanced Nursing Practice: A National Framework 2008). The Canadian Nurses Association has identified competencies required of advanced practice nurses in the document 'Advanced Nursing Practice: A National Framework' (2008). Specifically, this course is intended to develop your knowledge, skill, and judgment related to the CNA advanced practice competencies of research, leadership, and consultation / collaboration. | Lawrence S. Bloomberg Faculty of Nursing | health care, knowledge, labor | SDG3, SDG4, SDG8 |
| NUR1097H | Program Planning and Evaluation in Nursing: Nurse Practitioner | In this course, you will use existing evidence and theory to: 1) develop and implement solutions for problems or issues in your practice, and 2) evaluate programs / interventions in nursing and health care. As a nurse practitioner, you will have many opportunities to design, implement, and evaluate new programs or interventions as well as leading changes in what and how nursing care is provided and arranged. This course will prepare you to thoroughly assess the nature and scope of a problem, as well as to design, implement, and evaluate the effects of a solution or program to address a problem. You will draw heavily from and build on what you learned in your research courses regarding evidence and interpretation of data collected using different types of research designs. This course contributes to your development as an advanced practice nurse—such as clinical, research, leadership and consultation and collaboration (Advanced Nursing Practice: A National Framework 2008). The Canadian Nurses Association has identified competencies required of advanced practice nurses in the document 'Advanced Nursing Practice: A National Framework' (2008). Specifically, this course is intended to develop your knowledge, skill, and judgment related to the CNA advanced practice competencies of research, leadership, and consultation / collaboration. | Lawrence S. Bloomberg Faculty of Nursing | health care, knowledge, labor | SDG3, SDG4, SDG8 |
| NUR1157H | Program Planning and Evaluation: Health Systems Leadership and Administration | In this course, you will use existing evidence and theory to: 1) develop and implement solutions for problems or issues in your practice, and 2) evaluate programs / interventions in nursing and health care. As an advanced practice nurse in Health Systems Leadership and Administration, you will have many opportunities to design, implement, and evaluate new programs or interventions as well as leading changes in what and how nursing care is provided and arranged. This course will prepare you to thoroughly assess the nature and scope of a problem, as well as to design, implement, and evaluate the effects of a solution or program to address a problem. You will draw heavily from and build on what you learned in your research courses regarding evidence and interpretation of data collected using different types of research designs. This course contributes to your development as an advanced practice nurse—such as clinical, research, leadership and consultation and collaboration (Advanced Nursing Practice: A National Framework 2008). The Canadian Nurses Association has identified competencies required of advanced practice nurses in the document 'Advanced Nursing Practice: A National Framework' (2008). Specifically, this course is intended to develop your knowledge, skill, and judgment related to the CNA advanced practice competencies of research, leadership, and consultation / collaboration. | Lawrence S. Bloomberg Faculty of Nursing | health care, knowledge, labor | SDG3, SDG4, SDG8 |
| NUR1174H | Research Design, Appraisal, and Utilization: Clinical | The focus of this course is on the critical examination of clinical nursing research, with an emphasis on maintaining the links between the research problem, theory, and research methods. Consideration is given primarily to quantitative research approaches, designs, data collection and analysis, and implementing and disseminating findings. Strategies for critically analyzing research studies and for utilizing research findings in clinical practice are discussed. At the end of this course, you should be able to become a confident and efficient user of health care research, and an advocate for evidence-based practice. Course content falls within the following major categories: 1. Why should research inform practice? The benefits - and stress - of making decisions about the best form of care for a patient. Formulating a clear, answerable health care question. 2. Finding the evidence: searching relevant databases. 3. Critical appraisal of research publications: advantages and disadvantages of common quantitative research designs. Issues include bias, confounding variables, statistical power, generalizability, interpreting results, and determining implications for practice. 4. Systematic reviews and meta-analysis: synthesizing the evidence. How to critically read a systematic review and apply its conclusion to practice. 5. Measurement: critical appraisal of reports of diagnostic and screening tests; interpreting the results of psychometric studies. 6. Strategies to implement and disseminating evidence: preparing for and implementing change in practice. | Lawrence S. Bloomberg Faculty of Nursing | health care | SDG3 |
| NUR1094H | Research Design, Appraisal, and Utilization: Nurse Practitioner | The focus of this course is on the critical examination of nurse practitioner research, with an emphasis on maintaining the links between the research problem, theory, and research methods. Consideration is given primarily to quantitative research approaches, designs, data collection and analysis, and implementing and disseminating findings. Strategies for critically analyzing research studies and for utilizing research findings in clinical practice are discussed. At the end of this course, you should be able to become a confident and efficient user of health care research, and an advocate for evidence-based practice. Course content falls within the following major categories: 1. Why should research inform practice? The benefits - and stress - of making decisions about the best form of care for a patient. Formulating a clear, answerable health care question. 2. Finding the evidence: searching relevant databases. 3. Critical appraisal of research publications: advantages and disadvantages of common quantitative research designs. Issues include bias, confounding variables, statistical power, generalizability, interpreting results, and determining implications for practice. 4. Systematic reviews and meta-analysis: synthesizing the evidence. How to critically read a systematic review and apply its conclusion to practice. 5. Measurement: critical appraisal of reports of diagnostic and screening tests; interpreting the results of psychometric studies. 6. Strategies to implement and disseminating evidence: preparing for and implementing change in practice. | Lawrence S. Bloomberg Faculty of Nursing | health care | SDG3 |
| NUR1079Y | Research Methods for Knowledge Discovery | The focus of this course is on the critical examination of research, with an emphasis on maintaining the links between the research problem, theory, and research methods. Most research methods courses focus on either qualitative or quantitative methods, and rarely address how to meaningfully integrate the two. The course will ensure that PhD students develop methodological literacy, reasoning and thinking early on in the program. Research in nursing draws upon theories, research designs, and methods from a variety of disciplines including social and behavioural sciences, clinical sciences, management and business sciences, epidemiology, statistics and others. Strategies for critically analyzing research studies and designing robust research studies using a variety of methodological approaches are examined. | Lawrence S. Bloomberg Faculty of Nursing | knowledge | SDG4 |
| NUR1151H | Theories and Concepts in Nursing Leadership and Administration | NUR1151H introduces students to fundamental concepts necessary to engage in evidence-informed leadership and administrative practice in health services through the exploration of relevant theoretical and empirical literature. Our hope is to engage future nurse leaders in a sampling of the full range of administration and leadership roles and skills, from the conceptual to hands-on practice in skills such as managing scheduling and budgets. The course utilizes asynchronous and synchronous education delivery approaches, including facilitated online learning activities and a one-week, in-class residency on campus. | Lawrence S. Bloomberg Faculty of Nursing | learning | SDG4 |
| NFS1484H | Advanced Nutrition | The introduction of regulatory, social and professional accountabilities for the practice of occupational therapy will provide a framework for the development of professional competence across practice contexts. Concepts introduced in Foundations of Occupational Science (e.g. occupation, enablement, client-centredness) are integrated into occupational therapy practice through the Occupational Performance Process Model and the Canadian Practice Process Framework. This course includes a two week Introductory Fieldwork Experience that provides exposure to a number of clinical experiences and specific lab and simulation experiences with targeted student reflection. The general objectives for this introduction to fieldwork experience are for students to: Gain an understanding of the role of the occupational therapist within different practice contexts Demonstrate professional behaviours Begin to develop observation skills Utilize appropriate communication skills with clients and supervising therapist(s) Gain exposure to the client/patient experience; develop practices in client centeredness | Department of Nutritional Sciences | nutrition | SDG2 |
| NFS1220H | Clinical Nutrition | This course is concerned with the nutritional component of various clinical topics dealing both with normal physiological states such as pregnancy, growth and development and aging, and with disease states such as are encountered in the clinical setting. Emphasis is placed on the interrelationship between the concepts in nutritional/biological sciences and clinical medicine. | Department of Nutritional Sciences | nutrition | SDG2 |
| NFS1301H | Directed Reading in Nutritional Sciences | This course introduces students to the fundamental ideas of Occupational Science and the occupational paradigm, which inform and guide occupational therapy research and practice. The complexity of the central concept of occupation and the idea of humans as occupational beings are examined. The phenomenology of ascribing meaning to day-to-day occupations people engage in is explored. Elements of theory (e.g., paradigms, models, concepts) are introduced. Then major conceptual frameworks, which focus on occupational science and occupation, are discussed. In order to understand the context of occupation, important environmental influences (e.g., health-related, personal, social, cultural, political and economic) on occupation across the lifespan are explored. Challenges to and supports for occupation encountered by people with disabilities are also discussed. By the end of the course the student will: develop an occupational view of the world; appreciate the dynamic and phenomenological nature of occupation; understand how occupation influences and is influenced by health, quality of life, and well-being; appreciate the linkages among theory, research, and practice, and understand perspectives on occupational enablement (how occupation is enabled). | Department of Nutritional Sciences | nutrition, well-being, disabilit, environmental | SDG2, SDG3, SDG13 |
| NFS1304Y | Doctoral Seminars in Nutritional Sciences | This course is replacing OCT 1121H and OCT 1122H by combining the subject matter over two terms as a single course, rather than two separate one-term courses, starting Entry 2019. This course addresses the contributions research makes to the discipline of occupational science and the profession of occupational therapy. Students are introduced to and provided opportunities to learn to critically appraise research methods commonly utilized in occupational science and occupational therapy. Throughout the courses, students will be encouraged to challenge and critically appraise the theoretical frameworks shaping research studies, including their designs and methods, as well as the implications of their findings in terms of (a) the strength of the evidence and (b) for clinical practice. The practical components of the courses will allow students to explore and critically appraise various components of the research process. | Department of Nutritional Sciences | nutrition | SDG2 |
| NFS1204Y | Master's Seminars in Nutritional Sciences | The objective of this course is to provide students with an opportunity for in-depth consideration of areas of public health nutrition which are of particular significance but are not covered adequately in other courses. The topics may change from year to year. | Department of Nutritional Sciences | nutrition, public health | SDG2, SDG3 |
| NFS1226H | Nutrition and Cancer | This course introduces students to the fields of assistive technology, human factors, and design as applied to occupational therapy. This course covers theoretical, research and industry literature pertaining to the design of environments, devices, and tools that are functional, safe, and satisfying to the general population with particular emphasis for people with mobility, cognitive, and sensory problems leading to occupational performance issues. Students will learn about the basic principles of three perspectives: 1) human factors and people with occupational performance issues; 2) technology and its historic, present, and future applications; and 3) how proper design can be used to achieve safety and promote occupational engagement and the quality of life of people with disabilities. Students will learn about how these perspectives can be applied in three types of environments: 1) homes; 2) workplaces; and 3) public settings, including educational environments, care institutions, hospitals, shopping areas, parks, and transportation. Students will also learn how these perspectives can be applied in selecting and prescribing effective computer applications, including user interfaces, internet accessibility, and input/output devices. | Department of Nutritional Sciences | nutrition, disabilit, internet, accessib, institut | SDG2, SDG3, SDG9, SDG11, SDG16 |
| NFS1224H | Nutritional Epidemiology | The overall objective of this course will be to provide students with a critical understanding of theoretical and practical considerations in the conduct of epidemiologic research related to nutrition. The focus will be on studies of the role of diet and nutrition inchronic disease (as opposed to food-borne infectious disease outbreaks and associated issues). The material will have a strong methodological emphasis, and is intended for graduate students with an interest in understanding how epidemiologic studies of diet and chronic disease are conducted. Specifically, students will be expected to gain a critical understanding of the design, conduct, analysis and interpretation of nutritional epidemiologic studies, including the usual methods applied for assessment of this exposure, familiarity with methodological issues related to nutritional epidemiologic studies such as the appropriateness of various study designs for specific research questions, and issues regarding data analysis and interpretation. | Department of Nutritional Sciences | nutrition | SDG2 |
| NFS1201H | Public Health Nutrition | The Canadian food industry is producing new foods and food ingredients in response to consumer demand and lifestyle, new crops that offer advantages over traditional crops (e.g., improved resilience against pathogens or environmental stressors or enhanced nutritional attributes), and functional foods for the maintenance of health and prevention of disease. The goal of this course is to provide students with an understanding of the regulatory frameworks that are in place to ensure a safe food supply and to ensure communications made in food labeling and advertising are not deceptive. Through a series of guests lectures from individuals in government, industry, and academia, students will be exposed to several aspects of scientific and regulatory affairs and will have a unique opportunity to interact and discuss topics with experts in a variety of fields. Students will be exposed to such topics as the structure and application of the Canadian Food and Drugs Act and Regulations, health claim and labelling requirements, study design and standards of evidence for regulatory submissions, and the roles of government, industry and academia in controlling food products in Canada and internationally. This course is an excellent opportunity for students to form networks with current subject matter experts, and to gain exposure to career opportunities in industry, government and academia. | Department of Nutritional Sciences | nutrition, public health, resilien, consum, environmental, resilience, resilience | SDG2, SDG3, SDG11, SDG12, SDG13, SDG15 |
| NFS1218H | Recent Advances in Nutritional Sciences I | The overall objective of this course will be to provide students with a critical understanding of theoretical and practical considerations in the conduct of epidemiologic research related to nutrition. The focus will be on studies of the role of diet and nutrition inchronic disease (as opposed to food-borne infectious disease outbreaks and associated issues). The material will have a strong methodological emphasis, and is intended for graduate students with an interest in understanding how epidemiologic studies of diet and chronic disease are conducted. Specifically, students will be expected to gain a critical understanding of the design, conduct, analysis and interpretation of nutritional epidemiologic studies, including the usual methods applied for assessment of this exposure, familiarity with methodological issues related to nutritional epidemiologic studies such as the appropriateness of various study designs for specific research questions, and issues regarding data analysis and interpretation. | Department of Nutritional Sciences | nutrition | SDG2 |
| NFS1212H | Regulation of Food Composition, Health Claims and Safety | The Canadian food industry is producing new foods and food ingredients in response to consumer demand and lifestyle, new crops that offer advantages over traditional crops (e.g., improved resilience against pathogens or environmental stressors or enhanced nutritional attributes), and functional foods for the maintenance of health and prevention of disease. The goal of this course is to provide students with an understanding of the regulatory frameworks that are in place to ensure a safe food supply and to ensure communications made in food labeling and advertising are not deceptive. Through a series of guests lectures from individuals in government, industry, and academia, students will be exposed to several aspects of scientific and regulatory affairs and will have a unique opportunity to interact and discuss topics with experts in a variety of fields. Students will be exposed to such topics as the structure and application of the Canadian Food and Drugs Act and Regulations, health claim and labelling requirements, study design and standards of evidence for regulatory submissions, and the roles of government, industry and academia in controlling food products in Canada and internationally. This course is an excellent opportunity for students to form networks with current subject matter experts, and to gain exposure to career opportunities in industry, government and academia. | Department of Nutritional Sciences | nutrition, resilien, consum, environmental, resilience, resilience | SDG2, SDG11, SDG12, SDG13, SDG15 |
| OCT1261H | Enabling Occupation with Adults: Part I | This course is comprised of a seven-week, full-time fieldwork opportunity during which students will be placed in approved fieldwork sites in the Toronto area. Students will be placed in a variety of settings including hospitals, rehabilitation centres, schools, community agencies, etc. Students will be exposed to selected client issues (physical, affective/cognitive) and will experience of variety of intervention opportunities (assessment, treatment, consultation, program planning, evaluation, etc.). Supervision during the placement will be provided by registered occupational therapists. Students will focus on developing skills in advanced assessments, consolidating academic learning with clinical learning, and increasing independence in working with clients. | Faculty of Medicine, Department of Occupational Therapy | learning | SDG4 |
| OCT1251H | Enabling Occupation with Children: Part I | This course will address theoretical and practical content regarding occupational therapy practice with older adults. The course builds on the foundational knowledge and skill developed in Year 1. This course will provide students with a background of clinical, psychosocial and environmental factors that affect the occupational performance of the older adult. Students will also become familiar with normal aging and approaches that promote wellness in the older adult population. There will be a strong focus on assessment relevant to occupational therapy practice with older adults. In addition, relevant issues pertaining to the older adult and his/her own environment will also be covered. | Faculty of Medicine, Department of Occupational Therapy | knowledge, environmental | SDG4, SDG13 |
| OCT1252H | Enabling Occupation with Children: Part II | This course will address theoretical and practical content regarding occupational therapy practice with older adults. The course builds on the foundational knowledge and skill developed in Year 1. The aim of this course is for students to integrate clinical and theoretical knowledge for occupational therapy applications at a graduate level. Students are required to demonstrate competency in applying theories of occupational science/performance, aging and clinical applications that are evidence-based. | Faculty of Medicine, Department of Occupational Therapy | knowledge | SDG4 |
| OCT1272H | Enabling Occupation with Older Adults: Part II | This course will address theoretical and practical content regarding occupational therapy practice with older adults. The course builds on the foundational knowledge and skill developed in Year 1. The aim of this course is for students to integrate clinical and theoretical knowledge for occupational therapy applications at a graduate level. Students are required to demonstrate competency in applying theories of occupational science/performance, aging and clinical applications that are evidence-based. | Faculty of Medicine, Department of Occupational Therapy | knowledge | SDG4 |
| OCT1271H | Enabling Occupation with Older Adults: Part l | This course is comprised of an eight-week, full-time fieldwork opportunity during which students will be placed in approved fieldwork sites in the Toronto area. Students will be placed in a variety of settings including hospitals, rehabilitation centres, schools, community agencies, etc. Students will be exposed to selected client issues and will experience of variety of intervention opportunities (assessment, treatment, consultation, program planning, evaluation, etc.). Supervision during the placement will be provided by registered occupational therapists. In this final fieldwork opportunity, the focus for student learning will be managing a significant portion of the supervisor’s caseload, maximal independence and consolidation of all previous academic and fieldwork learning. | Faculty of Medicine, Department of Occupational Therapy | learning | SDG4 |
| OCT1162Y | Mental Health Foundations for Occupational Therapy Practice | NOTE: This is a new course offered starting in Summer 2020 for the Entry 2019 cohort. Enabling Occupation Across the Life Course provides learners with a bridge between the foundational courses in year one and the enabling courses in year two using a life course perspective. Cross-cutting occupational therapy approaches, foundational practice skills and competencies that span the life course are introduced in this course. These include: change agent competencies and advocacy; applying frames of reference to inform professional reasoning; and enabling spiritual occupations and meaning making across the life course. A variety of health and social conditions, populations and service contexts, life course and occupational transitions provide a matrix from which to examine enabling occupational participation, performance and engagement across the life course. Students will be provided with choice in demonstrating competencies with select cross-cutting skills as applied in diverse practice contexts, populations or service settings. | Faculty of Medicine, Department of Occupational Therapy | mental health, transit | SDG3, SDG11 |
| OCT1152Y | Musculo-Skeletal Foundations for Occupational Therapy Practice | This course is comprised of a six-week, full-time fieldwork opportunity during which students will be placed in approved fieldwork sites in the Toronto area. Students will be placed in a variety of settings including hospitals, rehabilitation centres, schools, community agencies, etc. Students will be exposed to selected client issues (physical, affective/cognitive) and will experience a variety of intervention opportunities (assessment, treatment, consultation, program planning, evaluation, etc.). Supervision during the placement will be provided by registered occupational therapists. Students will focus on refining generic assessment skills, developing documentation skills, and beginning to apply theoretical knowledge to the clinical setting. | Faculty of Medicine, Department of Occupational Therapy | knowledge | SDG4 |
| OCT1281Y | Occupational Therapy Fieldwork II | This course is comprised of a seven-week, full-time fieldwork opportunity during which students will be placed in approved fieldwork sites in the Toronto area. Students will be placed in a variety of settings including hospitals, rehabilitation centres, schools, community agencies, etc. Students will be exposed to selected client issues (physical, affective/cognitive) and will experience of variety of intervention opportunities (assessment, treatment, consultation, program planning, evaluation, etc.). Supervision during the placement will be provided by registered occupational therapists. Students will focus on developing skills in advanced assessments, consolidating academic learning with clinical learning, and increasing independence in working with clients. | Faculty of Medicine, Department of Occupational Therapy | learning | SDG4 |
| OCT1282Y | Occupational Therapy Fieldwork III | A survey course examining several contemporary topics in toxicology with emphasis on human/mammalian toxicology. Topics in the course may include: adverse drug reactions, acute poisonings, natural toxins, maternal-fetal toxicology, forensic toxicology, environmental chemistry, pesticides, dioxins, endocrine disruptors, regulatory toxicology, occupational toxicology, food toxicology, herbal products, alcohol, smoking, and drugs of abuse. Students are evaluated by their performance on written tests and assignments. Recommended Preparation: BCH210H, PCL201H, PCL302H, PCL362H, or their equivalents. Non-Pharmacology graduate students will require permission from the course coordinator to enrol. | Faculty of Medicine, Department of Occupational Therapy | environmental | SDG13 |
| OCT1283Y | Occupational Therapy Fieldwork IV | This course is comprised of an eight-week, full-time fieldwork opportunity during which students will be placed in approved fieldwork sites in the Toronto area. Students will be placed in a variety of settings including hospitals, rehabilitation centres, schools, community agencies, etc. Students will be exposed to selected client issues and will experience of variety of intervention opportunities (assessment, treatment, consultation, program planning, evaluation, etc.). Supervision during the placement will be provided by registered occupational therapists. In this final fieldwork opportunity, the focus for student learning will be managing a significant portion of the supervisor’s caseload, maximal independence and consolidation of all previous academic and fieldwork learning. | Faculty of Medicine, Department of Occupational Therapy | learning | SDG4 |
| OCT1183Y | Occupational Therapy Fieldwork l | This course is comprised of a six-week, full-time fieldwork opportunity during which students will be placed in approved fieldwork sites in the Toronto area. Students will be placed in a variety of settings including hospitals, rehabilitation centres, schools, community agencies, etc. Students will be exposed to selected client issues (physical, affective/cognitive) and will experience a variety of intervention opportunities (assessment, treatment, consultation, program planning, evaluation, etc.). Supervision during the placement will be provided by registered occupational therapists. Students will focus on refining generic assessment skills, developing documentation skills, and beginning to apply theoretical knowledge to the clinical setting. | Faculty of Medicine, Department of Occupational Therapy | knowledge | SDG4 |
| OCT1233H | Occupational Therapy Practice III | This course will address theoretical and practical content regarding occupational therapy practice with adults. The course builds on the foundational knowledge and skill developed in Year 1. It provides an opportunity for the application of that knowledge to case-based material and begins to prepare the student to work with adult clients in particular. Interventions that can enable occupation and promote health for adults with or at risk for musculo-skeletal, psycho-social, and neuro-cognitive/neuro-motor conditions will be examined, including those interventions that consider both the environment and the person. Appropriate assessments will also be addressed. Students will learn to apply the Occupational Performance Process Model to common and complex challenges encountered by adults. | Faculty of Medicine, Department of Occupational Therapy | knowledge | SDG4 |
| OCT1131H | Occupational Therapy Practice l | This course examines the structure (anatomy) and function (biomechanics and occupational performance) of the musculoskeletal systems of the upper and lower extremities and the trunk. Daily living activities will be analyzed from a musculoskeletal perspective. Also included is foundational knowledge for understanding the pathology of selected musculoskeletal conditions as well as goniometry, manual muscle testing, sensation testing, transfer techniques and ergonomics. | Faculty of Medicine, Department of Occupational Therapy | knowledge | SDG4 |
| OCT1132H | Occupational Therapy Practice ll | Building on the OT Practice I course, OT Practice II prepares students for advanced fieldwork placements through skill development within the stages of the Occupational Performance Process Model, including clinical reasoning, therapeutic use of self, determination of learning styles and goal setting. Students prepare for self-evaluation of professional competencies, and learn universal safely precautions for clinical and community practice contexts. OT Practice II also provides students with ethical principles and an ethical decision-making model for occupational therapists. The ethical decision-making model is applied to cases involving different cultural norms, incapacity in disability, across the life course, and in administrative and professional relationships. | Faculty of Medicine, Department of Occupational Therapy | disabilit, learning | SDG3, SDG4 |
| EDT2000Y | Comprehensive Exam | The goal of this course is to examine the methodologic and experimental basis of studying the effects of drugs on behaviour. Throughout the course the relationship of pre-clinical behavioural pharmacology to human behavioural pharmacology is compared. There will be a strong emphasis on how behavioural studies can assist in our understanding of the underlying mechanisms and identification of novel therapeutic approaches for various mental illnesses and addictions. In the first part of the course, general background covering the principles of behavioural pharmacology will be covered. This approach ensures that students somewhat weaker in relevant areas of psychology or pharmacology are able to gain such knowledge early in the course. In the second part of the course, there is a focus on selected topics and current experimental issues in the field including several chosen by the class. Instruction will include a 45 minute overview of the topic given by the lecturer followed by a discussion of two research papers provided one week in advance. Structured questions are provided to guide preparation and discussion. An opportunity to observe/participate in some of the behavioural techniques described in the class will be offered. Non-Pharmacology graduate students will require permission from the course coordinator to enrol. | Ontario Institute for Studies in Education/Univ. of Toronto | illness, knowledge | SDG3, SDG4 |
| PCL1100H | Applied Skills in Clinical Pharmacology | The overall goal of this laboratory course is to provide students with practical experience and understanding of experimental methods used in clinical pharmacology research. The 12-session course will be taught through a combination of wet labs and dry labs. During wet labs, groups (~3-5 individuals per group) will be given a drug that they will investigate in the laboratory. Dry labs will involve lectures, case studies, and assignments. Topics will include assessments of drug solubility, absorption/bioavailability and bioequivalence, distribution and protein binding, biotransformation, renal excretion, pharmacokinetic and pharmacodynamics modeling, drug-drug interaction, and assessment of pharmacodynamic effects. Open to students enrolled in the Applied Clinical Pharmacology field of study only. | Department of Pharmacology | labor, invest | SDG8, SDG9 |
| PCL1002Y | Graduate Pharmacology | This series of interactive seminars and workgroups will explore methodologies relevant to the translation of molecular discoveries into clinical studies, and vice versa, through examples in select disease areas. We will examine techniques and technologies for in vitro, in vivo and ex vivo modeling of disease, drug action, and drug disposition. Methodologies enabling the measurement of surrogate outcomes including biomarkers from blood samples and clinical imaging modalities will be explored. Students will learn how clinical trials and alternative sources of data including consortia databases and public health records can be used to evaluate the benefits and adverse consequences of pharmacological treatment. Both commonly applied statistical methods and novel/alternative approaches to data analysis will also be considered. Open to students enrolled in the Applied Clinical Pharmacology field of study only. | Department of Pharmacology | public health | SDG3 |
| JNP1014Y | Interdisciplinary Toxicology | A survey course examining several contemporary topics in toxicology with emphasis on human/mammalian toxicology. Topics in the course may include: adverse drug reactions, acute poisonings, natural toxins, maternal-fetal toxicology, forensic toxicology, environmental chemistry, pesticides, dioxins, endocrine disruptors, regulatory toxicology, occupational toxicology, food toxicology, herbal products, alcohol, smoking, and drugs of abuse. Students are evaluated by their performance on written tests and assignments. Recommended Preparation: BCH210H, PCL201H, PCL302H, PCL362H, or their equivalents. Non-Pharmacology graduate students will require permission from the course coordinator to enrol. | Department of Pharmacology | environmental | SDG13 |
| PCL2200Y | Major Research Project | This course will familiarize students with a working knowledge of analytical chemistry and modern instrumentation and the common laboratory methods used in the analysis of contaminants and ions in environmental media. Students will be introduced to a number of instruments and techniques and the methods used to analyze soils, air, and water. | Department of Pharmacology | knowledge, water, labor, environmental, soil | SDG4, SDG6, SDG8, SDG13, SDG15 |
| PCL2101Y | Practicum in Clinical Pharmacology I | This course is designed to introduce MEnvSc students in the research, internship and part-time enrollment options to the key topics of relevance in their chosen fields of study in environmental science. In the first (fall) term, seminar speakers are drawn from faculty, visiting researchers and environmental science professionals. In the second (winter) term, students are required to participate in an experiential learning opportunity that focuses on solutions to a current environmental problem. This class is co-facilitated by MEnvSc Program Directors and the Internship Team. To support students’ career development and job search preparation, instruction and events/activities related to the following topics will also be included: Professional development instruction on the environmental labour market, job search skills, resume and cover letter writing, interview preparation and networking Employer guest speakers from various sectors of the environmental field including government, non-profit and private industry Alumni-to-peer mentoring events; and Participation in exclusive student-employer networking events and/or information sessions. | Department of Pharmacology | learning, labour, environmental | SDG4, SDG8, SDG13 |
| PCL2102Y | Practicum in Clinical Pharmacology II | The Research Paper (EES1101Y) is designed to provide students with the experience of carrying out fundamental research within a specific area of interest to them within Environmental Science. The experience allows students to delve into a particular topic of current significance and carry out studies that can contribute to a research paper in a scientific journal, and defend it in an oral presentation. Although all students in this course will benefit from familiarity with the realities of basic research in this course, it will be particularly useful for those students intending to pursue a higher degree in Environmental Science (i.e. PhD). The permission of a faculty member who agrees to supervise the project is required. The Program Director and the supervising faculty member must approve a detailed project proposal outlining the objectives and scope of the project. The research will be written up in a research journal format and will be evaluated by a small committee. The course is restricted to those students enrolled in the MEnvSc Program. | Department of Pharmacology | environmental | SDG13 |
| PCL2201Y | Research Project Extended Study | This graduate course is designed to give students hands on experience with the methods used in environmental science for the monitoring of air, water and soil quality. Lectures will cover the theory behind the methods and statistical requirements of sampling design, while field exercises will allow students to become familiar with instruments and techniques. | Department of Pharmacology | water, environmental, soil | SDG6, SDG13, SDG15 |
| PCL1101H | Technology, Techniques, and Translation in Pharmacology & Toxicology | This series of interactive seminars and workgroups will explore methodologies relevant to the translation of molecular discoveries into clinical studies, and vice versa, through examples in select disease areas. We will examine techniques and technologies for in vitro, in vivo and ex vivo modeling of disease, drug action, and drug disposition. Methodologies enabling the measurement of surrogate outcomes including biomarkers from blood samples and clinical imaging modalities will be explored. Students will learn how clinical trials and alternative sources of data including consortia databases and public health records can be used to evaluate the benefits and adverse consequences of pharmacological treatment. Both commonly applied statistical methods and novel/alternative approaches to data analysis will also be considered. Open to students enrolled in the Applied Clinical Pharmacology field of study only. | Department of Pharmacology | public health | SDG3 |
| PHL2131H | Ethics | There is a traditional division between perfect and imperfect duties. Imperfect duties, such as duties to aid, allow room for judgment (there are different ways of complying with the duties) and are not as strict as perfect duties (not all my actions need to be in compliance with the duty; I can fail to aid in a given opportunity without running afoul of my duty to aid). However, various questions arise in trying to make clear what exactly the distinction is, and in justifying how some duties could be imperfect, and in getting the scope of these duties right. For instance, don’t I also need to exercise judgment to comply with perfect duties, and aren’t there often different ways of complying with perfect duties (e.g., different ways of fulfilling a promise)? If so, how are imperfect duties different from perfect duties? Why should we accept that the duty to aid is less strict in the relevant way: if I can aid someone without substantial cost to myself, why would failing to do so not violate my duty to aid? In this seminar, we will investigate the nature and ground of imperfect duties. Readings may include work by philosophers such as Kant, Joshua Gert, Patricia Greenspan, Barbara Herman, Douglas Portmore, Matthew Hanser, Paul Hurley, Robert Noggle, Samuel Scheffler, Karen Stohr, Sarah Stroud, and Fiona Woolard, among others. | Department of Philosophy | invest | SDG9 |
| PHL2117H | Formal Epistemology | This course is an introduction to models, and modelling tools, of interest to philosophers. No special technical background is required (if you passed Grade 9 math, you can take this course). Some of the models we’ll cover are commonly used within philosophy, for example, probability, epistemic networks, and decision theory. Others are common in work of interest to philosophers, for example, regression and deep learning. The goal is to learn through hands-on experience how such tools work, what they are for, and what they are and are not capable of. Readings may include work by philosophers such as Kant, Joshua Gert, Patricia Greenspan, Barbara Herman, Douglas Portmore, Matthew Hanser, Paul Hurley, Robert Noggle, Samuel Scheffler, Karen Stohr, Sarah Stroud, and Fiona Woolard, among others. | Department of Philosophy | learning | SDG4 |
| PHL2076H | Hegel | This seminar examines Heidegger’s ontology in Being and Time (1927) and related texts both philosophically and historically. Topics include Heidegger’s overall concept of ontology and its basic problems; his preferred method in ontology (phenomenology); the role he assigns to the human being (or, more accurately, Dasein) in ontology; and his thesis that time is the “horizon for any understanding whatever of being.” While helpful, no prior knowledge of Heidegger or phenomenology is required. When necessary, selections from Husserl (Logical Investigations and Ideas I) will be read alongside Heidegger’s interpretation of them. Texts by other figures in the history of philosophy (e.g., Aristotle, Descartes) may also be read to deepen our understanding of Heidegger’s ontology. | Department of Philosophy | knowledge, invest | SDG4, SDG9 |
| PHL2097H | Later Analytic Philosophy | Learning the oeuvres of a variety of major philosophers is a big part of developing one’s own philosophical abilities: examining each oeuvre individually, one learns how to draw connections among issues and build philosophical systems; studying them collectively, one comes to see how delicate differences of initial emphasis ramify through shared background assumptions to stark divergences of endpoint. This course surveys, in this spirit, work by Robert C. Stalnaker and by Hartry Field addressing matters of ‘intentionality’: how mind and language relate to the world; and the place in such a theory of such phenomena as reason and meaning, content and logical consequence, reference and truth. The oeuvres contrast with one another structurally and come into (sometimes explicit) dialectical conflict: Stalnaker displays remarkable constancy of vision over his career, bestowing a central explanatory role in the understanding of reason and meaning on representational content, envisaged as amenable to functionalist-physicalist reduction; Field, by contrast, is a changer of mind, with earlier work according a central explanatory role not to content but instead to syntax, and later work restoring content but in a ‘deflationary,’ nonexplanatory guise, not reducible to the physical but instead to be understood ‘expressivistically.’ | Department of Philosophy | learning | SDG4 |
| PHL2141H | Political Philosophy | Without a doubt, W. E. B. Du Bois remains a central figure in the tradition and legacies of African American political philosophy. Given that race continues to constitute a significant cleavage within global political and social life, it is no wonder that Du Bois remains an important resource for contemporary political philosophy. The breadth of his writings has guided questions concerning the formation of race and capitalism, the role of aesthetics in politics, social epistemology, and global justice. To paraphrase Robert Gooding-Williams, Du Bois extends a long shadow over this field of study. The aim of this course is to introduce students to the complexity and richness of Du Bois’s political thinking by reading him in juxtaposition with the historical events he faced in his life. These events include Reconstruction after the end of slavery, World War I and the Great Depression, the rise of fascism and World War II, and the burgeoning anticolonial era. We will investigate issues concerning normativity and political justice, lived experience and systemic crises, the relationship between utopia and critique, and, finally, the prospects of developing a Black critical theory. My hope is that we ask after what we expect a Black critical theory to do and how it should be communicated. Alongside Du Bois we will read excerpts from Marx, Booker T. Washington, Anna Julia Cooper, Marcus Garvey, and Max Weber, as well as contemporary literature from Joy James, Robert Gooding-Williams, Adolph L. Reed Jr., Elvira Basevich, and Chike Jeffers. Students should come away with an understanding of the historical changes in Du Bois’s philosophy and important contemporary appropriations of his thinking in political philosophy and theory. | Department of Philosophy | anticolonial, capital, invest | SDG4, SDG9 |
| PHL1111H | Proseminar | What is knowledge? Motivated by this question, Plato’s Theaetetus offers a remarkable series of arguments about the nature of perception, skill, memory, judgment, relativism, error, and definition. This seminar will examine Plato’s arguments and their contemporary counterparts in authors including Carlotta Pavese, Brian Weatherson, Timothy Williamson, and Linda Zagzebski. | Department of Philosophy | knowledge, weather | SDG4, SDG13 |
| PHL2222H | MA Seminar | What does it mean to say that something is good for someone, that something makes their life go better? The answer to those questions, whatever it is, is what philosophers typically refer to as well-being. But what does well-being essentially consist of? Pleasure? Getting what we want? Realizing our potential? Engaging in objectively valuable activities and relationships? Life satisfaction? This is the central issue we will investigate in this course. We will also consider questions about the moral importance (or unimportance) of well-being, the relation between philosophical and psychological conceptions of well-being, how well-being has been conceived in some non-Western traditions, the character of well-being over time, and the way we should think about well-being for children, persons with dementia, and other living things. Readings will include selections from Derek Parfit, L. W. Sumner, Thomas Hurka, James Griffin, Valerie Tiberius, Fred Feldman, Martha Nussbaum, Jennifer Hawkins, and others. As an MA seminar, this course will focus on providing students with opportunity to get feedback on their philosophical writing. For this reason, students will write three short essays over the course of the term, instead of one long term paper. | Department of Philosophy | well-being, invest | SDG3, SDG9 |
| PHL2101H | Seminar in Metaphysics | This course will focus on metaphysical modality (metaphysical possibility and necessity). We’ll read a mix of modern classics and recent work. Potential topics include (i) the basis of metaphysical modal truth, (ii) relatedly, the prospects of analyzing modality (in terms, e.g., of essential properties, dispositions, conventions, some understanding of possible worlds), (iii) the relation between nomic and other forms of modality and metaphysical modality, (iv) the logic of metaphysical modality, (v) the epistemology of metaphysical modality, (vi) the status of “Hume’s Dictum,” according to which there are no metaphysically necessary connections between wholly distinct entities (and relatedly, the status of “combinatorial” principles), and (vii) whether there can be merely haecceitistic differences between metaphysical possibilities, and what this might imply about the metaphysics of ordinary objects. Some of the models we’ll cover are commonly used within philosophy, for example, probability, epistemic networks, and decision theory. Others are common in work of interest to philosophers, for example, regression and deep learning. The goal is to learn through hands-on experience how such tools work, what they are for, and what they are and are not capable of. | Department of Philosophy | learning | SDG4 |
| PHL2142H | Seminar in Political Philosophy | The topic of this seminar is political representation. We will consider questions such as the following: Is representative democracy “at best a grudging concession to size or efficiency” or does it have virtues that render it superior to direct democracy, even when those practical considerations are not in play? What duties do political representatives have to those they represent? Should disadvantaged groups be represented by individuals who are themselves members of those groups? Is group representation inherently undemocratic? Readings may include work by Iris Marion Young, Jane Mansbridge, Will Kymlicka, Alexander Guerrero, Melissa Williams, Anne Phillips, and Bernard Manin, among others. | Department of Philosophy | democra | SDG16 |
| PHL2057H | Seminar in Seventeenth- and Eighteenth-Century Philosophy | Research over the past few decades has unearthed a treasure trove of wrongly neglected philosophical writings by women during the early modern period. This course will explore two interconnected lines of thought in their works. One line of thought is continuous with well-known early modern discussions of the material-immaterial divide. Thus Margaret Cavendish and Anne Conway questioned both Cartesian dualism and Hobbesian materialism. At the same time, early modern women such as Mary Astell and Mary Wollstonecraft questioned traditional approaches to the education of women. These questions are connected by way of the issue of the ontological status of human beings in general, and of women in particular. | Department of Philosophy | women | SDG5 |
| PHL2089H | Seminar in Twentieth-Century Continental Philosophy | This seminar examines Heidegger’s ontology in Being and Time (1927) and related texts both philosophically and historically. Topics include Heidegger’s overall concept of ontology and its basic problems; his preferred method in ontology (phenomenology); the role he assigns to the human being (or, more accurately, Dasein) in ontology; and his thesis that time is the “horizon for any understanding whatever of being.” While helpful, no prior knowledge of Heidegger or phenomenology is required. When necessary, selections from Husserl (Logical Investigations and Ideas I) will be read alongside Heidegger’s interpretation of them. Texts by other figures in the history of philosophy (e.g., Aristotle, Descartes) may also be read to deepen our understanding of Heidegger’s ontology. | Department of Philosophy | knowledge, invest | SDG4, SDG9 |
| JFK1122H | Drug Transport Across Biological Membranes | The course is to provide graduate students with a knowledge of the molecular entities involved in drug transport across biological cell membranes and to emphasize the physiological and clinical significance of these entities. The course will consist of didactic lectures presented in a traditional lecture format, and student presentations, when appropriate a lecture will be replaced by a research seminar. | The Leslie Dan Faculty of Pharmacy | knowledge | SDG4 |
| PHM1137H | Introduction to Qualitative Research Methods in the Health Sciences | This course will introduce future educators to foundational aspects of teaching, learning, assessment, rooted in the discipline of social psychology, to help support effective pedagogy in diverse settings. The goal of this course is to provide students with knowledge, skills, and motivation to identify learning needs of audiences, design curriculum, use effective teaching methods, and undertake program evaluation for the purpose of quality improvement, all in a scholarly, evidence-informed manner. | The Leslie Dan Faculty of Pharmacy | pedagogy, knowledge, learning | SDG4 |
| PHM1142H | Methods for Patient-Focused and Pharmacy Practice Research | This course will focus on the methods for the conduct of patient-focused and pharmacy practice research. This research commonly uses quantitative, qualitative or mixed methods approaches to generate new knowledge in areas such as pharmacy practice, clinical pharmacology, the effectiveness or implementation of interventions that improve health outcomes, patterns in medication use, health care team function, and patient or other stakeholder perspectives. Topics that will be covered include human research ethics, regulatory considerations, grant writing, project management, research design, and data collection and management approaches. Further, students will develop the concept for a research project as a component of this course. For MScPhm students this project can be the major research project required by the program. | The Leslie Dan Faculty of Pharmacy | health care, knowledge | SDG3, SDG4 |
| PHM8000Y | MScPhm Clinical Practicum I | The desired outcome of this course is that graduate students will: identify the hidden curriculum in their health care environment and opportunities for enhanced sensitivity to ethics-related issues become familiar with principles of adult learning, learning styles, and teaching modalities for engaging in bioethics education design a curriculum ready for implementation and evaluation that is geared toward addressing bioethical issues in their health care context increase their confidence in raising ethical issues for deliberation and in conducting an ethics educational initiative | The Leslie Dan Faculty of Pharmacy | health care, learning | SDG3, SDG4 |
| PHM8100Y | MScPhm Clinical Practicum II | The purpose of these courses is to expand the student’s clinical experiences to further develop (CPI) and establish (CPII) their knowledge, skills, and judgment to an advanced level in a defined area of clinical pharmacy practice. The practicums provide experiences in which students integrate practice principles and advanced knowledge of pharmacotherapeutics in a defined area to provide care to individual patients and their families. These practice experiences will include integrating emerging scientific data into practice, generating ideas and proposals to address complex patient care challenges, applying principles of pedagogy to communicate ideas and information, and demonstrating ethical decision making. A pharmacist in an advanced practice role will supervise the student practicums. | The Leslie Dan Faculty of Pharmacy | pedagogy, knowledge | SDG4 |
| PHM9000Y | MScPhm Research Practicum | This course explores ethics in health care from an organizational and health systems perspective. Course readings are drawn from an interdisciplinary literature, including management, social sciences, law, business ethics, and bioethics. Guest speakers will contribute their experience from a range of practice-based perspectives. Course Objectives Students will: develop an understanding of ethics practice at an organizational level; become familiar with the field of organizational ethics; explore approaches to analyze and address ethical issues arising at an organizational level in healthcare institutions (e.g., stakeholder analysis, organizational ethics frameworks, etc.); establish a basic foundation for analyzing organizational and health systems ethics issues; and understand the ethical continuum between clinical, organizational, public health and health systems ethics. | The Leslie Dan Faculty of Pharmacy | public health, health care, healthcare, institut | SDG3, SDG16 |
| PHM2105H | Pharmaceutical Sciences Module: Program Design and Evaluation in Pharmacy | This course will introduce students to principles of program design and evaluation with emphasis on educational programs in pharmacy and pharmacy practice. The goal of this course is to provide students with the knowledge, skills, and confidence to independently lead program design and evaluation projects, emphasizing practice change in the community. The course will involve a combination of different teaching, learning, and assessment techniques to support development of skills. This course will introduce students to different forms of program design and evaluation including needs assessment, formative research, program logic models, and impact assessment. Different qualitative and quantitative assessment methods will be discussed to support more robust evaluation and evidence-informed analysis of data to facilitate quality improvement in program design. | The Leslie Dan Faculty of Pharmacy | knowledge, learning | SDG4 |
| CHL5309H | Advanced Analysis of Topical Issues in Public Health Policy | This is a doctoral level course in epidemiology study design and research methods. Course Objectives The primary goal of this required course in the PhD Epidemiology program is to foster a fundamental and thorough understanding of the concepts of epidemiologic study design to address a particular research question. It is expected that students will already have learned the basic principles and study designs for epidemiologic query in their prior learning and experience. In this course, these fundamentals will be revisited to deepen and enrich students’ knowledge. Specific objectives are to: develop and refine an epidemiologic research question; understand the underlying principles and concepts in qualitative and quantitative epidemiologic methods; consider and evaluate the application of various epidemiologic study designs to acquire new evidence to answer a research question; acquire skills in critical appraisal of existing epidemiologic evidence and to assimilate these in a systematic review; and understand how to draw causal inference by means of empirical evidence with mindful consideration of issues to be addressed in the study, including the likely effects of bias and confounding. | Department of Public Health Sciences | public health, knowledge, learning | SDG3, SDG4 |
| CHL5208Y | Advanced Laboratory in Statistical Design and Analysis | This course covers statistical methods for analysis of microbiome and ecological data. The focus will be on familiarizing students with the methods commonly used to analyse microbiome data as well as some methods from statistical ecology from which these methods originated. Emphasis will be on understanding why microbiome data is different from commonly encountered medical data and how the methods developed have attempted to address certain issues. A focus will be placed on understanding the current methods available and when they are applicable, particularly differentiating the two main approaches for data analysis (univariate vs. multi-outcome). As research in these methods is ongoing, current trends in research will be covered. | Department of Public Health Sciences | labor, ecolog | SDG8, SDG15 |
| CHL5130H | Advanced Methods in Applied Indigenous Health Research | As a method of inquiry, Institutional ethnography (IE) provides an analytic tool box to help researchers map social relations and explicate how individuals are governed. IE, at its heart, is about working towards a more equitable society and is analytically concerned with exploring the ways in which power is exerted in practices of ruling. Developed by Canadian feminist scholar Dorothy Smith, this alternative sociology provides a research strategy that allows for an understanding of the socially organized nature of everyday life. IE is committed to discovery and is a highly empirically-driven form of social research which draws principally from primary interview, observational, and text-based data sources. This approach to critical social science focuses on the material actualities of people’s lives in order to help develop analytic descriptions of ruling practices. | Department of Public Health Sciences | equitable, equitable, feminis, equit, indigenous, institut, indigenous | SDG4, SDG5, SDG10, SDG16 |
| CHL5902H | Advanced Occupational Hygiene | Basic physics of ionizing and non-ionizing radiation; The sources of ionizing and non-ionizing radiation in the workplace; The methods and instrumentation for measuring all relevant energies; The engineering, administrative and personal protective devices available for the reduction of exposure; and The units and standards used in various jurisdictions. Course Objectives To understand basic concepts in ionizing and non-ionizing radiation, and thermal stress; To understand the methods and instrumentation for measuring all of the relevant physical stressors and energies; To understand the engineering, administrative controls and personal protective devices available for the reduction of hazards from physical agents; To gain knowledge of the units and standards in various jurisdictions applicable to physical agents. | Department of Public Health Sciences | knowledge, hygien | SDG4, SDG6 |
| PAS3701H | Advanced Research Issues in Addictions | The aim of the course is to provide a broad perspective on addictions research by focusing on specific research projects in several areas. This course will provide students with an appreciation of the value of interdisciplinary approaches to addictions research; introduce students to ‘grantsmanship’, the process by which researchers develop research proposals for funding by external granting agencies; provide students with exposure to active scientists in the addictions field who will describe their general field of research, discuss the process of preparing a specific research proposal for funding, and describe the results of the research project; and permit students to develop and present a proposal on a topic of personal interest. This course is designed to follow PAS 3700, although students do not have to have completed PAS 3700 prior to taking this course. This is not a course on research methods, but assumes that students have sufficient grounding in appropriate methodologies in the areas of specialization to develop their proposals. The course aims to provide students with exposure to the process of science, so that they will have a better understanding of how knowledge is created, in addition to the content of science. | Department of Public Health Sciences | knowledge | SDG4 |
| CHL5632H | Application of Implementation Science in Global Health | This course is an introduction to implementation science with an emphasis on its application in global health. Implementation science is the scientific study of methods to promote the systematic update of research findings and other evidence-based practices into routine practice, and hence, to improve the quality and effectiveness of health services. Implementation science requires interdisciplinary efforts, with an intent to understand what, why and how interventions work in real world settings and to test approaches to improve it. This course aims to fill the gap in DLSPH curricula to provide students an opportunity to understand the core concepts, theories and frameworks of implementation health research in global health setting, and what research methods of implementation science can be applied in tackling key global health challenges in low and middle income countries (LMICs). We will discuss implementation challenges such as ethics, research design, data collection, evaluation, quality improvement, policy update and scale-up as a continuum of implementation. Real-life cases in LMICs that applied implementation science will be explored on a variety of topics such as COVID-19, Ebola, tuberculosis, HIV, antimicrobial resistance, diabetes, hypertension, and maternal and child health. Students will form groups to apply implementation science frameworks and methods in critiquing, designing and evaluating approaches in implementing evidence-based health interventions in LMICs. Prerequisites: Students should have completed any quantitative or qualitative research methods course; or students have completed at least one course in program evaluation course. Course complementary: The course is intended to complement courses in knowledge Translation and Exchange (HAD 5727H), Population Health Intervention Research (CHL5132H), Theory and Practice of Program Evaluation (CHL5110H) and Public Health Policy (CHL5300H). The course director and co-instructors will make relevant adjustment for any duplications. Application: This course is intended for 2nd year Master or PhD students in both Public Health Sciences (PHS) and the Institute of Health Policy Management and Evaluation (IHPME). Interested students are encouraged to contact the Course Director. Enrollment is limited to 12 students. | Department of Public Health Sciences | public health, global health, child health, knowledge, income, institut | SDG3, SDG4, SDG10, SDG16 |
| CHL3008Y | Applied Learning in Bioethics (Practicum) | This course examines the field of population health sciences. Starting with a review of the concepts of Geoffrey Rose, students will examine foundational theories and methods used in population health studies. Through course assignments and discussion, students will critically appraise these concepts, as well as the various factors that shape population health and the fundamentals of prevention science at both the individual and population level. This course will also focus on the constitutive importance of health equity in theories of population health sciences. This will enable equitable health promotion and governance, and identifying contextual factors that influence health equity deliberations in contemporary approaches to public health practice. Students will further explore the future of this discipline and the importance of what Keyes & Galea describe as humility in population health sciences. By the end of the course, students should have a strong understanding of foundational public health and health equity approaches, as key tenets of population health sciences and its influence on the contemporary and future practice of public health. Students will be able to: Describe and define the key concepts related to population health sciences, including the ways in which the concept of population itself has been contested and problematized; Identify/explain how key concepts have been applied to inform or design population health interventions; Analyze and describe the value of population health approaches and related interventions; Identify and appraise ethical frameworks and perspectives to contemporary population health; Demonstrate critical thinking related to health equity and population health approaches. | Department of Public Health Sciences | public health, health equity, equitable, learning, equitable, equity, equit, governance | SDG3, SDG4, SDG10, SDG16 |
| CHL5230H | Applied Machine Learning for Health Data | This course will provide skills and training in public health policy analysis and evaluation, including economic analysis. Students will be exposed to approaches to public health policy analyses and evaluations and will become familiar with the nuts and bolts of conducting analysis and evaluation. Readings and discussions will offer critical perspectives on the practice of policy analysis and evaluation through public health case studies highlighting challenges, limitations and strengths. There will be twelve seminar style meetings in which instructors will outline approaches, techniques and critical perspectives and facilitate discussions. Public health policy case studies will be used to anchor critical discussions of the application of tools and approaches to real-life situations. | Department of Public Health Sciences | public health, learning | SDG3, SDG4 |
| CHL5918H | Biological Hazards in the Workplace and Community | This course introduces students to a wide range of biological hazards that may be encountered in community and work environments, including commercial, non-industrial, industrial and health care settings. Emphasis will be given to the tools and practices used by occupational hygienists in the recognition, evaluation and control of microbiological hazards in occupational environments. The course will consist of weekly lectures (some live and some pre-recorded) together with readings assigned from a range of sources. Classes will meet in-person weekly for lectures, discussion, laboratory demonstrations, and field sampling. Midterm and final examinations will be a combination of multiple choice, short answer and essay style questions. Weekly quizzes on readings and pre-recorded lecture materials will also be given. For more course information and materials. Course Objectives This course will familiarize students with occupational hygiene practice relating to: Investigation, sampling, interpretation and remediation of indoor microbial contamination; Infection control and prevention in health care workplaces; Biosafety in research and industry; Environmental microbiological hazards, emphasizing soil-borne, airborne, vector-borne and zoonotic agents; and Hazards from bioterrorism and biological weapons. | Department of Public Health Sciences | health care, contamination, hygien, remediation, labor, invest, environmental, soil, terroris | SDG3, SDG6, SDG8, SDG9, SDG13, SDG15, SDG16 |
| CHL5126H | Building Community Resilience | The purpose of this course is to support the development of Indigenous health research that meets and/or exceeds the dual criteria of Indigenous community relevance and scientific excellence. This course will expose students to advanced Indigenous community-based health knowledge and expertise. Students will learn how to practically implement applied Indigenous health research in partnership with Indigenous organizations and communities through demonstrations, discussion, and reflection. | Department of Public Health Sciences | knowledge, indigenous, resilien, resilience, resilience, indigenous | SDG4, SDG10, SDG16, SDG11, SDG13, SDG15 |
| CHL5409H | Cancer Epidemiology | Much of both the current and projected future global burden of disease and injury is attributed to environmental sources of exposure e.g. contaminated water or air, or changes in environmental conditions e.g. climate change. Environmental epidemiologists have: determined whether increases in adverse health outcomes are attributable to environmental exposures e.g. cluster investigations; tracked down etiological linkages between environmental exposures-conditions and health status in particular populations; estimated the attributable burden both in the past and projecting into the future e.g. risk and health impact assessment to inform programs and policies; and increasingly, evaluated the impact of policy and program interventions aimed at reducing the environmental burden of disease. This environmental epidemiology course will include each of these activities in environmental epidemiology. Preparation: Combination of readings e.g. electronic papers, book chapters, supplemented by student searches, web site consultation, lectures, & peer assessments (see next section). Each session will start with a scan of environmental health issues which have surfaced over the past week (10-20 minutes), student’s perceptions of relevant stakeholders and evidence, and insights which environmental epidemiology might (or might not!) bring. After this, sessions will comprise different mixes of interactive discussion, presentations, and review of tasks by faculty, guests and students. | Department of Public Health Sciences | mental health, health issues, water, invest, climate, environmental | SDG3, SDG6, SDG9, SDG13 |
| CHL5210H | Categorical Data Analysis | This is an introductory course intended for Masters students in public health with limited prior exposure to qualitative research. Students should not expect to be proficient in qualitative methods by the end of this course. However you can expect to have a good understanding of the qualitative research enterprise, be reasonably informed consumers of qualitative research, and be able to participate in the conduct of needs assessments, program evaluations and other applied qualitative public health research. The course draws on a variety of approaches to teaching and learning about qualitative research: mini-lectures, guest presentations, individual experience and group discussion of readings (literature on qualitative research & exemplars of qualitative research), fieldwork exercises, in-class exercises, and take home assignments. Course Objectives The course objectives are to: Develop an appreciation for the diversity, breadth, distinctive nature, complexity, and potential of the qualitative research enterprise Develop skills in critical reflexivity in (qualitative) public health research Develop qualitative research skills Develop an appreciation of the potential (and limitations) of qualitative research for students’ own areas of research and public health practice | Department of Public Health Sciences | public health, learning, consum | SDG3, SDG4, SDG12 |
| CHL5407H | Categorical Data Analysis for Epidemiologic Studies | The course is designed to build skills and knowledge in three areas: (i) core concepts in infectious diseases (e.g., transmissibility, immunity); (ii) substantive knowledge of diseases (pathogens, syndromes); and (iii) skills (especially analytical skills) that you may need as a practicing epidemiologist in future. Consequently, we will divide most sessions into three parts: (i) a first, didactic lecture, where we’ll give a broad overview of the issue of interest; (ii) a case-based exercise, where we’ll work through a real-world example of the issue we are studying, and (iii) a hands-on analytic exercise where you’ll practice applying your epidemiological skills to real or simulated infectious disease data. To further keep our course anchored in the real world, we’ll begin most sessions with a student-led discussion of a “hot” infectious disease issue identified using ProMED, HealthMap, the Canadian Communicable Disease Report (CCDR), the Morbidity and Mortality Weekly Report (MMWR), or Eurosurveillance. We’ll assign students to lead these discussions and identify discussion topics each week. Course Objectives Students will develop a broad knowledge of key pathogens and infectious syndromes of public health importance, their clinical and microbiological manifestations and characteristics, their classification, and basic approaches to their control. Students will understand core concepts necessary for the description and evaluation of infectious processes, including the nature and definition of outbreaks, epidemics, and endemic disease spread; incubation, latency, and carriage; reproductive numbers; immunity; nosocomial infection; and emergence of disease, particularly as it relates to zoonotic threats and the “One Health” paradigm. Students will develop a quantitative and analytic skill set related to the measurement and control of infectious diseases, including basic aspects of outbreak documentation and investigation (including case-control studies); principles of infectious disease surveillance (including analysis of rates and counts); understanding of laboratory aspects of infectious disease epidemiology including changing test technologies and seroprevalence data; and basic elements of transmission modeling of infectious diseases. Students will gain familiarity with tools and resources used by public health professionals seeking to remain abreast of the rapidly changing world of infectious diseases; these include the ProMED system, GPHIN, Google.org-based tools, and HealthMap. | Department of Public Health Sciences | public health, communicable disease, epidemics, knowledge, labor, invest | SDG3, SDG4, SDG8, SDG9 |
| CHL5905H | Clinical Studies in Occupational Health | This course consists of primarily of lectures given by experts from various professions. Course Objectives This course is an introductory course designed for those who wish to learn basic toxicological principles and knowledge to apply to the protection of the health of individuals and groups exposed to chemicals in the workplace. | Department of Public Health Sciences | knowledge | SDG4 |
| CHL5412H | Communicable Disease Epidemiology, Prevention and Control | This course introduces principles of formulating epidemiological, clinical or public health questions, systematically searching for evidence, and applying it to the question, analyzing and interpreting the results. Also addressed is the role of evidence in informing public health policy, the application of critical appraisal tools, and the role of bias (including that in studies designs, publication bias, and meta-bias). Particular consideration is given to the meta-analytic methodology of synthesizing evidence in a systematic review. Interspersed throughout the course are lectures from experts who work in the field. They have been invited to either teach a core learning objective, or share their experience getting involved with systematic reviews and meta-analyses, and the direction they see the field heading. | Department of Public Health Sciences | public health, communicable disease, learning | SDG3, SDG4 |
| UCS1000H | Community Development | This graduate seminar provides an overview of the theory and practice of the field, including a historical review, an examination of contemporary issues and debates and methodological considerations. Participants in the course will draw significant insights for community development practice from the various theoretical positions on the nature of society, social change and social mobilization. The course explores the various models of community development in relation to their goals, processes and outcomes. It incorporates contributions from the five graduate units participating in the CD collaborative program: Adult Education and Community Development; Counselling Psychology; Program in Planning, Public Health Sciences; and the Factor-Inwentash Faculty of Social Work. The objectives of the course are: to develop an appreciation of community development both as a change process and as an interdisciplinary field; to provide a broad understanding of the scope and range of activities in community development in Canada and internationally; to develop an understanding of the main traditions, theoretical debates, successful experiences, and research findings in community development; to develop an understanding of the basic skills needed to work with diverse communities; to introduce students to the research and scholarship on community development undertaken by faculty and students in the five collaborating units. | Department of Public Health Sciences | public health, labor, social change | SDG3, SDG8, SDG16 |
| CHL5653H | Community Nutrition | The required practicum provides an opportunity for learners to apply the theory and knowledge gained in coursework by engaging in new academic projects in their professional settings. The basic requirements are the same for both the required and optional practica for each of the MScCH streams. Students are required to spend a minimum of 160 hours involved in an appropriate practicum to earn the 0.5 FCE credit. Students must also identify a practicum supervisor and all practicum projects require the approval of their MScCH Program Director. Because the practicum involves the hands-on application of knowledge obtained via coursework, the practicum activities must be new endeavors that are related to either an area of academic core competency(1) or one of the Faculty of Medicine’s faculty promotion planks(2), to which the learner has been exposed, during previous MScCH coursework. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. The practicum evaluation is based on the student’s record of experiences; a 2-3 page scholarly, analytical and reflective report based on the overall experience; and a presentation to their classmates. It is important that you remember to register for CHL5690H on ROSI. Though the practicum is listed as a “continuous” course, we recommend that you aim to have the practicum completed and work submitted to the Program Director within 12 months of starting the practicum. | Department of Public Health Sciences | nutrition, knowledge | SDG2, SDG4 |
| CHL5917H | Concepts in Safety Management | This course will focus on air pollution in the context of understanding and managing its impact on public health. Air pollution will be considered from the local to global scale. Specific principles to be covered include: sources and emission of air pollutants, the physical and chemical characteristics of air pollution, methods used to monitor ambient air pollutant levels and understand actual individual and population exposure; the impacts of air pollution on human health and; the practice of setting ambient air quality standards and also informing people in order to benefit public health through reduction in exposure. Lectures on selected topics will be given by experts representing academic, medical, government and industry. Course Objectives Understand basic principles regarding the production, atmospheric behaviour and public health impacts of air pollution from the local to the global perspective and from toxicology to epidemiology. To provide the learner with the theoretical and applied knowledge of air pollution monitoring and application of monitoring data. Put into perspective the role of risk assessment in air pollution and policy development. | Department of Public Health Sciences | public health, pollution, knowledge, emission, production, pollut, pollut | SDG3, SDG4, SDG7, SDG12, SDG14, SDG15 |
| CHL4001H | Contemporary Approaches to Population Health and Health Equity | This is an Introduction to Public Health as practised in Canada and highlighting the research of DLSPH faculty. It presents students with the basic framework of fields like epidemiology, social and behavioural health, global health, occupational health and statistics. It is designed to provide a basic appreciation of the breadth of fields in public health as well as provide some insight into the work of divisions that students may not re-encounter during their Masters or PhD. This course will emphasize: Public Health values Critical thinking skills, in particular the recognition and evaluation of assumptions Consideration of health issues for groups of people rather than individuals The root causes of and/or determinants of health, disease and disability Contextual, social, political and life course influences on illness and wellness as well as on public health practice Key approaches, methodologies and problems in the field of Public Health Focusing on one area or approach while maintaining an appreciation for other approaches and what they offer a given public health problem The DLSPH faculty, programs, and research projects Career possibilities after DLSPH | Department of Public Health Sciences | public health, global health, health issues, disabilit, illness, health equity, equity, equit | SDG3, SDG4, SDG10 |
| CHL5609H | Continuing Education in the Health Professions | The purpose of this course is to provide learners with a comprehensive and working knowledge of the field of continuing health professional education in the context of knowledge translation (KT). This is an expanding area of higher education and professional practice to which increasing academic attention is directed. In particular, the application of CE and continuing professional development to closing the clinical care gap between what is known and what health professionals actually do, has assumed significance in the Canadian context. This modular five day, intensively participatory course is meant to provide both a theoretical and practical base for professional application and a basis for understanding “knowledge translation” from an educational perspective. Required Reading: Continuing Professional Development in Medicine and Health Care: Better Education, Better Patient Outcomes. Author(s): William Rayburn MD, MBA, David A. Davis MD, Mary G. Turco EdD Participants are strongly encouraged to read the book before class starts. The course will use a combination of short lectures by the course instructor and guest teachers drawn from the Faculty of Medicine, seminar sessions and class discussion. Participants must come prepared to discuss their own goals, programs and strategies in the context of CE, CPD and knowledge translation. Course dates for 2019 : 9 am -5 pm. September 16, September 23, September 30, October 7 , November 18, 2019. Classes will be held at 525 University Avenue, 12 th floor conference room. | Department of Public Health Sciences | health care, knowledge | SDG3, SDG4 |
| CHL5915H | Control of Occupational Hazards | Overview of control strategies; general exhaust ventilation; principles of airflow; applications, principles and types of local exhaust ventilation; basic designs of local exhaust systems; fans and air cleaning devices; make-up air recirculation; ventilation under non-standard conditions; HVAC systems and IAO; types, uses and limitations of respiratory protection; chemical protective clothing. Course Objectives to understand the various strategies used by occupational hygienists to reduce or eliminate exposures to stressors in the work environment to understand the basic principles of industrial ventilation as it relates to the removal of toxic chemicals from the workplace, including general and local exhaust, make-up air, fans and air cleaning systems to assess the effectiveness of ventilation systems in controlling health hazards to understand the operating principles, uses and limitations of respiratory protection to have an understanding of the importance of substitution, isolation and other non-engineering control methods for reducing health risks in the workplace | Department of Public Health Sciences | hygien | SDG6 |
| CHL3001Y | Core Topics in Bioethics | The purpose of this half-year course is to familiarize non-law students with basic legal principles, leading judgments and legislation in Canada, and international human rights instruments covering a spectrum of bioethical issues, addressed primarily at the microethical level. The readings are focused on exploring the concept of ethical justice, or fairness, in the law as applied to healthcare (specifically we will be concentrating on substantive, procedural, and distributive justice). Topics will be chosen from: legal duties to future generations and the unborn; parental powers and duties and adolescent autonomy; reproductive health and rights; consent and capacity; privacy and confidentiality; medically-assisted reproduction; transplantation and control of tissues outside the body; death, natural death and medically-assisted death; resource allocation; public health; human rights; and global health. Course Objectives To familiarize students with styles of legal reasoning and analysis, the background premises and orientations of Canadian law and its conditioning influences, and to project this understanding onto a series of central issues in bioethics. Materials will be drawn from analyses and syntheses in legal literature, and from judgments of Canadian and related courts or tribunals. | Department of Public Health Sciences | public health, global health, healthcare, reproductive health, production, human rights | SDG3, SDG12, SDG16 |
| CHL4002H | Critical Appraisal and Use of Evidence | The objective of this course is to provide an introduction to public health research with an emphasis on cutting-edge research being done by faculty and doctoral students at the Dalla Lana School of Public Health. Incoming doctoral students across all fields of study in the DLSPH Divisions will have the opportunity to learn about the faculty’s current research as well as ongoing projects. Reaching students before and as they focus on the specific skills and knowledge base in their chosen discipline, the course will introduce students to critical thinking within different disciplines as well as aid in developing a common understanding of the diversity of public health issues across approaches. The weekly research seminar also highlights key interdisciplinary professional development skills. | Department of Public Health Sciences | public health, health issues, knowledge | SDG3, SDG4 |
| CHL7001H | Directed Reading | This is an advanced level graduate seminar course in the ethics of public health. This is distinct from the ethics in public health and the course attempts to give students some familiarity with some of the most important ethical issues facing those engaged in public health research (health promotion, disease prevention, and epidemiological and biostatistical research). The course is based on seminar discussions of course readings, and case studies. Students will be able to identify, articulate and analyze ethical issues arising from public health, and to formulate critical and well-reasoned ethical arguments. | Department of Public Health Sciences | public health | SDG3 |
| CHL7002H | Directed Research | This course introduces a range of qualitative research methods and theoretical perspectives with emphasis on the role that theory plays across the different stages of the research process. Learners will examine the underlying theoretical assumptions of qualitative research methods and the implications that these assumptions have for framing a research problem, data generation, data analysis, and dissemination strategies, including traditional and arts-based approaches. The course provides opportunities to attain practical, hands-on experience with developing research questions, data generation, and data analysis. It was designed in 2009 by Dr. Pia Kontos (Dalla Lana School of Public Health) and Dr. Barbara Gibson (Rehabilitation Sciences Institute). | Department of Public Health Sciences | public health, institut | SDG3, SDG16 |
| CHL5260H | Doctoral Seminar Series in Biostatistics | This course is the introductory epidemiology course for the MPH degree program in Epidemiology and provides an overview of descriptive epidemiology and an introduction to analytical epidemiology. Course Objectives At the end of this course, students will be able to: Describe and discuss fundamental concepts of descriptive epidemiology using common epidemiological terminology. Conduct an epidemiological analysis of population health data, including the analysis and interpretation of incidence rates, prevalence, attributable risks, relative risks, and odds-ratios. Prepare and interpret both directly standardized rates and indirect standardized ratios. Discuss the concept and approaches to causation from an epidemiological perspective. Describe and differentiate the concepts of bias, confounding and random error. Discuss the main features, advantages and disadvantages of randomized control trials, cross-sectional studies, cohort studies and case control studies. Conduct a critical appraisal of a randomized control trial, cohort study and case control study. Understand the concepts and identify the presence of confounding and effect measure modification. Describe the role of epidemiology and approach to epidemiological thinking to concepts of population health including public health problems such as outbreaks, screening programs, and surveillance. | Department of Public Health Sciences | public health | SDG3 |
| CHL5701H | Doctoral Seminar, Collaborative Sepcialization in Global Health | OBJECTIVES: The main objectives of this interdisciplinary course are to expose course participants to issues in women’s health and in particular identify areas for practical interventions relevant to women’s health amid conflict and crisis. You will be exposed to a variety of scholars and researchers in the field who have worked in countries in conflict and learn and participate in discussions on – ethical, legal, political, social, cultural, and health system frameworks in an effort to understand and take action on the issues identified. In addition, this course explores new insights into leadership based on breakthrough discoveries about leadership laws and case studies of innovative programs and what students can practically do to make an impact on women and women’s health and translate those learnings to other global health challenges facing our world today. OUTLINE: This course is divided into 4 main parts: 1) An overview on health systems and components. 2) Various cases studies of countries in conflict and the impact on women and women’s health, presented by professionals in the field. 3) Food security challenges and other factors affecting women and women’s health 4) Solutions – devising interventions, Leadership programs and media campaigns for women and women’s health in countries in conflict | Department of Public Health Sciences | food security, global health, learning, women, labor | SDG2, SDG3, SDG4, SDG5, SDG8 |
| CHL5423H | Doctoral Seminiar in Epidemiology | Examining the chain of relationships between measures is central to many observational investigations. For example, researchers may be interested in the relative importance of different pathways through which an independent variable might impact on an outcome, in order to determine which variables have the greatest potential for future interventions. A variable located on a causal pathway between two variables is referred to as a mediating variable. While methods to examine mediation have been around for decades in the social and psychological sciences they have not been extensively used in the field of epidemiology until more recently. In addition, common methods to assess mediation (e.g. using a series of regression models with and without the mediating variable of interest) are not always appropriate when the outcome of interest is not normally distributed (e.g. for dichotomous and time-to-event outcomes), and these situations are more common in epidemiology. The purpose of this course is to introduce students to conceptual issues and analytical approaches to assess mediation in observational study designs. At the completion of the course students should have developed an understanding of the merits of different statistical approaches to assess mediation, and the theoretical and statistical assumptions behind these approaches. In turn, they will be able to determine the most appropriate approach to assessing mediation, given their data source, available measures and research question. Students taking the course will require a basic understanding of confounding, mediation and the principles of measurement such as reliability and validity, as this knowledge will be assumed in the course materials. It is also assumed that students will have experience in running linear and logistic multivariable analyses. When examples are given in class, they will be provided with either R, SAS or Mplus. Students are free to use other statistical programs throughout the course, but the instructors may not be able to provide assistance with programming errors encountered. The course will begin with an overview/review of key concepts in causation and mediation. We will then introduce methods to derive directed acyclic graphs (DAGs) for research questions, and briefly outline how DAGs can be used to better understand questions of bias (including confounding) and mediation. The course with then focus on two approaches to assess mediation: path and structural equation modelling; and counterfactual approaches. Each of these approaches allow researchers to estimate the total effect, and the indirect and direct effects, between an independent variable and an outcome of interest. However, they differ in key ways, which will be discussed as the course progresses. | Department of Public Health Sciences | knowledge, invest | SDG4, SDG9 |
| CHL5617H | Educational Technology for Health Practitioner Education | The course will increase the learners comfort level in using technology-enhanced teaching in healthcare. Through background theory, hands on usage, and practical application of technologies in course work, participants will understand the advantages/disadvantages and opportunities for utilizing technology in their teaching. Students will undertake projects preparing and utilizing technology enhanced curriculum for teaching in non-traditional, technology-enhanced environments. Collaborative constructivist approaches will be utilized to promote group learning in class and online. Learners will be primarily exposed to content creation (through WordPress™), social media (through Twitter™), asynchronous discourse (through Pepper™), and synchronous technologies (through Adobe Connect™ ) but will also have opportunities to explore other mediums. For more information, please visit the MEDED TECH website. Objectives: Apply and adapt educational frameworks and theories for technology enhanced curriculum development in healthcare education Develop a comfort level with using various teaching technologies within the course (in particular WordPress™, Twitter™, Pepper™and Adobe Connect™) and knowledge of other mediums and software available. Analyze/evaluate the advantages and disadvantages (opportunities and limitations) of different types of technology and appropriately select different modalities to meet specific learning objectives Debate issues around online assessment and online theories Research and teach about a technology enhanced tool or software through Adobe Connect™ Produce a proposal on how technology could be used to meet a personal educational objective or dilemma Consider practical application of technology in teaching (such as technological glitches and educational challenges such as authenticity, copyright, privacy, lurkers, assessment, etc.) | Department of Public Health Sciences | healthcare, knowledge, learning, labor | SDG3, SDG4, SDG8 |
| CHL5416H | Environmental Epidemiology | As the world becomes increasingly interdependent and the health of people and the health of national economies are similarly inter-related, growing numbers of public and private institutions are recognizing the importance of “global health research”. Not only do people cross borders –as migrants, immigrants or trans-nationals moving back and forth between countries — but so do health problems and their underlying determinants, gradually eroding national differences in health burdens, threats and responses to them. Global public health research focuses on the inter-relationships among local, regional, national, and international factors that influence health and on the development of effective interventions and policies that will address these factors. The Dalla Lana School of Public Health (DSLPH) has made a commitment to global health education and research partnerships. Graduate students need to be prepared to participate in global health research initiatives. | Department of Public Health Sciences | public health, global health, health education, environmental, institut | SDG3, SDG13, SDG16 |
| CHL5903H | Environmental Health | Stressors and hazards found in the workplace environment; Concepts underlying occupational exposure limits; Scientific, technical and practical aspects of exposure measurement methods for chemical hazards in the workplace and environment generally. Course Objectives To be able to explain the role of the Occupational Hygienist; To understand the wide range of stressors which can be found in the work and natural environments generally, and identify the existing and potential hazards, with emphasis on work settings; To be able to apply chemical exposure limits and be able to critically evaluate the underlying concepts; To gain experience in the scientific, technical and practical aspects of inhalation exposure measurement to chemicals, and should be able to select appropriate sampling strategy and analytical methodology; and Interpret and communicate findings, in writing, in a professional manner to various stakeholders. | Department of Public Health Sciences | mental health, hygien, environmental | SDG3, SDG6, SDG13 |
| CHL5401H | Epidemiologic Methods I | This course blends theory and practical knowledge that are crucial to planning, organizing, interpreting and communicating surveillance information in the context of current public health practice. Broad in scope, this course will discuss the design and evaluation of surveillance systems legal and ethical issues, as well as computerization and other technical challenges related to system implementation. This course will go beyond the surveillance of particular conditions to the basic elements common to the application of surveillance to any type of public health problem. This course uses lectures, a learning lab, readings, case studies and assignments to give students a broad overview of this field, while permitting individual choice in pursuing selected topics in more depth. As a graduate course, it emphasizes self-learning. Based on 2 individual assignments and a group presentation, each of the former worth 25%; the final group project is worth 50% (10% proposal and 40% final presentation). | Department of Public Health Sciences | public health, knowledge, learning | SDG3, SDG4 |
| CHL5402H | Epidemiologic Methods II | This is a core, required course for the PhD program in the Epidemiology stream. The course is designed to help students prepare for the written comprehensive exam in epidemiology and will help prepare students to carry out (and supervise) quantitative research studies of the student’s own design. The course will meet (up to) twice per week in seminar format. Regular small and large take-away assignments will be used for student evaluation and as the basis for class discussion. Course Objectives This course will provide students with an overview of the theory behind, and use of, data analysis techniques most commonly used in epidemiological study designs. The course will emphasize how quantitative researchers need to select the appropriate analysis options for task at hand as opposed to what has been done or recommended before. Students will be required to find and justify their own solutions to problems posed and become familiar with techniques for self-directed learning with respect to different analysis options and keeping abreast of advanced in the field. The learning objectives of this course fall into two areas of skills development: 1) Knowledge and skills of biostatical approaches applied to epidemiologic research; and,2) Professional skills as an independent investigator | Department of Public Health Sciences | knowledge, learning, invest | SDG4, SDG9 |
| CHL5428H | Epidemiological Methods for Causal Mediation Analyses | Building on the foundation in communicable disease epidemiology provided in CHL5412H this course will use a case-based approach to expand methodological skills necessary for the measurement, study, and modeling of infectious diseases in public health practice. Public health practice is a fundamentally collaborative discipline, and much of the work performed in this course will be similarly collaborative; the focus will be on hands-on learning and skill building, much of which will take place in small groups and via class participation. Course Objectives Students will understand core concepts necessary for the description and evaluation of infectious processes, including the nature and definition of outbreaks, epidemics, and endemic disease spread; incubation, latency, and carriage; reproductive numbers; immunity; nosocomial infection; and emergence/re-emergence of diseases, with an emphasis on zoonotic threats and the “One Health” paradigm. Students will develop a quantitative and analytic skill set related to the measurement and control of infectious diseases, including basic aspects of outbreak documentation and investigation (including case-control/cohort studies); principles of infectious disease surveillance (including analysis of rates and counts); understanding and evaluation of diagnostic techniques used to understand infectious diseases and their epidemiology (including issues in testing related to “tarnished gold standards”), analysis and modeling of seroprevalence data, and evaluation of environmental impacts on disease risk, including case-crossover study design and distributed lag models. Students will gain familiarity with tools, resources and data sources used by public health professionals seeking to remain abreast of the rapidly changing world of infectious diseases; these include the ProMED system, GPHIN, Google.org-based tools, and HealthMap. | Department of Public Health Sciences | public health, communicable disease, epidemics, learning, labor, invest, environmental | SDG3, SDG4, SDG8, SDG9, SDG13 |
| CHL5403H | Epidemiology of Non-Communicable Diseases | The course will meet once per week for 3-4 hours. Sessions will take the form of lectures and tutorials/labs Course Objectives This course is designed to introduce epidemiology students with some background in basic statistical analysis to the principals and methods of categorical data analysis relevant to epidemiological studies. | Department of Public Health Sciences | communicable disease | SDG3 |
| CHL3004Y | Ethics and Health Institutions | This course explores ethics in health care from an organizational and health systems perspective. Course readings are drawn from an interdisciplinary literature, including management, social sciences, law, business ethics, and bioethics. Guest speakers will contribute their experience from a range of practice-based perspectives. Course Objectives Students will: develop an understanding of ethics practice at an organizational level; become familiar with the field of organizational ethics; explore approaches to analyze and address ethical issues arising at an organizational level in healthcare institutions (e.g., stakeholder analysis, organizational ethics frameworks, etc.); establish a basic foundation for analyzing organizational and health systems ethics issues; and understand the ethical continuum between clinical, organizational, public health and health systems ethics. | Department of Public Health Sciences | public health, health care, healthcare, institut | SDG3, SDG16 |
| CHL5621H | Extension to Practicum in Family Community Medicine | This course will introduce students to the scientific evidence-base in wound prevention and care. It will provide an advanced and scholarly approach to the fundamental aspects and challenges in wound care. The content material will be drawn from knowledge in multiple health professions (e.g., medicine, nursing, podiatry/chiropody, physiotherapy, occupational therapy, pharmacy). The course format will stimulate and enhance shared learning by students from a variety of these professions working through an inter-professional team, designed to model effective relationships for their future practice. The course will prepare students to acquire and apply knowledge in this content area and to fully synthesize, and evaluate solutions to issues in the field of wound prevention and care. The course consists of two separate on-campus sessions, each of four days duration – one in the Fall term and the other in the Winter term. The first on-campus period in the Fall provides an overview of each of the course’s twelve topics modules, in both lecture and group discussion format. From November to March the students are expected to read the material and submit short written assignments (at approximately two week intervals) for 9 of the 12 learning modules. The second on-campus period, in the Winter term, includes a review of the twelve topic modules while also providing students with opportunities to consolidate, apply, and integrate the wound prevention and care principles, as well as the fundamental aspects and challenges in the field. Also in the Winter session, the students will present their individual proposals for the scholarly paper, which will be completed in the next two months. | Department of Public Health Sciences | knowledge, learning | SDG4 |
| CHL5618H | Family Medicine & Interprofessional Primary Care in the Global Health Context | Patient-Related Health Care and Public Policy in Canada looks to develop and apply a policy analysis “tool kit” to critically analyze key issues and trends in Canada’s health care system and health policy. Course sections examine the current state of health care in Canada, the public-private mix, the influence of powerful interest groups, and the determinants of health, paying particular attention to the ideas, interests, and institutions which have shaped the Canadian health care system in the past and continue to shape its future. This graduate course is designed for health professionals and students of health policy and management who need to “make sense” of a rapidly changing and increasingly politicized health care environment in which “evidence” is often only one factor driving the pace and direction of change. | Department of Public Health Sciences | global health, health care, institut | SDG3, SDG16 |
| CHL5650H | Foundations of Practice I | This course focuses on critical perspectives in community nutrition. It will consider ecological, political, and social approaches to community nutrition theory and interventions. Topics including community health assessment, sustainable food systems, Indigenous foodways, food justice, and food policy will be addressed. Critical perspectives such as political economy, food sovereignty, and art-based inquiry will be used to analyze approaches to understand community nutrition programs and policy. Examples, mostly from Canada, will be used to highlight the complexity and tensions in community nutrition theory and practice in a variety of settings. In this course, students will familiarize themselves with community and population level approaches to the assessment, planning, and implementation of nutrition programs and policies. This course prepares our students for dietetic practice in various community and population-based settings. | Department of Public Health Sciences | nutrition, food system, food justice, food sovereignty, indigenous, ecolog, indigenous, sovereignty | SDG2, SDG10, SDG16, SDG15 |
| CHL5651H | Foundations of Practice II | Taking action on issues addressing the health of our clients can involve research, establishing and implementing best practices, at the individual, group or societal level. As practitioners, we are called upon to develop and promote strategies that enhance personal and societal responsibility for health, carried out in and between all communities, however defined. The purpose of this course is to provide students with an opportunity to explore nutrition programs and strategies of interest, critically assess nutrition/health promotion programs and refine their program planning and academic writing skills. Course Objectives Identify and critically appraise programs and strategies that are used to address population, public health and/or community nutrition issues. Develop and enhance program and operational planning skills. Practice providing constructive feedback to peers. Develop academic and professional writing skills. Explore a nutrition issue of interest and community health approaches to addressing that issue. Apply a clinical public health perspective to practice. | Department of Public Health Sciences | nutrition, public health | SDG2, SDG3 |
| CHL5651Y | Foundations of Practice II | This course enables students to integrate knowledge of human nutrition metabolism, biochemistry, molecular biology and physiology within the context of public health nutrition practice. Students will review and update their understanding of macro and micronutrient metabolism and apply this understanding to current public health nutrition issues. The course will emphasize retrieval and assessment of nutrition information, organization of nutrition concepts and interpretation of research findings with a view to informing public health nutrition practice. Course Objectives On completion of the course students will be able to: Organize concepts in nutrition, biochemistry, molecular biology and human physiology into a holistic view of human metabolism. Recognize the biological mechanisms underpinning nutrition recommendations and practices, related to health maintenance and disease prevention. Interpret research data and identify the strengths and limitations of current scientific knowledge on topics relevant to public health nutrition. | Department of Public Health Sciences | nutrition, public health, knowledge | SDG2, SDG3, SDG4 |
| CHL5652H | Foundations of Practice III | The purpose of this course is to provide students with an opportunity to reflect upon and demonstrate their learning in the MPH program, explore nutrition issues of interest and real-world need and propose evidence-based and action-oriented recommendations for action. Students will undertake a project with an external agency (as an individual or in a group) related to an emerging or unmet need identified by the agency. Students will apply project management skills using a systems-approach and will reflect on the role of dietitians within the broader food system. Students will exemplify practice competencies across the groupings outlined in the Integrated Competencies for Dietetic Education and Practice (ICDEPs).Taking action on issues addressing the health of our dietetic clients can involve research, establishing and implementing best practices, operating at the individual, group or societal level. As practitioners, we are called upon to develop and promote strategies that enhance personal and societal responsibility for health, carried out in and between all communities, however defined, and involve interprofessional collaboration. | Department of Public Health Sciences | nutrition, food system, learning, labor | SDG2, SDG4, SDG8 |
| CHL5109H | Gender and Health | The health of women, children & adolescents (WCA) globally is acknowledged to be inextricably linked to societal wellbeing and prosperity. Nevertheless, they remain underserved and disproportionately affected by illness, economic poverty and political instability. These are reflected in high morbidity and mortality rates as well as in diminished access to health and social services. There are also within-group inequities such as racism, migration, conflict and socio-economic differences, amongst other determinants, that have an effect on women, children, and adolescent health. This course will provide an overview of several pressing issues related to women, children, and adolescent’s health drawing on global and Canadian contexts (i.e a glocal perspective). Using a critical lens that draws from intersectionality, decolonialism and black feminist theory, our course will consider key dimensions (including equity, gender) and social, political and economic determinants of health. We will discuss policies, programs and strategic events that have shaped (in)action in WCA health. By mapping the role of local and international agendas on pre-defined priority issues (e.g. sexual rights and reproductive health, gender based violence), each week will encourage students to question how health priorities for women, children, and adolescents are determined. Both instructors bring their combined experience working in the field of global health to the course. Classes will adopt a participatory format and will include discussions on examples from different countries and regions of the world, including Canada using a critical intersectional lens. Students are encouraged to engage with the prescribed reading and contribute to the discussions drawing from their experiences and knowledge. Class format will include (guest) lectures, discussions on readings and current topics relevant to the course, presentations and group work or breakout sessions. This course will appeal to students considering a career in international health or global health. | Department of Public Health Sciences | poverty, socio-economic, wellbeing, global health, illness, reproductive health, knowledge, decolonial, equity, racism, gender, women, feminis, equit, underserved, violence | SDG1, SDG3, SDG4, SDG5, SDG10, SDG16 |
| CHL5700H | Global Health | The course is structured in three modules: The first module will introduce students to international law, human rights and the right to health. It will explore the theory behind the relationship between health and human rights, and whether human rights complement or impinge on public and global health concerns with remediating inequity and marginalization and achieving social justice. It will overview the international human rights law system, including relevant international human rights law treaties and committees, focusing on the right to health. It will examine core principles and categories of human rights, including the idea of indivisibility. It will explore critiques of international law and human rights, including its relevance to global and public health. The second module will turn to explore mechanisms for realizing the right to health, including international procedures, domestic litigation and advocacy. It will investigate rights-based health policy, programming and evaluation and the role of public health professionals in promoting health and human rights. Students will then apply these principles and mechanisms in a role-play exercise simulating an international human rights law problem and/or process. The third module will investigate global health and human rights case-studies, including disability and global mental health, sexual and reproductive health rights and maternal mortality, and the social determinants of health (focusing on the right to water). | Department of Public Health Sciences | mental health, public health, global health, disabilit, maternal mortality, reproductive health, equity, water, invest, equit, social justice, human rights | SDG3, SDG4, SDG6, SDG9, SDG10, SDG16 |
| CHL5420H | Global Health Research | Population health encompasses traditional public health and preventive medicine and emphasizes the full range of health determinants affecting the entire population rather than only ill or high-risk individuals. The population health approach integrates the social and biological, the quantitative and qualitative, recognizing the importance of social and cultural factors in practice and research. This course is organized to present the core elements of quantitative methods applied in the measurement of health status and disease burden. | Department of Public Health Sciences | public health, global health, health determinants | SDG3 |
| CHL5113H | Global Migration and Health | This course will draw on the expertise of researchers affiliated with the Centre for Addiction and Mental Health and the University of Toronto’s Department of Psychiatry to present an overview of issues related to mental health and addictions. Using a population health framework that situates mental health/mental illness and addictions in a complex web of social determinants and societal response, it will examine the epidemiology of these disorders, the philosophies and practices of treatment and prevention services, and the design of service delivery systems, including recent attention to the reform of such systems in Ontario. The course also will look at the particular contexts of mental illness and addictions for several specific populations, e.g., persons with developmental disabilities, Aboriginal people, and workers. The course format is lecture/seminar. There will be 14 two-hour weekly sessions in total. These sessions will include introductory sessions led by the course instructors and focused topic sessions led by guest speakers followed by interactive discussion led by students, as well as research sessions. Course Objectives To promote understanding of the population health framework and its application to issues in mental health and addictions To provide an introduction to the epidemiology of mental illness and addictions To present a description of primary, secondary, and tertiary prevention and treatment services in mental health and addictions and to introduce some of the conceptual and practical issues related to providing such services To elucidate the design of mental health and addictions service delivery systems and to explore the process of system reform in Ontario To examine contextual issues relevant to mental health and addictions in specific populations To introduce students to the research interests and expertise of faculty affiliated with the Centre for Addiction and Mental Health | Department of Public Health Sciences | mental health, disabilit, illness, worker | SDG3, SDG8 |
| CHL5807H | Health Communications | This is an introductory course intended for Master’s students in public health with limited prior exposure to qualitative research. Students will acquire an introductory-level understanding of qualitative research; it will provide students with an understanding of the foundations, approaches, and methods associated with qualitative inquiry, become informed consumers of qualitative research, and begin to plan and implement qualitative approaches to public health inquiry. Students pursuing qualitative research for Master’s or Doctoral thesis work will need to take additional courses to acquire the required proficiency for that level of work. This course covers a range of issues including the theoretical grounding of qualitative research, selected approaches, methods of data collection and analysis, and the application of qualitative research to the exploration of public health issues. The assigned readings, videos or other visuals, for each session include both theoretical and applied material. Assignments give students an opportunity to begin to develop new skills and learn by doing, as well as by reflecting on aspects of qualitative research. | Department of Public Health Sciences | public health, health issues, consum | SDG3, SDG12 |
| CHL5801H | Health Promotion 1 | Restricted to second year MPH Health Promotion students. Students carry out an inquiry on an issue related to the intersection of health promotion theory and practice. Seminars are used to reflect upon, refine, and report upon the process and outcomes of the inquiry. Students will design and carry out field research on a health promotion practice issue of their choice. The research will be carried out during the course of Practicum II. During this self directed learning experience, guidance will be provided by the course directors and the academic and field supervisors. As mentors, these individuals can be called on to provide assistance throughout the field research, data analysis and write up. Assistance can include: 1) ongoing critical discussion and advice regarding the focus, analysis and write up of the inquiry, 2) information about how practice settings deal with the practice issue under investigation, 3) discussion of contextual issues including organizational, community, political, economic, ethical and practical constraints related to the issue, and 4) identification of data sources and facilitation of access to them. Students will meet regularly as a group with the course directors to discuss progress and problems. | Department of Public Health Sciences | learning, invest | SDG4, SDG9 |
| CHL5803H | Health Promotion 2 | CHL5807H is an interdisciplinary graduate course that examines a variety of approaches and actions that inform health communication initiatives, including behavioural, sociological, political- economy, and cultural studies lenses. The course will be structured around the objectives, platforms, messages, audiences, source forming the communication strategy, and secondarily production aspects of communication approaches such as: media framing media advocacy health and media literacy social marketing of health patient provider communication communication for social change risk & emergency communication communicating social determinants entertainment education or edutainment social media engagement Course Objectives By the conclusion of this course, students will: acquire a broad understanding of health communication theory, methods and professional practice; develop practical experience in developing health communication materials and campaigns; be able to identify and critically assess media frames for public health issues; appreciate media discourse and the role of story-telling on public knowledge, attitudes, behaviours and power relations relevant to individual and community health issues; and develop scholarly review techniques, media analysis skills, scholarly writing and presentation skills. | Department of Public Health Sciences | public health, health issues, knowledge, production, social change | SDG3, SDG4, SDG12, SDG16 |
| CHL5405H | Health Trends and Surveillance | This is a lecture and seminar course for Masters and Doctoral students with a focused interest or thesis topic in the area of cancer epidemiology. Course Objectives Acquire an understanding of current issues and directions in cancer epidemiology including surveillance, prevention, cancer control and a wide range of research topics; Obtain basic knowledge related to risk factors for cancer Be able to identify and obtain data on cancer burden and derive basic cancer statistics globally and in Canada Be able to critically assess a given topic related to cancer epidemiology Be able to identify a research gap in cancer epidemiology either in prevention or control | Department of Public Health Sciences | knowledge | SDG4 |
| CHL5707H | Health: An Engine for the Journey to Peace | Our health promotion students are challenged by the reality that the world in which they will practice is often unfamiliar with, does not understand, or does not accept the health promotion principles that form the foundation for health promotion practice/research in general, and the Health Promotion Program at the University of Toronto in particular—these foundations are set out in the Ottawa Charter for Health Promotion (WHO, 1986) and related international and Canadian documents. In the context of this course, “critical issues” refers to: (1) Health promotion issues that are at the heart of health promotion practice and research; and (2) Concepts and issues that are most challenging, or remain “unresolved,” in the real world of health promotion practice and research. Course evaluation will be on a credit/no credit basis. Course Format: Weekly course meetings will be run as a seminar, led by faculty and/or students, consisting of: Phase I: Identifying critical issues in health promotion; Phase II: Exploring identified issues Faculty-led presentations and discussions related to critical issues identified by students and/or faculty; Student led sessions: In the course of these sessions, each student or group will report on their progress, will engage other members of the class in an open dialogue/debate, and will make a final presentation related to their written report. | Department of Public Health Sciences | peace, peace | SDG4, SDG16 |
| CHL4003H | High Performance Leadership | This course is an introduction to social and behavioural theory as it applies to the understanding of health and illness. As such, it is a survey course meant to acquaint you with many of the major areas of inquiry, questions, debates and arguments – and the work of key authors – in the sub-field of the sociology, psychology, and social science of health. Emphasis will be on a critical analysis of competing discourses on health, including those based on health behaviour change, interpretive perspectives, critical political economy, Foucauldian perspectives, indigenous perspectives, critical realism, and more. The focus of discussion will be theoretical interpretations of what it means to be, and what causes us to be, healthy or ill in Western industrialized society. | Department of Public Health Sciences | illness, indigenous, indigenous | SDG3, SDG10, SDG16 |
| CHL5624H | Historical, Ethical and Philosophical Foundations of Public Health | The state of population (public) health in many countries and indeed the state of health at a global level are of major current concern. Despite advances in medicine and medical care and massive growth of the global economy, health in the world is characterized by widening disparities within and between countries; lack of access to even basic health care for billions of people, the emergence of multidrug-resistant tuberculosis, HIV and many other new infectious diseases such as COVID19; rising costs of commercialized health care; changing health demographics with ageing populations and massive increases in the incidence of obesity and diabetes and other non-communicable diseases. Climate change and environmental degradation related to human activity are exacerbating these adverse health trends. The causes of these health crises are multifactorial and complex and overlapping. The ideology lying behind the deliberately structured neoliberal global political economy is one central factor. Introspection and examination of our values and ways of life are required if we wish to understand what has led to these crises and their implications for health and medical research in the remainder of the 21st century. It is in this context, within which new waves of conflict over security and resources, food and water security issues, human deprivation and displacement of people will arguably be exacerbated, and epidemics of infectious diseases will continue to emerge, that questions arise about what global/planetary health ethics implies, whether this is needed as a distinct paradigm from the dominant inter-personal bioethics and public health ethics of today and how such a discourse and agenda could be pursued. | Department of Public Health Sciences | public health, health care, communicable disease, epidemics, water, climate, environmental, planet | SDG3, SDG6, SDG13 |
| CHL5522H | Indigenous Food Systems, Environment & Health | Analysis, synthesis and evaluation of material from relevant disciplines; case based analysis of common problems in family medicine; family medicine in different social, political contexts. Lecture/Seminar – 3 hours every Wednesday morning for two terms (Requirement is for students to attend a total of 40 seminar topics). Each seminar will be led by one of the participants or an invited guest. Student will collaborate with the instructor in developing the specific course content and its implementation. Students will decide on topics for discussion and be responsible for inviting speakers or presenting topics themselves. Each participant may make several presentations throughout the course. Each participant must write a short report reflecting on his/her experience in the course and documenting all seminars attended. Course Objectives This series of seminars will consist of analysis, synthesis, and evaluation of materials from a variety of relevant disciplines. Usually each week will consist of 2 seminars covering any one of a number of topics, i.e.: family medicine in different countries, social, philosophical, political, historical, economic and scientific issues pertaining to family medicine and primary care. | Department of Public Health Sciences | food system, labor, indigenous, indigenous | SDG2, SDG8, SDG10, SDG16 |
| CHL5520H | Indigenous Health | This course introduces students to the theory and practice of Indigenous public health based in Indigenous scholarship. This course will be using the concept of Indigenous land-based knowledges as a framework, combined classroom lectures, discussions, demonstrations, client case studies, and health promotion practice exercises. The first part of the course will introduce students to Indigenous theory, the second part the basic principles, theory and ethics of Indigenous public health models, and lastly the course will focus specifically on both critical issues in cultural safety and biomedical programs/interventions such as cultural protocols, cultural conflicts, and racism. Course Objectives It is expected that students will learn basic Indigenous theories and models, which includes professional practices based on public health program activities. Students will explore Indigenous and biomedical health practices, in the context of decolonization and self-determination. The course will also address working with specific vulnerable populations groups including trauma survivors and examine specific models and protocols. Discussion of the ethics of the professional relationship and use of positionality in public health practices will be incorporated throughout the course. Students will work together in small groups to develop and practice their knowledge of theory and models. Students must consider the appropriateness of what is disclosed from their inter-cultural and cross-cultural experiences in the classroom and to check in with the instructor if there are any questions or concerns about this process. Students will receive feedback on their practice sessions from the instructor and their classroom peers. | Department of Public Health Sciences | public health, knowledge, knowledges, land-based knowledge, racism, indigenous, vulnerable population, decolonization, land, indigenous, self-determination | SDG3, SDG4, SDG10, SDG16, SDG15 |
| CHL5523H | Indigenous Health and Social Policy | Co-Instructor: Nick Pimlott This course provides an introduction to research methods in family medicine and primary care. By itself, it is not intended to provide the training necessary to do research. However, it is an excellent first step for those wanting to pursue advanced training in primary care research. The course will familiarize the student with the principles of research methods, research design, and clinical measurement and will reinforce critical appraisal skills. Each session will consist of a brief clarification of key concepts by the tutor, followed by interactive group discussion about the assigned exercises. Reading of the course materials and completion of the assigned worksheets or exercises is required preparation for each session. The materials for each session provide theoretical and practical background and include examples of how each topic can be applied to clinical research. Texts for the course are meant to provide additional background and reference material and they should be consulted as needed, especially when concepts in the handouts are unclear or confusing. The tutor will help to clarify key concepts and will moderate a discussion of the exercises or worksheets assigned for each session. The course comprises nine, four hour, sessions in a modified modular format, with each session focusing on a specific aspect of research methods, research design, or clinical measurement. Course Objectives To develop an approach for addressing family medicine and primary care research questions using appropriate research methods; To introduce the types of research designs used in clinical and epidemiologic research, including those using primary and secondary sources of data; To understand the threats to the validity of different study designs, and to become familiar with the methods used to enhance the validity of clinical research; To be able to critically appraise a biomedical research article; and, To be able to write a clinical research protocol | Department of Public Health Sciences | indigenous, indigenous | SDG10, SDG16 |
| CHL5524H | Indigenous Health Theory and Methods | This course is designed to provide participants with a broad introductory overview of teaching and learning issues in health professional training as a field of scholarly inquiry and research. This course will also examine the major topics which are important in developing educational programs for health sciences and will introduce students to some of the important literature in the field of teaching and learning including as it is applied to practicum/field supervision. Course Objectives To provide a broad introductory overview of teaching and learning issues in health professional training as a field of scholarly inquiry and research; To examine the major topics which are important in developing educational programs for health sciences; To introduce students to some of the important literature in the field of teaching and learning as applied to practicum/field supervision. | Department of Public Health Sciences | learning, indigenous, indigenous | SDG4, SDG10, SDG16 |
| CHL5521H | Indigenous Practicum Preparation | This course provides a theoretical review of methods to critique literature that is pertinent to Family Medicine. In each session there is a discussion about methods that may be used to effectively incorporate evidence-based medicine into teaching in the clinical setting. This is an online learning course comprised of eight modules and one final assignment over the course of 12 weeks. The learner is responsible for absorbing the content in each module through required readings, review of the concepts presentation, participation in the quizzes and submission of the assignments (Discussion Groups and Analysis Papers). Course Objectives To develop competency in the process of critically appraising medical literature relevant to family practice; To develop competency in assessing the evidence-based from which practice policies for the family medicine setting can be developed; To develop competency in methods of engaging students in the practice of evidence based medicine while gaining clinical experience in the supervised practice setting; To develop competency in persuing web-based strategies to enhance practice based learning; To stimulate the student to achieve your own personal objectives to improve your skills as a clinician and clinical teacher or healthcare provider. | Department of Public Health Sciences | healthcare, learning, indigenous, indigenous | SDG3, SDG4, SDG10, SDG16 |
| CHL5134H | Institutional Ethnography | The course provides fundamental public health research skills for both quantitative and qualitative researchers including health professionals to work in both research and applied settings. It focuses on practical issues involved in the design and conduct of surveys in health and social science research. The course format includes lectures delivered by the course instructor and guest lecturers as well as group work and student presentations. Sessions will focus on acquiring the skills and knowledges to build a survey including articulating objective(s) and research question(s) as well as writing a research protocol to investigate the topic of interest on which the survey is based. *This course will not provide students with basic statistical analysis skills. It is highly recommended that students have completed undergraduate statistics courses. Course Objectives Describe and apply the process required to design a survey. Write a protocol for survey research including social research methods used to develop the survey. Critically discuss methods or analytical papers focused on survey design. | Department of Public Health Sciences | public health, knowledge, knowledges, invest, institut | SDG3, SDG4, SDG9, SDG16 |
| CHL5631H | Integrating Public Health and Clinical Care: The case of TB | The course introduces the student to the foundations of dietetic practice in nutrition care required for immersion in practical learning. Learning Outcomes to understand application of nutrition therapy to the treatment of disease to understand best practice guidelines in key areas of nutrition care to understand application of best practice knowledge and nutrition care process in a case study to understand diverse roles of dietitians in various areas of nutrition care practice to be able to do critical problem solving to be able reflect on personal assumptions, biases and reactions to providing care to vulnerable populations | Department of Public Health Sciences | nutrition, public health, knowledge, learning, vulnerable population | SDG2, SDG3, SDG4, SDG10 |
| CHL5704H | International Human Rights Law and Global Health: The Right to Health in Theory and Practice | This course builds on the foundations of health promotion theory and practice covered in Health Promotion 1 (CHL5801H). Health Promotion 2 will further develop students’ understanding and competencies in relation to health promotion principles and strategies, through an advanced, systems-oriented approach. In particular, the course will deepen investigations into the planning and implementation of interventions in health promotion practice. The course reflects an ecological approach to health and health promotion and is informed by a critical social science perspective. The course material and classes are organized to encourage students’ active participation and critical issue identification and analysis, with a focus on the reciprocal relationships between individuals and their environments, reflective practice, practical challenges and current trends in health promoting activities and programs. | Department of Public Health Sciences | global health, invest, ecolog, human rights | SDG3, SDG9, SDG15, SDG16 |
| CHL5434H | Introduction to Knowledge Synthesis for Knowledge Users | This course introduces students to Indigenous peoples’ food, nutrition, and health issues. Using the concept of food security as a framework, food availability, accessibility, adequacy, and acceptability will be discussed in the context of historical and current Indigenous food systems. Indigenous peoples’ traditional territories are being transformed by settlers and by global economic, social and environmental influences. This course will provide an overview of food systems and health issues by focusing on traditional and local food systems of Indigenous peoples, how these are changing with global influence, and the links to nutrition and health disparities. | Department of Public Health Sciences | nutrition, food security, food system, health issues, knowledge, settler, indigenous, accessib, environmental, indigenous | SDG2, SDG3, SDG4, SDG10, SDG16, SDG11, SDG13 |
| CHL5004H | Introduction to Public Health Sciences | CHL 5105H introduces students to the primary areas of research in social determinants of health, the evolution of findings to date, and the relevant public discourses. Throughout the course, three main themes will be emphasized: 1) the phenomenon of health inequalities and the mechanisms through which they arise, 2) the role of social determinants of health in the broader public health landscape and, 3) conceptual and methodological dilemmas in research on social determinants of health, such as those found in the areas of measurement and causality. | Department of Public Health Sciences | public health, equalit, land | SDG3, SDG10, SDG15 |
| CHL5811H | Introduction to Qualitative Research | Differential diagnosis, appropriate investigative techniques and treatment for occupational respiratory and cutaneous disease; investigation of workplace health problems, appropriate surveillance techniques for respiratory and cutaneous hazards; compensation process for occupational respiratory and cutaneous disease. | Department of Public Health Sciences | invest | SDG9 |
| CHL5220H | Introduction to Quantitative Research | This course covers the fundamental statistical problems in genetics, with an emphasis on human genetics. The content of the course will change over the time. Currently, it focuses on models and methods of gene mapping that utilize linkage and linkage disequilibrium. The major topics to be covered include: introduction to molecular genetics and overview of major research area of statistical genetics, principles of population genetics, segregation analysis, genetic map, parametric and nonparametric linkage analysis, association studies, special topics and computing labs. Web site: http://fisher.utstat.toronto.edu/sun/chl5224_index.html Course Objectives This course is for students of biostatistics, epidemiology and statistics with little genetics background but with some knowledge of probability and statistics. The aim of the course is to prepare students for advanced study and research in the area of statistical genetics. | Department of Public Health Sciences | knowledge, fish | SDG4, SDG14 |
| CHL5207Y | Laboratory in Statistical Design and Analysis | This course will introduce students to methods and approaches for predictive modelling and teach the associated technical knowledge and computational approaches required to successfully implement an applied analysis. The material covered will include the general approaches to predictive modelling and a selection of methods that would typically be used at various stages of a pipeline when training a model. This includes handling of missing data, variable selection and fitting a final predictive model. The approach of the course will be to familiarize the students with the methods and technicals via applications, with a focus on data that is commonly encountered in the health sciences. | Department of Public Health Sciences | knowledge, labor | SDG4, SDG8 |
| CHL5613H | Leading Improvement in the Quality of Health Care for Community Populations | The course will increase the learners comfort level in using technology-enhanced teaching in healthcare. Through background theory, hands on usage, and practical application of technologies in course work, participants will understand the advantages/disadvantages and opportunities for utilizing technology in their teaching. Students will undertake projects preparing and utilizing technology enhanced curriculum for teaching in non-traditional, technology-enhanced environments. Collaborative constructivist approaches will be utilized to promote group learning in class and online. Learners will be primarily exposed to content creation (through WordPress™), social media (through Twitter™), asynchronous discourse (through Pepper™), and synchronous technologies (through Adobe Connect™ ) but will also have opportunities to explore other mediums. For more information, please visit the MEDED TECH website. Objectives: Apply and adapt educational frameworks and theories for technology enhanced curriculum development in healthcare education Develop a comfort level with using various teaching technologies within the course (in particular WordPress™, Twitter™, Pepper™and Adobe Connect™) and knowledge of other mediums and software available. Analyze/evaluate the advantages and disadvantages (opportunities and limitations) of different types of technology and appropriately select different modalities to meet specific learning objectives Debate issues around online assessment and online theories Research and teach about a technology enhanced tool or software through Adobe Connect™ Produce a proposal on how technology could be used to meet a personal educational objective or dilemma Consider practical application of technology in teaching (such as technological glitches and educational challenges such as authenticity, copyright, privacy, lurkers, assessment, etc.) | Department of Public Health Sciences | health care, healthcare, knowledge, learning, labor | SDG3, SDG4, SDG8 |
| CHL3005H | Legal Approaches to Bioethics | Artificial intelligence (AI) has been described as the ‘fourth industrial revolution’ with wide-reaching implications globally, including in health. AI methods and applications hold promise for aiding in the promotion of health behaviours, the detection of and early intervention in addressing communicable and non-communicable diseases, the diagnosis and treatment of disease, and the development of equitable public health and health systems policies. However, AI also raises important ethical issues and questions. With increasing scale and spread of AI methods and technologies in health, it is imperative to identify and address these ethical issues and questions early, systematically and by design. The goal of this introductory course on ethics and AI for health is to orient students to the core ethical issues relevant to AI research and practice in contemporary health systems. Course Objectives By the end of the course, students will be able to: Identify key ethical issues and considerations related to the use of AI in health; Recognize the ethical dimensions of AI methods and applications; Apply key ethics concepts and approaches to AI research design; Work cooperatively with students from different disciplines on ethical issues in AI for health. | Department of Public Health Sciences | public health, communicable disease, equitable, equitable, equit | SDG3, SDG4, SDG10 |
| CHL6022Y | Long Extension to Optional Practicum | Students may choose an optional practicum which involves both more advanced and demonstrably different work in the same field as the required practicum or may be in another area of public health depending upon their academic needs and interest. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | public health | SDG3 |
| CHL6012Y | Long Extension to Required Practicum | Students may choose an optional practicum which involves both more advanced and demonstrably different work in the same field as the required practicum or may be in another area of public health depending upon their academic needs and interest. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | public health | SDG3 |
| CHL5425H | Mathematical Epidemiology of Communicable Diseases : An Introduction | This introductory course provides an overview of central concepts and topical issues in genetic epidemiology, providing an overall framework for investigating the role of genetic factors in the etiology of common complex disorders. This course integrates human genetics, biostatistics and epidemiology. The main course objective is to provide the common terminology and fundamental concepts underlying the design and conduct of genetic epidemiologic studies. Advanced and novel genetic epidemiology study designs and methods will not generally be discussed in depth as this goes beyond the scope of the course. Course Objectives Students will have basic understanding of the fundamental principles and concepts underlying the main study designs and methods used in genetic epidemiologic research, and their specific objectives. The students will have some level of critical appraisal skills for the interpretation of scientific articles in the field of genetic epidemiology. The students will develop transferable skills, including oral presentation and scientific article appraisal. | Department of Public Health Sciences | communicable disease, invest | SDG3, SDG9 |
| CHL5226H | Mathematical Foundations of Biostatistics | Data science is a recently emerged field increasingly used in various areas and applications in industry, academia and government. Health Data Science refers to the application of Data Science methods and principles to large real-world complex data and problems in health. Some examples include health administrative data, electronic health records, clinical registries, while these can be also linked with Patient Recorded Outcomes, Genomic Data, Lab data among others. This course will provide an introduction to data science and how it can be useful for applications in population health and public health outcomes. The focus will be on Data Science analytics methods, such as applied machine and statistical learning, using the R statistical software system. Some theoretical background will be presented but the focus will be on hands-on practical application using large health data. | Department of Public Health Sciences | public health, learning | SDG3, SDG4 |
| CHL5435H | Methods in Reproductive and Perinatal Epidemiology | This course is designed to engage students with Indigenous policy development in Canada. Students will critically analyze and discuss topics that are diverse and complex in developing Indigenous health and social policy. Students will consider Indigenous ways of knowing, relationships with the Canadian state, and how social and health policies are created at the Indigenous governance, provincial and federal government levels. By drawing on material from existing health policies as well how Indigenous public and social policy are created, students will gain a greater understanding for the role every person in Canada plays with regards to Indigenous Peoples and their health and social policies in Canada. This course will provide students with the intellectual tools to critically engage with and advocate for Indigenous Peoples health and well-being in Canada. Course Objectives It is important for students to know and understand how, where and who is involved in Indigenous policy development in Canada. Topics discussed will include the history of Canadian public health, health care and the Canada Health Act; contemporary issues, ideas and challenges in Canadian Indigenous health and social policy. Students will understand the complexities of policy development for Indigenous people in Canada, and to provide an overview of key aspects pertaining to Indigenous health policy in Canada and beyond. | Department of Public Health Sciences | well-being, public health, health care, indigenous, governance, indigenous | SDG3, SDG10, SDG16 |
| CHL5229H | Modern Biostatistics and Statistical Learning | This is an intense introductory graduate-level course in public health policy. This course has five key components: 1) a set of required and supplementary readings, 2) weekly online synchronous lectures of 1 hour and 15 minutes sessions, 3) a small-group weekly tutorial, 4) self-directed research and writing for assignments and 5) opportunities to engage individually with instructors and TAs. Essential Skills: By the end of this course, you will have achieved the following: Be familiar with the structure of the Canadian health system Be aware of the scope of and types of literatures that make up public health policy discourse Be able to identify underlying racism in public health policies Be familiar with critical anti-racist approaches to public health policy Be able to locate key documents in public health policy (grey literature, research, advocacy papers, etc.) Develop critical reading skills in this field and understand the socio-political dimensions of public health policy Be aware of the major theoretical frameworks used to analyze policy change and their strengths and limitations Be aware of important facets of current public health policy discourse (e.g., the precautionary principle, evidence-based decision-making and the healthy public policy movement) Understand the major policy tools and players involved in public health policy making Be able to write a policy brief Project time management: learning to balance course requirements and plan your schedule to complete required work on time and at a high level | Department of Public Health Sciences | public health, learning, racism, anti-racist | SDG3, SDG4, SDG10 |
| CHL5224H | Modern Statistical Genetics | This course covers the fundamental statistical problems in genetics, with an emphasis on human genetics. The content of the course will change over the time. Currently, it focuses on models and methods of gene mapping that utilize linkage and linkage disequilibrium. The major topics to be covered include: introduction to molecular genetics and overview of major research area of statistical genetics, principles of population genetics, segregation analysis, genetic map, parametric and nonparametric linkage analysis, association studies, special topics and computing labs. Web site: http://fisher.utstat.toronto.edu/sun/chl5224_index.html Course Objectives This course is for students of biostatistics, epidemiology and statistics with little genetics background but with some knowledge of probability and statistics. The aim of the course is to prepare students for advanced study and research in the area of statistical genetics. | Department of Public Health Sciences | knowledge, fish | SDG4, SDG14 |
| CHL5690H | MSc CH Required Practicum | This graduate seminar explores the ideologies, institutions, and practices of the field of international/global health from its imperial origins to the present. Themes covered include: the role of health in empire-building, commercial expansion, migration, and labor productivity; perennial fears around epidemics/pandemics and their economic and social consequences; class, racial, and gendered dimensions of health research and approaches; the contest over defining, healing, and “saving” the “diseased” minds, bodies, and souls of Indigenous, racialized, and non-metropolitan subjects; and the moral politics of sex, maternity, and fertility. Through examination of historical sources (documents and films) and scholarly research, we seek to understand the political, scientific, social, and economic underpinnings of the principles and cooperative activities of the international/global health field, its embedded cultural values, and its continuities and discontinuities (e.g. between international and global health). The course provides a critical historical perspective on many of the contemporary concerns of global health, such as: the tensions around (bio)security and borders; humanitarianism, foreign policy, and development “assistance”; the role of international agencies and actors in shaping/responding to local versus global priorities and politics; and the struggle over global health’s techno-biological versus integrative-social justice paradigms of success. | Department of Public Health Sciences | global health, epidemics, gender, labor, humanitarian, indigenous, metro, institut, social justice, indigenous | SDG3, SDG5, SDG8, SDG10, SDG16, SDG11 |
| PAS3700H | Multidisciplinary Aspects of Addictions | This course is the core course offered by the Collaborative Specialization in Addiction Studies (CoPAS). The Collaborative Specialization has been established to integrate graduate education in the field of addictions across departments in the School of Graduate Studies. Graduate departments participating in CoPAS are: Applied Psychology and Human Development; Criminology; Institute for Medical Science; Pharmacology; Pharmaceutical Sciences; Psychology; Psychological Clinical Science; Public Health Sciences; Social Work; and Sociology. This course is required for students enrolled in the Collaborative Specialization. Its aim is to provide students with core knowledge and understanding of different behavioural, biological, historical, medical and socio cultural aspects of addictions. It will also provide information about the aetiology of addictions and contemporary approaches to prevention and treatment. | Department of Public Health Sciences | public health, knowledge, labor, institut | SDG3, SDG4, SDG8, SDG16 |
| CHL5656Y | Nutrition & Dietetics Culminating Project | This global health seminar is designed to deepen the knowledge base of doctoral students about interdisciplinary approaches and responses to global health issues and challenges, provide career training opportunities related to global health research, policy and practice, and help students develop skills that advance their research objectives. The overarching theme for the course is: Delivering on the bold policy agenda of the Sustainable Development Goals (SDGs). The course will consist of a mix of faculty- and student-led seminars. Seminar speakers will address one or more of the following sub-themes related to the SDGs: governance, intersectoral action, public/private partnerships, sustainability, scale-up of interventions, human rights, equity, etc. from their respective disciplinary and topical perspectives. Students enrolled in the seminar will also be encouraged to attend related Collaborative Specialization in Global Health (CSGH) global health events. Networking and informal mentoring between students and faculty are encouraged inside and outside of the classroom. | Department of Public Health Sciences | nutrition, global health, health issues, knowledge, equity, sustainable development, labor, equit, sustainable development, governance, human rights | SDG2, SDG3, SDG4, SDG8, SDG11, SDG10, SDG16 |
| CHL5654H | Nutrition Programs and Strategies | Students may choose an optional practicum which involves either: more advanced and demonstrably different work in the same field as the required practicum; or may be in one of the other MScCH fields. For example, students in the WPC field, after completing the required practicum may choose between a second different practicum in WPC, or a practicum in HPTE or FCM, depending upon their academic needs and interest. The optional practicum in the specialty area follows the same basic structure as the required practicum; however, the activity itself will differ by field. For example, FCM students interested in an HPTE optional practicum might be required to do further reflective teaching; whereas for those interested in WPC, the practicum may involve a clinical practice project. Like the required practicum, the optional practicum must have a field supervisor. | Department of Public Health Sciences | nutrition | SDG2 |
| CHL5920H | Occupational and Environmental Health Doctoral Seminar Series | The required practicum provides an opportunity for learners to apply the theory and knowledge gained in coursework by engaging in new projects and experiences in professional settings. Students must have a qualified practicum supervisor and all practicum projects require approval by the Practicum Office. The required courses in each field are the prerequisite courses to the practicum; therefore a practicum cannot be undertaken until all required courses have been completed. There may be mandatory activities during the required practicum; consult the field specific practicum manual for more details. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | mental health, knowledge, environmental | SDG3, SDG4, SDG13 |
| CHL5910H | Occupational and Environmental Hygiene I | Overview of control strategies; general exhaust ventilation; principles of airflow; applications, principles and types of local exhaust ventilation; basic designs of local exhaust systems; fans and air cleaning devices; make-up air recirculation; ventilation under non-standard conditions; HVAC systems and IAO; types, uses and limitations of respiratory protection; chemical protective clothing. Course Objectives to understand the various strategies used by occupational hygienists to reduce or eliminate exposures to stressors in the work environment to understand the basic principles of industrial ventilation as it relates to the removal of toxic chemicals from the workplace, including general and local exhaust, make-up air, fans and air cleaning systems to assess the effectiveness of ventilation systems in controlling health hazards to understand the operating principles, uses and limitations of respiratory protection to have an understanding of the importance of substitution, isolation and other non-engineering control methods for reducing health risks in the workplace | Department of Public Health Sciences | hygien, environmental | SDG6, SDG13 |
| CHL5911H | Occupational and Environmental Hygiene II | This course provides an overview of the principles of safety management including a discussion of common occupational hazards, human factors affecting safety in the workplace, assessment of risk and the design of systems to manage them. The course provides opportunities for participants to learn from safety practioners from a broad range of industries and observe and evaluate hazards and risk in actual workplace settings. Course Objectives At the end of this course the participants should: Understand the principles and theories of accident causation; Understand common workplace hazards and be able to assess risk; Be conversant with key regulated requirements for workplace safety in Ontario; Be able to apply various approaches to safety management; Appreciate the importance of assurance and understand approaches to auditing; and Through interactive sessions and site visits be able to apply this knowledge in the workplace setting. | Department of Public Health Sciences | knowledge, hygien, environmental | SDG4, SDG6, SDG13 |
| CHL5912H | Occupational and Environmental Toxicology | This course introduces students to a wide range of biological hazards that may be encountered in community and work environments, including commercial, non-industrial, industrial and health care settings. Emphasis will be given to the tools and practices used by occupational hygienists in the recognition, evaluation and control of microbiological hazards in occupational environments. The course will consist of weekly lectures (some live and some pre-recorded) together with readings assigned from a range of sources. Classes will meet in-person weekly for lectures, discussion, laboratory demonstrations, and field sampling. Midterm and final examinations will be a combination of multiple choice, short answer and essay style questions. Weekly quizzes on readings and pre-recorded lecture materials will also be given. For more course information and materials. Course Objectives This course will familiarize students with occupational hygiene practice relating to: Investigation, sampling, interpretation and remediation of indoor microbial contamination; Infection control and prevention in health care workplaces; Biosafety in research and industry; Environmental microbiological hazards, emphasizing soil-borne, airborne, vector-borne and zoonotic agents; and Hazards from bioterrorism and biological weapons. | Department of Public Health Sciences | health care, contamination, hygien, remediation, labor, invest, environmental, soil, terroris | SDG3, SDG6, SDG8, SDG9, SDG13, SDG15, SDG16 |
| CHL5410H | Occupational Epidemiology | This course will provide students with a comprehensive overview of tobacco and tobacco-related issues from a public health perspective. The course focuses on patterns, determinants and health effects of tobacco use, the causes, impacts and interventions regarding nicotine addiction, and the prevention of tobacco use. The course will consist of 12 three-hour sessions, which include one three-hour introductory session, ten three-hour sessions with two 40-minute lectures by researchers and experts on tobacco and health each followed by one half-hour of discussion, and one three-hour session for a student policy debate. Course Objectives To provide a comprehensive overview of research and public health issues relating to tobacco and health, from mechanisms of nicotine addiction to strategies for eliminating tobacco use. To provide an understanding of real world program and policy issues relating to tobacco prevention, protection and cessation. To provide an opportunity for students to practice critical thinking and public health practice skills in the substantive area of tobacco and health. | Department of Public Health Sciences | public health, health issues | SDG3 |
| CHL6020Y | Optional MPH Practicum | Students may choose an optional practicum which involves both more advanced and demonstrably different work in the same field as the required practicum or may be in another area of public health depending upon their academic needs and interest. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | public health | SDG3 |
| CHL6021H | Optional Practicum Extension | Students may choose an optional practicum which involves both more advanced and demonstrably different work in the same field as the required practicum or may be in another area of public health depending upon their academic needs and interest. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | public health | SDG3 |
| CHL5622H | Patient-Related Health Care and Public Policy in Canada | Tuberculosis (TB) care and serves is a perfect example of integrating public health and clinical care. TB is a historically deadly disease having killed over 1/6 people in England in the 1900s. The Directly Observed Treatment Short-course (DOTS) has demonstrated as the most cost-effective treatment and control strategy in the 1970s, and then it has been promoted as the national strategies worldwide since the 1990s. TB is now a curable disease with effective treatment (i.e., cure rate over 90% for smear positive cases, and per case medication cost less than $10). Global TB incidence rate has fallen by an average of 1.5% per year since 2000, while TB death rate has dropped nearly half between 1990 and 2015. On the other side, TB remains a disease of poverty, and the NO 1 killers in infectious disease (1.4 million deaths and 10.4 million new cases in 2015), and growing threats from multi-drug resistant TB, and co-infections of HIV/TB and diabetes/TB. TB is a disease of poverty and heavily stigmatized in many cultures. This course will introduce TB from microbiological, clinical, public health and health policy perspectives. It will discuss TB pathology, epidemiology, diagnosis and treatment, TB programs, policies and practices both at local and global levels. We will also discuss social, ethical and health system issues of TB prevention and care. Prerequisites: Students should have completed either a quantitative or qualitative research method course, or with permission of one course director. This course is intended for Master students who have taken research method courses, or any year of PhD students. The course will allow maximum 20 students. Students should contact with the course director for enrollment. | Department of Public Health Sciences | poverty, public health, health care, land | SDG1, SDG3, SDG15 |
| CHL5904H | Perspectives in Occupational and Environmental Health - Legal and Social Context | Quantitative evaluation of the workplace environment for the presence of hazardous chemical agents, using active and passive sampling procedures and biological monitoring; analytical chemical techniques; application of modelling for exposure assessment; instrumentation for field measurements of airborne contaminants in the workplace. Lab reports, modelling assignment, written sampling protocols, class group presentations, and a final exam required Course Objectives to have developed skills in the methods used quantitatively evaluate chemical agents present in the workplace environment to be able to demonstrate a working knowledge of principles of operation of typical analytical chemical techniques used in occupational hygiene to develop a working knowledge of exposure modelling techniques and their application to have developed a working knowledge of the application of direct reading instrumentation to field measurement of airborne contaminants to know the principles of biological monitoring for exposure assessment to be able communicate results of field assessments in a professional manner Undertake air modelling to estimate occupational exposures | Department of Public Health Sciences | mental health, knowledge, hygien, environmental | SDG3, SDG4, SDG6, SDG13 |
| CHL5914H | Physical Agents I - Noise | Physics of sound and the measurement of noise levels, doses and frequencies; Strategies for undertaking a comprehensive noise survey and the standards for noise exposure; Reduction of noise through engineering controls; Hearing conservation and protection programs; Health effects of noise and vibration. Course Objectives To demonstrate a knowledge of the physics of sound and the various sound measurement techniques used in occupational hygiene practice; To apply this knowledge to the conduct of comprehensive noise surveys in order to determine noise exposures and levels in workplaces; To explain the effects of exposure to industrial noise; To apply engineering controls, hearing protection and hearing conservation programs to reduce the health risks of noise; and To have a basic understanding of the physics and measurement of vibration, the effects associated with overexposure and the methods and strategies for exposure reduction. | Department of Public Health Sciences | knowledge, hygien, conserv, conserv | SDG4, SDG6, SDG14, SDG15 |
| CHL5132H | Population Health Intervention Research (PHIR) | This course is an introduction to statistical techniques and reasoning and will focus on both the theory and practice of biostatistics as it applies to epidemiology; descriptive and graphical methods, estimation, tests of hypotheses, applied to both means and proportions, in both paired and independent samples; simple linear regression, introduction to analysis of variance. Course Objectives To develop basic statistical analysis skills required in epidemiologic and health care research. To be able to critically appraise basic statistical analysis used in epidemiology and health care research. To acquire practice in communicating those skills through presenting the results of statistical analysis and interpreting them both orally and in written work. | Department of Public Health Sciences | health care | SDG3 |
| CHL5426H | Population Perspectives for Epidemiology | Spatial epidemiology is one of most important branches in Epidemiology to investigate spatial distribution of diseases and related determinants of health. With the development of computer sciences and big data, Geographical Information System (GIS) and geospatial technologies have been widely used in Epidemiology and Public Health issues, such as infectious diseases, air pollution, healthcare accessibility, social behaviors, and health inequality. This is an introductory course for spatial epidemiology regarding basic concepts and methods in spatial data, spatial statistics and models, and GIS tools (e.g. ArcGIS, GeoDa, and R) applied in epidemiological and public health studies. course objectives After this course, students will be able to: understand basic concepts in spatial data, methods, and GIS terminology and methods used in spatial epidemiology; search and process spatial and health data available from library, government, and other open resources. conduct exploratory spatial data analysis for disease mapping using ArcGIS, GeoDa, and R. employ spatial modeling approaches to inform/generate policy recommendations for disease control and prevention; explore the process for co-authoring a study manuscript in spatial epidemiology. | Department of Public Health Sciences | public health, healthcare, health issues, pollution, invest, inequality, equalit, accessib, pollut, pollut | SDG3, SDG9, SDG10, SDG11, SDG14, SDG15 |
| CHL3052H | Practical Bioethics (Capstone Course) | This course will explore the global health policy landscape, including how policy is developed, implemented and governed, and which critical policy agendas and issues (e.g. Sustainable Development Goals) shape this policy arena. Students will also learn about the roles and power dynamics (i.e. global health governance) between global state and non-state actors, as well as international agencies, non-governmental organizations and foundations. Through the use of specific policy issues, students will learn how to apply policy theories and policy analysis tools to assess contested and polarizing policy debates, including their impacts on health and/or health equity. Upon completion, students will understand the sociocultural, environmental and political factors that influence global health policy, and by extension, competing global health objectives. | Department of Public Health Sciences | global health, health equity, equity, sustainable development, equit, sustainable development, environmental, land, governance | SDG3, SDG4, SDG8, SDG11, SDG10, SDG13, SDG15, SDG16 |
| CHL5620Y | Practicum in Family Community Medicine | This course examines the historical, ethical and philosophical foundations of public health in a Western context. This course will provide an overview of the historical roots of Western public health and describe the political, social, and philosophical underpinnings of this field. Additionally, theories of justice, evidence-based policy, and case studies in public health will be explored. The course will conclude with an examination of the predominant philosophical and epistemological views in the field of public health Course Objectives By the end of the course, the student should have an understanding of the historical, ethical and philosophical foundations of public health practice in the Western context. Students will be able to: Describe the key historical events that led to the formation of public health as a social force in health care in the 19th and 20th century; Identify and explain how various theories in public health (e.g. theories of justice, evidenced-based policy development) that have been applied in public health initiatives; Apply ethical frameworks and principles to current public health issues; Analyze and describe different philosophies of public health; Demonstrate critical thinking and logical reasoning. | Department of Public Health Sciences | public health, health care, health issues | SDG3 |
| CHL5005H | Professional Skills for Doctoral Students in Public Health | This graduate seminar serves as the core course for the Collaborative Specialization in Women’s Health. Enrolment is limited to 16 doctoral and master’s students. Dalla Lana School of Public Health students not enrolled in the Collaborative Specialization may take this course up to the limit of enrolment and by permission of the instructors. In this course, we will examine women’s health issues from multiple standpoints, theories, and methods, drawing upon perspectives from the social sciences, humanities, and sciences. Students will have the opportunity to meet and engage with subject experts from across the University and beyond. Together, we will investigate, interrogate, and critique research and research methodologies related to specific health issues experienced primarily by women1. Through dialogue and debate, critical thinking skills will be enhanced as dominant lines of scholarship and innovative methodologies are considered across disciplinary domains and epistemologies. This course begins with an historical summary of the women’s health movement within the context of dominant medical discourse and practice. This is followed by an overview of sex and gender and their importance to health research and health promotion. Subsequent lectures focus on theories (e.g., feminism, intersectionality, masculinities, critical disability, biomedicalization, Foucault) that have interrupted the dominant view and contributed to new understandings of women and their bodies, and methodologies that are cutting edge (e.g., Indigenous arts-based approaches, story-telling), as applied to better understanding local and global health issues (e.g., LGBTQ+ health, mental health, autoimmune disorders, HIV, body image, and gender-based violence). Course Objectives To expose students to a range of: theoretical frameworks research methods women’s health issues To stimulate critical thinking about: sex and gender within the realm of women’s health the impact of social constructions and intersecting identities on women’s bodies various research methods as applied to different women’s health issues the value of bringing multiple perspectives to bear on the same research question To foster: skills in analysis and synthesis of diverse research perspectives interdisciplinary dialogue and debate collaboration In this course “women” refers to a broad gender categorization that does not necessarily correlate with sex assigned at birth. The term includes all those who self-identify as women, including cisgender women, transgender women, intersex women, and two-spirited women (Castaldi, 2015). | Department of Public Health Sciences | mental health, public health, global health, health issues, disabilit, gender, women, feminis, lgbtq, transgender, two-spirit, labor, invest, indigenous, indigenous, violence | SDG3, SDG5, SDG8, SDG9, SDG10, SDG16 |
| CHL5921H | Protecting the Public from Air Pollution | The required practicum provides an opportunity for learners to apply the theory and knowledge gained in coursework by engaging in new projects and experiences in professional settings. Students must have a qualified practicum supervisor and all practicum projects require approval by the Practicum Office. The required courses in each field are the prerequisite courses to the practicum; therefore a practicum cannot be undertaken until all required courses have been completed. There may be mandatory activities during the required practicum; consult the field specific practicum manual for more details. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | pollution, knowledge, pollut, pollut | SDG3, SDG4, SDG14, SDG15 |
| JRH5124H | Public Health Ethics | This graduate seminar is the core course of the University of Toronto’s Collaborative Specialization in Community Development. It aims to provide a critical understanding of theoretical and practical developments in the evolution and contested nature of community development in a comparative societal context. For purposes of this course, community development is understood as a dynamic process that has social, political, economic and ecological dimensions. course objectives The course seeks to help students: develop an appreciation of the main traditions, theoretical debates, experiences and research findings in community development both as a change process and as an interdisciplinary field; identify ideological assumptions underlying community development theories with attention to socio-economic and political influences affecting development; identify and articulate models of community development, social planning, advocacy, community building, and social action, providing a broad understanding of the scope and range of activities in community development in Canada and internationally; develop an understanding of the basic principles, strategies skills needed to work with diverse communities; and introduce students to some of the research, scholarship and practice on community development undertaken in Toronto and elsewhere. | Department of Public Health Sciences | socio-economic, public health, labor, ecolog | SDG1, SDG3, SDG8, SDG15 |
| CHL5300H | Public Health Policy | This is a second level course in epidemiology and focuses on analytic epidemiology and the use of quantitative research methods to answer a range of questions. The course focuses on quantitative research designs, sources of bias and error in research and ways to design and carry out all aspects of research to minimize biased study results and interpretation. General Requirements This is a core required course for the MPH Epidemiology field. Introductory courses in epidemiologic research, surveillance and demography and biostatistics are expected (Intro to Epidemiology and Population perspectives). Students will be taking more advanced courses in biostatistics and public health surveillance in parallel. | Department of Public Health Sciences | public health | SDG3 |
| CHL5413H | Public Health Sanitation | This course introduces students to the primary conceptual and methodological issues and approaches in the field of social epidemiology. The main intention of the course is to provide students with: (a) an opportunity to explore the conceptual foundations for methodological and statistical decision-making in social epidemiological research and, (b) an opportunity to explore the methodological and statistical techniques commonly used to answer social epidemiological questions. | Department of Public Health Sciences | public health, sanita | SDG3, SDG6 |
| CHL5115H | Qualitative Analysis and Interpretation | The course will be taught in twelve sessions, each session lasting three hours, (36 hours in total). Genomics is expected to have a major impact on the way we conceptualize, prevent, diagnose and manage diseases, and promote health. Research and development of genome-related biotechnologies for health are accompanied by massive investments not only by industries but also by national governments as part of their strategies to promote innovation. As this field evolves there is a need for society to develop appropriate norms and frameworks to ensure that the complex social, ethical and economic issues of genomics are addressed. This should be done as early as possible, ideally as the technologies develop, and before applications based on the technologies have been marketed and introduced into health care systems. The course will address the main bioethical and public policy issues associated with genomics and health biotechnology development. It will discuss the current status of genomics science, genomics and biotechnology innovation systems, intellectual property rights, law and policy issues relating to genomics development, genomics and public health, public engagements, genomics and diversity, regenerative medicine, genomics databases and the ethics of genomics in global context where important emerging principles such as benefit sharing will be discussed. The course is designed to encourage active involvement by participants. Class sessions will use a variety of learning methods including lectures, discussions and case analysis. To encourage active participation, the course will create a peer-learning environment in which participants learn with and from each other, in addition to learning from material presented by instructors. Reading materials will be provided in advance. As the literature in these fields grows rapidly the proposed reading list will be updated just before the course starts and essential readings will be identified in advance of each session. | Department of Public Health Sciences | benefit sharing, public health, health care, learning, invest, benefit sharing | SDG2, SDG15, SDG3, SDG4, SDG9 |
| CHL5810H | Race, Ethnicity, and Culture in Health (REACH) | Occupational health and safety, and workers’ compensation from a legislative and administrative viewpoint; relevant provincial legislation and roles of various government agencies and coordination of the system. Course Objectives To describe the basic principles and elements of occupational health and safety legislation in Ontario; To identify and describe the structure and functions of the Ontario occupational health and safety system, including participants and agencies; To understand occupational health and safety programs as they are implemented in the workplace; To be aware of current developments and future trends and issues in the organization and structure of occupational health and safety. | Department of Public Health Sciences | worker | SDG8 |
| CHL5907H | Radiological Health | Physics of sound and the measurement of noise levels, doses and frequencies; Strategies for undertaking a comprehensive noise survey and the standards for noise exposure; Reduction of noise through engineering controls; Hearing conservation and protection programs; Health effects of noise and vibration. Course Objectives To demonstrate a knowledge of the physics of sound and the various sound measurement techniques used in occupational hygiene practice; To apply this knowledge to the conduct of comprehensive noise surveys in order to determine noise exposures and levels in workplaces; To explain the effects of exposure to industrial noise; To apply engineering controls, hearing protection and hearing conservation programs to reduce the health risks of noise; and To have a basic understanding of the physics and measurement of vibration, the effects associated with overexposure and the methods and strategies for exposure reduction. | Department of Public Health Sciences | knowledge, hygien, conserv, conserv | SDG4, SDG6, SDG14, SDG15 |
| CHL6013H | Required MPH Advanced Standing Practicum | The course will introduce practical and theoretical methodologies for applying deep learning to practical applications, including public health sciences, based on techniques employed in realworld contexts. Students will acquire familiarity with the fundamental organizational and technical requirements that need to be considered when putting deep learning applications into practice. The course will cover tensorflow, data preparation, model selection, model evaluation, advanced model architectures, debugging, infrastructure, model deployment, and ML in practical applications. The course will also review machine learning fundamentals and relevant theory. Upon completion, students will be able to develop and deploy systems that leverage machine learning in public health projects. | Department of Public Health Sciences | public health, learning, infrastructure | SDG3, SDG4, SDG9 |
| CHL6010Y | Required MPH Practicum | Students may choose an optional practicum which involves both more advanced and demonstrably different work in the same field as the required practicum or may be in another area of public health depending upon their academic needs and interest. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | public health | SDG3 |
| CHL6011H | Required Practicum Extension | Students may choose an optional practicum which involves both more advanced and demonstrably different work in the same field as the required practicum or may be in another area of public health depending upon their academic needs and interest. Throughout the practicum, it is essential for learners to reflect on and record their experiences and to engage in regular discussions with their practicum supervisor about their practicum progress. Consult the field-specific practicum manual or the Program Director for practicum evaluation details. | Department of Public Health Sciences | public health | SDG3 |
| CHL3051H | Research Ethics | In this seminar course, students will explore concepts related to personal mastery of leadership skills required to lead health transformation at the systems level. The objective of this course is to ensure that learners appreciate the individual, organizational and systems level factors that shape a leader’s success. Each course module is designed to provide a set of evidence-informed learning experiences that will facilitate the learner’s leadership development through reflection, practice and the formation of action goals. Upon completion, students will be prepared to lead high performing teams and organizations. | Department of Public Health Sciences | learning | SDG4 |
| CHL5605H | Research Issues in Family Medicine/Primary Care | The boundaries of providing quality health care are expanding. Clinical professionals are expected tot take central roles in promoting healthy behavior and lifestyles. Understanding an individual’s values, beliefs and health priorities increases the chance that a behavior change goal will be successful and then maintained. A client-centered approach is critical to enhancing and deepening this understanding. Lectures with assigned readings, planned practice activities, videoclip observation Course Objectives The goal of this course is to help clinical professional’s review, reflect upon and then refine both their relationship building skills and approach to lifestyle and behavior change in the clinical setting. Emphasis will be placed on different modalities and their related strategies that are useful in helping people change. Motivational interviewing, brief/solution focused and cognitive behavioral frameworks will be the primary modalities reviewed and discussed. The role and relationship of a client-centered approach to lifestyle behavior change is not an isolated event, but a process that often involves others. Most clinical professionals work in collaboration with health professionals/have teaching responsibilities. Therefore, the course goal extends to helping learners develop an understanding of the skills necessary to teach other clinical professionals the concepts necessary to assist others with health behavior change. | Department of Public Health Sciences | health care, labor | SDG3, SDG8 |
| CHL5404H | Research Methods I | This is a doctoral level course in epidemiology study design and research methods. The primary goal of this required course in the PhD Epidemiology program is to foster a fundamental and thorough understanding of the concepts of epidemiologic study design to address a particular research question. It is expected that students will already have learned the basic principles and study designs for epidemiologic query in their prior learning and experience. In this course, these fundamentals will be revisited to deepen and enrich students’ knowledge. Specific objectives are to: develop and refine an epidemiologic research question; understand the underlying principles and concepts in qualitative and quantitative epidemiologic methods; consider and evaluate the application of various epidemiologic study designs to acquire new evidence to answer a research question; acquire skills in critical appraisal of existing epidemiologic evidence and to assimilate these in a systematic review; and understand how to draw causal inference by means of empirical evidence with mindful consideration of issues to be addressed in the study, including the likely effects of bias and confounding. | Department of Public Health Sciences | knowledge, learning | SDG4 |
| CHL5408H | Research Methods II | Emphasis will be on sanitary innovations as a basis for the advancement of modern societies. Topics discussed will include: water quality/ ground water/ water treatment; wastewater/ sewage treatment; solid waste/ pest management; and agricultural systems/ mycotoxins/ food preservation & spoilage. The course will consist of classroom lectures and off-site field visits to: a) water treatment plant, b) wastewater treatment plant, c) recycling plant, and d) meat processing plant. Students will be required to have safety boots for field trips. | Department of Public Health Sciences | agricultur, water, sanita, sewage, wage, waste, recycl | SDG2, SDG6, SDG8, SDG12 |
| CHL5418H | Scientific Overview in Epidemiology | This course will provide students with an overview of the theory and applications of advanced quantitative methods in epidemiology. The purpose of the course is to assist students in answering complex etiological research questions in epidemiology. The course includes three modules: 1) introduction to survival analysis; 2) Cox proportional hazards model and competing risk analysis; and 3) multi-state models for event history data. The course follows a modular format. Each module consists of three lectures and one laboratory. The evaluation for the course will include three assignments (80% of final grade) and an oral presentation (15% of the final grade). Each assignment will be based on an existing data set collected from a large cohort study. Students will be provided with a specific question to answer and expected to submit a five page paper presenting their analysis and results. Participation (5% of final grade) will be based on class attendance and active involvement and participation in class discussion. Contact Brendan Smith (Course Director) for more information about the course. Course Objectives Module 1. Introduction to Survival Analysis Review the basic techniques for survival: definitions (dependent variable, origin of time, study window), censoring, important functions describing survival distribution, life tables and Kaplan-Meier estimation. Convert person data into person-period data, including how to incorporate time-varying covariates. Review the basic techniques for discrete-time survival models. Introduction to time-varying measures. Module 2. Cox proportional hazards model and competing risk analysis Apply Cox proportional hazard model to time-to-event data, recognize its assumptions, and relevant syntax. Understand model fit parameters and statistical power and sample size calculations. Understand and conduct competing risk modeling, including model assumptions including relevant syntax & macro design. Evaluate the predictive accuracy of the estimated model, apply optimism correction through bootstrapping for internal validation. Learn the RStudio interface and how to apply Cox proportional hazard modeling. Module 3. Multi-state models for event history data Introduce definitions and counting process notation for building multistate models (this includes understanding transition intensity functions, transition intensity matrices, and transition probability matrices). Understand likelihood construction and parameter estimation for multistate models under complete observation. Discuss Markov and Semi-Markov multistate model assumptions. Understand how to structure data for conducting multistate analyses. Understand how to incorporate covariates into a multistate model. Understand how multistate models are related to survival models and competing risks models, and be able to conduct a competing risks data analysis using multistate methods. Know how to perform multistate analyses under the presence of intermittent observation. | Department of Public Health Sciences | wind, labor, transit | SDG7, SDG8, SDG11 |
| CHL5101H | Social and Behavioural Theory and Health | Program evaluation is a core competency in public health. This course will introduce students to the theories, approaches, methods, innovations and related to program evaluation. Designed as a practice-oriented course, this course will assist learners to develop evaluation and professional skills necessary to design and procure program evaluations. | Department of Public Health Sciences | public health | SDG3 |
| CHL5102H | Social and Political Forces in Health | Over the past few decades, the reorganization of production and labour markets resulting from economic globalization, widening socio-economic inequities, conflict, natural disasters, environmental degradation and, more recently, climate change have combined to become increasingly significant forces shaping international migratory fluxes. Migration impacts the health status of those who move and of individuals, communities and entire societies in countries of origin, transit, arrival and resettlement. Given the significance of international migration, it is important to understand the role this phenomenon plays as a social determinant of health, its interactions with other determinants, as well as the implications migration presents in terms of health care delivery and policies. CHL5113 adopts an interdisciplinary approach, incorporating scholarly work from the fields of public health, the social sciences, law, and human rights to help students achieve the course learning goals. CHL5113 is cross-listed with the fourth-year undergraduate course HST405 – Global Migration and health, which is part of the Health Studies Program at University College. While graduate and undergraduate students share time in the classrooms, CHL5113 is designed to be a relevant graduate course and the two courses have separate syllabi and different sets of assignments. | Department of Public Health Sciences | socio-economic, public health, health care, learning, labour, globaliz, equit, transit, production, climate, environmental, human rights | SDG1, SDG3, SDG4, SDG8, SDG9, SDG10, SDG11, SDG12, SDG13, SDG16 |
| CHL5105H | Social Determinants of Health | This is an advanced graduate-level course in qualitative research methodology that focuses on the theory, techniques and issues of data analysis and interpretation. The course is designed for students taking qualitative approaches to their thesis research i.e. using both qualitative forms of data and qualitative (non-numeric, interpretive) forms of analysis. Ideally students should be in the late data gathering and analysis phase of their research, although students at the proposal writing and pre-data collection stage also benefit from the course. The course aims to give students knowledge and experience in concrete analysis practices, but also to enhance their ability to articulate and address the core theoretical and methodological issues of qualitative inquiry. Although the topics discussed are generic to qualitative methodology, the literature and class instruction draw heavily on the field of health, and on the instructor’s own disciplinary background in the sociology of health and illness and childhood, and substantive topic area of mental health. This course is part of CQ‟s Essentials of Qualitative Research curriculum. CQ is an extra-departmental unit in the Dalla Lana School of Public Health also supported by the Faculties of Kinesiology and Physical Education, Nursing, Pharmacy, Social Work, and the Rehabilitation Sciences Institute. | Department of Public Health Sciences | mental health, public health, illness, knowledge, institut | SDG3, SDG4, SDG16 |
| CHL5603Y | Social, Political, and Scientific Issues in Family Medicine | The purpose of this course is to provide learners with a comprehensive and working knowledge of the field of continuing health professional education in the context of knowledge translation (KT). This is an expanding area of higher education and professional practice to which increasing academic attention is directed. In particular, the application of CE and continuing professional development to closing the clinical care gap between what is known and what health professionals actually do, has assumed significance in the Canadian context. This modular five day, intensively participatory course is meant to provide both a theoretical and practical base for professional application and a basis for understanding “knowledge translation” from an educational perspective. Required Reading: Continuing Professional Development in Medicine and Health Care: Better Education, Better Patient Outcomes. Author(s): William Rayburn MD, MBA, David A. Davis MD, Mary G. Turco EdD Participants are strongly encouraged to read the book before class starts. The course will use a combination of short lectures by the course instructor and guest teachers drawn from the Faculty of Medicine, seminar sessions and class discussion. Participants must come prepared to discuss their own goals, programs and strategies in the context of CE, CPD and knowledge translation. Course dates for 2019 : 9 am -5 pm. September 16, September 23, September 30, October 7 , November 18, 2019. Classes will be held at 525 University Avenue, 12 th floor conference room. | Department of Public Health Sciences | health care, knowledge | SDG3, SDG4 |
| CHL5228H | Statistical Methods for Genetics & Genomics Research Seminar | One hour Journal Club/Research Seminar session, held Fridays at 10am 2-3 times per month, September through April, with faculty participation. https://stage.utoronto.ca/smgg Goals and Objectives: To understand current developments in statistical genetic/genomic methods and current analytic issues in genetic epidemiology; To become familiar with sources of methodology literature for the design and analysis of investigations in statistical genetics, statistical genomics, and genetic epidemiology; To develop critical evaluation skills for underlying theory and/or applications of current study designs and statistical analysis methods; and To develop skills in communication and presentation in an inter-disciplinary setting. Each seminar session is followed by one hour small-group discussion for the registered students and participating trainees, with faculty discussion leaders. Course description: https://www.dlsph.utoronto.ca/wp-content/uploads/2015/05/CHL5228H_Syllabus_2021_2022_18Aug2021.pdf Co-ordinated with the monthly International Speaker Seminar Series (ISSS) organized as part of the STAGE Training Program in Advanced Genetic Epidemiology. STAGE guest speaker talks are held Friday at 12 noon. https://stage.utoronto.ca/isss/ | Department of Public Health Sciences | invest | SDG9 |
| CHL5203H | Survey Design and Social Research Methods in Public Health | This course is designed to provide students with an understanding of the statistical methods used in categorical data analysis. These include traditional methods for two-way contingency tables (e.g. Chi-squared test, Fisher’s exact test). The majority of the course, however, will focus on regression models, with a particular emphasis on logistic regression models. Analysis of repeated categorical response data, namely marginal and random effects models will also be covered. Inference using maximum likelihood estimation will be emphasized. Both application and theory will be covered. Course Objectives This is a graduate level course for students of biostatistics, epidemiology and statistics. The objective of the course is to provide students with a working knowledge of the core methods involved in the analysis of categorical response variables. | Department of Public Health Sciences | public health, knowledge, fish | SDG3, SDG4, SDG14 |
| CHL5209H | Survival Analysis I | This course presents an introduction to epidemiologic concepts and the application of quantitative methods. Topics include measurement of disease occurrence, descriptive epidemiology, ecologic studies, cohort studies, case-control studies, measurement validity, screening, causation, random variation, bias, confounding, effect modification, randomized controlled trials, and epidemic investigation. The course utilizes a wide variety of case studies from both chronic and infectious disease epidemiology, representing both landmark studies and newer research. | Department of Public Health Sciences | invest, ecolog, land | SDG9, SDG15 |
| CHL5608H | Teaching and Learning by the Health Professions: Practical Issues and Approaches | This course aims to develop leaders in interprofessional education (IPE) who have the knowledge, skills and attitudes to teach both learners and fellow colleagues the art and science of working collaboratively for patient-centered care. The course is strategically designed to provide participants with an immersion experience and to allow them to understand constructs related to interprofessional collaboration (IPC) including power and hierarchy, conflict resolution, communication, professional role understanding, relational centred values and ethics and transformational change. | Department of Public Health Sciences | knowledge, learning, labor | SDG4, SDG8 |
| CHL5607H | Teaching and Learning by the Health Professions: Principles and Theories | An intensive course designed to provide the theoretical framework and the hands-on practice to plan, manage and evaluate educational projects and programs in health professions. The students are expected to come to the course with an idea for an educational project or program. They will have the opportunity to refine and develop their idea during the course and will submit the completed proposal for course credit. The students can choose a project or program involving professional education, patient education or a combination to address a healthcare concern. Course Objectives Students will learn to: Identify a feasible educational project or program; Write a proposal for an educational project or program; Implement and evaluate educational projects or programs; and Write proposal for educational research | Department of Public Health Sciences | healthcare, learning | SDG3, SDG4 |
| CHL5804H | Theories for Health Promotion and Public Health Intervention | This health-focused policy course takes a practical and experiential approach to developing in-depth skills in analyzing and creating policy options directed at real world issues. The course focuses on municipal decision-making and the opportunity for cities to leverage local policy change towards provincial and even federal uptake of policy innovation. *Students should be advised to consult our Timetables for annual course offerings, as not all courses in the database are offered in each academic year.* | Department of Public Health Sciences | public health, cities | SDG3, SDG11 |
| JRP1000H | Theory and Method for Qualitative Researchers: An Introduction | This course introduces a range of qualitative research methods and theoretical perspectives with emphasis on the role that theory plays across the different stages of the research process. Learners will examine the underlying theoretical assumptions of qualitative research methods and the implications that these assumptions have for framing a research problem, data generation, data analysis, and dissemination strategies, including traditional and arts-based approaches. The course provides opportunities to attain practical, hands-on experience with developing research questions, data generation, and data analysis. It was designed in 2009 by Dr. Pia Kontos (Dalla Lana School of Public Health) and Dr. Barbara Gibson (Rehabilitation Sciences Institute). | Department of Public Health Sciences | public health, institut | SDG3, SDG16 |
| CHL5610H | Theory and Practice of Behaviour Change in Health Professional Settings | The boundaries of providing quality health care are expanding. Clinical professionals are expected tot take central roles in promoting healthy behavior and lifestyles. Understanding an individual’s values, beliefs and health priorities increases the chance that a behavior change goal will be successful and then maintained. A client-centered approach is critical to enhancing and deepening this understanding. Lectures with assigned readings, planned practice activities, videoclip observation Course Objectives The goal of this course is to help clinical professional’s review, reflect upon and then refine both their relationship building skills and approach to lifestyle and behavior change in the clinical setting. Emphasis will be placed on different modalities and their related strategies that are useful in helping people change. Motivational interviewing, brief/solution focused and cognitive behavioral frameworks will be the primary modalities reviewed and discussed. The role and relationship of a client-centered approach to lifestyle behavior change is not an isolated event, but a process that often involves others. Most clinical professionals work in collaboration with health professionals/have teaching responsibilities. Therefore, the course goal extends to helping learners develop an understanding of the skills necessary to teach other clinical professionals the concepts necessary to assist others with health behavior change. | Department of Public Health Sciences | health care, labor | SDG3, SDG8 |
| CHL5110H | Theory and Practice of Program Evaluation | This course will seek to examine issues related to international health, human rights and peace building. It will analyze international health in a social, cultural, economic and political context. The course will examine the structural forces influencing international power relationships, especially those relationships which impact on gender and health, with specific emphasis on how the dynamics influence everyday lives in developing countries. Section A will look at health and human rights in the context of the global political economy. Section B will be a series of student presentations focusing on specific issues in international health, human rights and peace building. Section C will review Canada’s role and contribution to international health, human rights and peace building. The course will develop links between theory and practice and will look at case histories and examples of non-government (NGO) and government-initiated interventions for public health, human rights and peacebuilding. Rationale for Course:Many of the factors which influence health happen outside the health sector. Many graduate students in the Department of Public Health Sciences do not have a background in areas which impact on population health (e.g., human rights, peace building, economics) and often are limited in the analytic tools they can use to understand population health. While it is traditionally held that population health is influenced by economics, peace and security, education, gender and other factors. Recent literature suggests that the relationship between health, economics, peace, security, education and other determinants of health is equally powerful in both directions (i.e., there is no prosperity in an unhealthy nation; there is no wealth, no health, where human rights are abused). The course will consist of lectures, guest speakers, audiovisual presentations, case studies and seminar discussions. Students will take leadership roles in identifying issues of relevance to their particular areas of interest and by presenting these issues to the class. | Department of Public Health Sciences | public health, peace, gender, peace, human rights | SDG3, SDG4, SDG16, SDG5 |
| CHL5308H | Tools and Approaches for Public Health Policy Analysis and Evaluation | The course covers the epidemiology of selected chronic diseases/health conditions and their risk factors. There are 2 overall sessions to cover general aspects of chronic disease epidemiology and three 3-week modules to cover specific health conditions as examples of chronic disease epidemiology. The modules this year are: Addiction, Cardiovascular Disease and Autism Spectrum Disorders. The course formats include lectures, seminars, interactive discussions, and round table sessions. Each module is 15% and the final term paper is 55%. Final Term paper: Each student should choose a disease or health condition and identify “What more should be done for this condition” with respect to research, health policy and control. The evaluation details are included in the Course Outline. Course Objectives At the end of the course, students are expected to: have acquired basic knowledge relating to the descriptive, analytical and applied epidemiology of chronic, non-communicable diseases; have acquired basic knowledge relating to risk factors for chronic diseases; be able to review and critically evaluate scientific studies in chronic disease epidemiology; be able to identify and access sources of data on burden of chronic disease and their risk factors in populations; be able to identify research gaps in chronic disease epidemiology and identify potential research projects. | Department of Public Health Sciences | public health, communicable disease, knowledge | SDG3, SDG4 |
| CHL5706H | Women and Women's Health in Countries in Conflict | Theory is an invaluable tool for public health practitioners and researchers, to ensure that interventions build upon existing knowledge for maximal public health impact. The goal of this course is to provide students with a strong foundation in the primary theoretical perspectives that inform current research and practice in relation to health promotion and public health intervention. The focus will be on critical examination of the strengths and limitations of theories operating at the individual, interpersonal, community, organizational, and system levels. The course will equip students with a theoretical ‘toolbox’ to ground their future work in health promotion and public health intervention. | Department of Public Health Sciences | public health, knowledge, women | SDG3, SDG4, SDG5 |
| CHL5117H | Women, Children, and Adolescent Health: A Glocal Perspective | The health of women, children & adolescents (WCA) globally is acknowledged to be inextricably linked to societal wellbeing and prosperity. Nevertheless, they remain underserved and disproportionately affected by illness, economic poverty and political instability. These are reflected in high morbidity and mortality rates as well as in diminished access to health and social services. There are also within-group inequities such as racism, migration, conflict and socio-economic differences, amongst other determinants, that have an effect on women, children, and adolescent health. This course will provide an overview of several pressing issues related to women, children, and adolescent’s health drawing on global and Canadian contexts (i.e a glocal perspective). Using a critical lens that draws from intersectionality, decolonialism and black feminist theory, our course will consider key dimensions (including equity, gender) and social, political and economic determinants of health. We will discuss policies, programs and strategic events that have shaped (in)action in WCA health. By mapping the role of local and international agendas on pre-defined priority issues (e.g. sexual rights and reproductive health, gender based violence), each week will encourage students to question how health priorities for women, children, and adolescents are determined. Both instructors bring their combined experience working in the field of global health to the course. Classes will adopt a participatory format and will include discussions on examples from different countries and regions of the world, including Canada using a critical intersectional lens. Students are encouraged to engage with the prescribed reading and contribute to the discussions drawing from their experiences and knowledge. Class format will include (guest) lectures, discussions on readings and current topics relevant to the course, presentations and group work or breakout sessions. This course will appeal to students considering a career in international health or global health. | Department of Public Health Sciences | poverty, socio-economic, wellbeing, global health, illness, reproductive health, knowledge, decolonial, equity, racism, gender, women, feminis, equit, underserved, violence | SDG1, SDG3, SDG4, SDG5, SDG10, SDG16 |
| CHL5630Y | Wound Prevention and Care | CHL 5650HF is the first of three applied and experiential learning courses that focused on fundamental aspects of dietetic practice. In this course, students will familiarize themselves with the foundations of dietetic practice within the health and food systems. Students will participate in group discussion, peer-led learning, experiential learning, case studies and self-directed learning. Students will begin developing practice competencies in: Professional Practice; Communication and Collaboration; Population and Public Health; and Management, as outlined in the Integrated Competencies for Dietetic Education and Practice (ICDEP 2013). This course provides students opportunities to learn about the diverse roles of dietitians in the broader health and food systems. | Department of Public Health Sciences | food system, public health, learning, labor | SDG2, SDG3, SDG4, SDG8 |
| PHT1008Y | Advanced Neuromusculoskeletal Physical Therapy Practice | This unit will provide students with the opportunity to expand their knowledge relating to the pathophysiology and management of selected neuromusculoskeletal conditions and to further develop basic physiotherapeutic skills in assessment and management of neuromusculoskeletal conditions. The unit promotes a client centred approach to management and a progressive professional perspective by providing strategies and opportunities for the integration of knowledge from across the curriculum. Learning strategies include lectures, laboratories, small group work and structured clinical sessions. The unit is divided into two sections with an internship in the middle to enhance skills (Unit 9). | Faculty of Medicine, Department of Physical Therapy | knowledge, learning, labor | SDG4, SDG8 |
| PHT1011Y | Clinical Internship - Selective | This clinical unit provides the opportunity for students to integrate the theory and science into the practice of Physical Therapy, focusing on the varied roles of the Physical Therapist across the health care system. Students who have successfully completed all components of the program up to Unit 11 are given the opportunity, in this final clinical internship, to apply their skills in a particular interest area of clinical practice or an area needed for completion of the program (e.g. geriatrics). Students will be required to spend five full-time weeks in approved Physical Therapy sites coordinated by the Director of Clinical Education & Community Affairs. | Faculty of Medicine, Department of Physical Therapy | health care | SDG3 |
| PHT1101H | Critical Foundations of Physical Therapy | This 4-week unit lays the foundation and reinforces the three pillars that underpin the curriculum: critical thinking, professionalism, and an inquiry mindset. The Unit introduces the Competency Profile for Physiotherapists in Canada (2017) and explores the Canadian health care system. Diverse forms of critical thinking will be applied across the varied contexts in which physical therapists play a critical role. The constructs of ‘social’, ‘political’, ‘ethics’, ‘culture’, ‘critical reflexivity’ and ‘critical disability studies’ will be introduced in relation to health and healthcare. The foundational principles of the Essential Competencies and Entry-to-Practice Milestones will focus on basic physiotherapy assessment and management principles incorporating anatomy, movement and exercise science, and motor learning. Students will have opportunities to apply the theoretical constructs at the level of the individual client /family within the community and a range of institutional settings. | Faculty of Medicine, Department of Physical Therapy | health care, healthcare, disabilit, learning, institut | SDG3, SDG4, SDG16 |
| PHT1003Y | Musculoskeletal Physical Therapy Practice | This unit introduces the principles of assessment and treatment of the musculoskeletal system based on an approach that integrates scientific and biomechanical principles with basic clinical skills. Content includes connective tissue structure and pathophysiology as they relate to musculoskeletal disorder, a systematic study of joints (peripheral and central), posture and gait. Professional and ethical practice issues are expanded from topics in Unit 2 and integrated throughout the unit. Learning strategies include small-group work, seminars, lectures, structured independent study units, clinical skills laboratories, tutorials and structured clinical sessions. This unit also includes a three week clinical internship focusing on mobility, transfers, interviewing, interacting with patients and health care teams while demonstrating safe and professional practice. | Faculty of Medicine, Department of Physical Therapy | health care, learning, labor | SDG3, SDG4, SDG8 |
| PHT1005Y | Neurological Physical Therapy Practice | Unit 5 integrates the principles of neuroanatomy and neurophysiology, neuropathology and movement dysfunction to the assessment, analysis and management of clients with neurological disorders. The Unit promotes a client-centred approach to the management of neurological clients, across the health care continuum, across the lifespan and based on the best practices. An interprofessional approach to the care of clients with neurological dysfunction is emphasized, with exposure to various roles of the multidisciplinary team. Learning strategies include interactive lectures, small group case work, clinical skills laboratories, structured clinical sessions as well as independent study time. | Faculty of Medicine, Department of Physical Therapy | health care, learning, labor | SDG3, SDG4, SDG8 |
| PHT1102Y | Physical Therapy Practice I | The primary goal of this 12-week course is to introduce and develop the physical therapy knowledge, critical thinking, assessment and treatment skills required to address common orthopedic complaints. The assessment framework introduced in Unit 1 will be further explored using case based examples to provide students with opportunities to become proficient with the application of the framework. Students will consider the biopsychosocial context of each individual client as they create client-centered management plans. Integration of the broader concepts of physical therapy practice introduced in Unit 1, will be expanded on across the varied learning experiences Unit 2 such as the anatomy curriculum, clinical skills labs, large group critical thinking sessions, small group PT Logic sessions and online learning modules. Clinical reasoning skills will be practiced regularly, students will be challenged to clearly articulate and justify their assessment, and management choices as they work through case based scenarios of varying complexity. It is both intentional and imperative that students experience the complexity and ambiguity of physical therapy practice early in Unit 2 as this is the reality of the profession. Students will be supported by instructors to practice resiliency, with an inquiry mindset to navigate this complexity and create robust learning that will provide a strong foundation for the subsequent units. | Faculty of Medicine, Department of Physical Therapy | knowledge, learning, resilien | SDG4, SDG11 |
| PHT1103Y | Physical Therapy Practice II | This 9-week course will build on foundational knowledge and skills developed in previous courses and provide students with the opportunity to integrate principles of cardiovascular and respiratory anatomy and physiology, exercise physiology, clinical pathobiology and dysfunction into the assessment and treatment of clients with cardiovascular, respiratory, and multi-morbidity conditions. The content presented in this course is critical to the holistic and comprehensive management of all clients. This course will continue to foster critical thinking, an inquiry mindset and professionalism and students will be expected to integrate the essential physical therapy competencies throughout (i.e., physiotherapy expertise, communication, collaboration, management, leadership, scholarship and professionalism). | Faculty of Medicine, Department of Physical Therapy | knowledge, labor | SDG4, SDG8 |
| PHT1104Y | Physical Therapy Practice III | This 11-week unit will continue to build on integrating fundamental physiotherapy knowledge, skills and behaviors into evidence-informed practice. It is designed to prepare a well-rounded generalist in physical therapy to provide transformational and responsive care to clients with neurological and multisystem challenges across the lifespan and continuum of care. Learners will have the opportunity to generalize previous learning common to all clients and integrate new learning from basic and clinical neurosciences into physical therapy practice. The course design offers active learning experiences including interactive online sessions, applied neuroanatomy, peer teaching and clinical labs focused on clinical reasoning and applying and adapting skills to clinical scenarios. Building learner resilience and tolerance of ambiguity will be a feature of this competency-based course, as neurological physical therapy remains a field of ongoing discovery. Innovation, creativity, critical thinking, an inquiry mindset, professionalism, and a commitment to excellence are the cornerstones of this unit. | Faculty of Medicine, Department of Physical Therapy | knowledge, learning, resilien, resilience, resilience | SDG4, SDG11, SDG13, SDG15 |
| PHT1110Y | Physical Therapy Practice IV | This fourth and final clinical unit will provide students with the opportunity to build on their foundational knowledge and skills in promoting musculoskeletal health. Students will integrate and expand their understanding of the ‘basic sciences’ (e.g., anatomy, exercise physiology, pathophysiology) with clinical sciences (e.g., physical therapy principles, pain science education, behavioural change models, exercise prescription) that support client-centred, best practices in physical therapy for clients with select neuromusculoskeletal conditions. A strong emphasis will be placed on equipping students to exercise critical thinking and habits of mind to succeed in an ever-changing health care environment. Learning strategies that support these aims will include synchronous and asynchronous sessions, large and small group discussions, laboratories, and self-study modules. | Faculty of Medicine, Department of Physical Therapy | health care, knowledge, learning, labor | SDG3, SDG4, SDG8 |
| PHT1010Y | Research and Program Evaluation for Physical Therapy Practice II | The Unit 10 Research Internship gives students the opportunity to develop and apply knowledge, skills and behaviors relevant to their research focusing particularly on the data analysis, interpretation of findings and writing components of their project. Learning strategies include seminars, self-directed group work and individual consultation with research faculty and advisors. At the completion of this unit, students complete and submit a draft of their final paper and a poster that they will use for knowledge exchange. | Faculty of Medicine, Department of Physical Therapy | knowledge, learning | SDG4 |
| PHT1007H | Scholarly Practice I | This course is the first of two units integrating physical therapy practice with research and program evaluation to develop competence to fulfil the scholarly practitioner role. The purpose of this course is to facilitate the ability to understand and promote research and program evaluation in physical therapy in the context of the social, political and economic forces that influence the delivery of physical therapy services in Ontario and across Canada. The focus of the course involves developing learners’ skills in critical analysis, critical thinking, problem solving, analysis and writing. This course involves a combination of lectures, tutorials and independent study time for groups of learners to work on the development of a research protocol under the supervision of advisors. Learning strategies include in-depth analysis of the literature, research protocol development, and written and oral presentations. Learners will be introduced to a range of research designs spanning qualitative and quantitative research methodologies. At the conclusion of this course, learners will present their protocol and submit the research protocol and supporting documents for marking. They will also submit an application to the appropriate research ethics board to obtain approval to conduct their proposed research project throughout the remainder of the year. | Faculty of Medicine, Department of Physical Therapy | learning | SDG4 |
| PHT1107H | Scholarly Practice I | "This course is the first of two units integrating physical therapy practice with research and program evaluation to develop competence to fulfil the scholarly practitioner role. The purpose of this course is to facilitate the ability to understand and promote research and program evaluation in physical therapy in the context of the social, political and economic forces that influence the delivery of physical therapy services in Ontario and across Canada. The focus of the course involves developing learners’ skills in critical analysis, critical thinking, problem solving, analysis and writing. This course involves a combination of lectures, tutorials and independent study time for groups of learners to work on the development of a research protocol under the supervision of advisors. Learning strategies include in-depth analysis of the literature, research protocol development, and written and oral presentations. Learners will be introduced to a range of research designs spanning qualitative and quantitative research methodologies. At the conclusion of this course, learners will present their protocol and submit the research protocol and supporting documents for marking. They will also submit an application to the appropriate research ethics board to obtain approval to conduct their proposed research project throughout the remainder of the year. " | Faculty of Medicine, Department of Physical Therapy | learning | SDG4 |
| PHY2315H | Advanced Statistical Mechanics | This course is a survey of the techniques of modern experimental high energy physics; accelerators, detectors, and data analysis. The emphasis is on how technologies allow us to probe new areas of particle physics. Several modern particle physics experiments will be used as examples to highlight these innovations. The basics of charged particle accelerators will be covered along with the limitations on energy and luminosity both from the point of view of accelerator technology, and the experiments. The physics and technology of solid state, gas ionisation and scintillation detectors are covered, as is their practical application to the discovery of B oscillations and the top quark. The physics of calorimeters is discussed along with the practical realization of these devices in present experiments, such as ATLAS. Innovative devices such as ring imagining Cerenkov counters are examined, using the BaBar experiment on CP violation as an example. If time permits triggering, data acquisition, and electronics will be discussed. | Department of Physics | energy, gini | SDG7, SDG10 |
| PHY2202H | Atomic and Molecular Physics | Medical Optics Physics has played a major role in advancing medicine. Fundamental principles of mechanics and optics have been exploited for imaging and intervention since the very foundation of what is termed modern medicine. However, the connection between physics and medical applications is not typically taught. This course is meant to bridge this gap and make the fundamental principles governing optics and light-matter interactions relevant to reinforce the material. This course will also expose students to the enormous opportunities that await them in the rapidly developing fields in medical research and biotechnology sectors. As a brief overview, the course will take a physics perspective where the objective is to understand how things work from primary principles. With respect to the human condition, how do we understand function and control function? Surgery is one means to intervene and recover function. In this regard, surgery has, for the most part, relied on cold instruments (scalpels, saws, burrs) that are really modern (sterilized) versions of tools dating back more than a 100 years. With the recent major advances in laser surgery, there is the prospect for a major revolution in medicine. We will soon literally be moving into the Light Age of medicine. In this regard, the long heralded promise of the laser to achieve the fundamental (single cell) limit to minimally invasive surgery, with molecular level information for surgical guidance, has been achieved. This accomplishment was realized by an atomic level understanding of strongly driven phase transitions, which is the basic physics behind laser ablation of material, or surgical removal of tissue. In addition to this advance, femtosecond lasers have now seen wide spread applications in corrective eye surgery. Optical Coherence Tomography has enable subsurface imaging of tissue and non-invasive imaging of tissue and early detection of disease etc. With the advent of reaching the single cell milestone in both intervention and biodiagnostics, we are the cusp of a revolution in medicine. This revolution will be largely driven by the latest advances in understanding the light-matter interaction under strong field conditions. The course will provide the fundamentals in laser physics, light matter interactions under linear and extremely high field conditions (venturing to plasma physics), and various light based spectroscopies for imaging and biodiagnostics. This course will be discussed in terms of providing the physics to achieve the ability to control function at the single cell level. Tentative Grading scheme: Assignment % of final grades Date Homework 20% Throughout course Term Test/Take home 20% Late March Oral presentation/research concept 20% End Feb. Final Oral/Written Proposal 40% April/exam week Topics to be Covered; - Solid State Laser Physics (level of Siegman’s book on Laser Physics) relevant to the design of robust laser systems. Literature sources on latest advances of fibre optic based lasers and microchip laser concepts for OR applications - Nonlinear Optics (Boyd), with emphasis on nonlinear light conversion to biologically active wavelength regimes. Students should be able to design nonlinear subsystems to reach desired optical wavelengths for a target application - Molecular Spectroscopy/Quantum Mechanics of Light Absorption. Students will learn how to interpret spectra and develop spectroscopic methods for biodiagnostics and selective means to target specific tissue for photon energy deposition. - Light-Matter interactions. The coupling of absorbed photon energy into materials to strongly drive phase transitions under full spatial confinement of energy (solution to energy transport problem). - Spatial Imaging Mass Spectrometry: ion particle physics. MS as the ultimate tool for biodiagnostics, capable of single charged particle/molecular ion detection. Fundamental issues limiting MS. The course will involve problem sets to reinforce material on laser physics, nonlinear optics, material properties and physics of phase transitions. The course will discuss the various major challenges in medicine that could benefit from a detailed understanding of the operating physics. Each student will be given the opportunity to explore a current medical need and propose a potential solution using latest advances in experimental physics from superconducting particle detectors to new laser sources etc.. The student will defend the proposal concept at the mid term oral presentation to get feed back, where the grade will be assessed on the novelty of the idea and clarity of the presentation. The grade will also include participation in question period for all presentations. The final presentation and written proposal is the capstone assignment for the course with the same grading scheme. | Department of Physics | energy, transit | SDG7, SDG11 |
| PHY2502H | Climate System Dynamics | The Arctic has seen dramatic changes over the past several decades, most notably in the retreat of its sea ice cover. In addition, there exist a number of positive feedback mechanisms that are the result of the tight coupling between the atmosphere, the land surface and ocean in the region that suggest that anthropogenic climate change will be amplified at high northern latitudes. There is also increasing evidence that changes in the Arctic climate have a dramatic impact on the mid-latitudes of the Northern Hemisphere. This course will provide students with an overview of the Arctic’s current and past physical characteristics and climatic features. Following this introduction, a detailed investigation of the atmospheric heat, moisture and energy budgets will be undertaken with an emphasis on the role that dynamical systems play in these budgets as well as in the interactions between the ocean, land surface, atmosphere and sea ice cover. With this foundation, the results of global climate models will be used to discuss the future predicted climate state of the region. Satellite remote sensing data, field project data, reanalysis fields and climate model output will be used throughout the course to illustrate key physical processes. | Department of Physics | energy, invest, climate, anthropogenic, global climate models, ocean, ocean, land | SDG7, SDG9, SDG13, SDG14, SDG15 |
| PHY1491H | Current Interpretations of Quantum Mechanics | Review of Postulates of Quantum Mechanics Hilbert Spaces, Density Matrix Quantum Dynamics Evolution Operator, Heisenberg vs. Schrodinger Picture WKB (Semiclassical) Approximation Coherent States Electron in a Magnetic Field Symmetry in Quantum Mechanics Parity, Time Reversal Translation, Electron in a Periodic Potential, Bloch’s Theorem Disordered Lattices and Localized States Green’s Function Method Perturbation Theory Time-independent: Rayleigh-Schrodinger and Brillouin-Wigner series expansions Time-dependent perturbation theory: Fermi’s Golden Rule, Absorption and Emission of Light from Atoms Variational Methods Electron in a Deformable Elastic Medium Scattering Theory Lippman-Schwinger Integral Equation Partial Waves S-matrix and T-matrix | Department of Physics | emission | SDG7 |
| PHY2506H | Data Assimilation and Retrieval Theory | This course investigates the physical processes occurring in planets and moons. Specific topics will vary but will be related to: - evolution of terrestrial objects (e.g. planets, moons) - planetary heat sources & thermal evolution (e.g. convection and its surface manifestations) - effects of high temperature and pressure in planetary interiors (e.g., phase changes, stress-strain relationships) - planetary structure and global shape (e.g. gravity, rotation, composition) - regional effects on topography (e.g., lithospheric elasticity) Research articles and a focus on numerical modelling studies will be used to illustrate recent advances in the field. | Department of Physics | invest, planet | SDG9, SDG13 |
| PHY1600H | Effective Communication of Science | This is a graduate course on atomic and molecular physics. The goal is to develop an understanding of the structure of atoms and molecules, to shed light on how and why they are used in modern AMO research. The course is aimed at experimental AMO graduate students, but all are welcome. The course will assume you have a strong background in graduate-level electromagnetism and that you are fluent in topics from PHY 2203 (Quantum Optics I). Course content: Atoms & molecules as strongly interacting many-body systems. Angular momentum and parity. Selection rules. Multipole moments. Energy level shifts due to electric and magnetic fields. Spontaneous emission. Branching ratios. Cycling transitions and repumps. Laser cooling. One-electron atoms. Relativistic quantum mechanics. Hydrogenic atoms, Rydberg atoms, alkalis. Many electron atoms. Helium, alkaline earths. The rest of the periodic table. Heuristics for many electron atoms (Aufbau principle, Hund’s rules). LS- & jj-coupling. Overview of computational methods for many electron atoms. Hartree-Fock. Configuration Interaction. Diatomic molecules: scattering states. Atomic collisions. Collisional resonances. Numerical calculation of potential energy curves. Polyatomic molecules and other topics (if time permits). | Department of Physics | energy, emission, transit | SDG7, SDG11 |
| PHY2212H | Entanglement Physics | Collective modes, Importance of Symmetries and Dimensionality Introduction to phase transitions and critical phenomena Ginzburg-Landau theory, Mean-field theory, Critical Exponents Goldstone modes and the lower critical dimension Fluctuations and the upper critical dimension Universality and self-similarity, Scaling hypothesis Kadanoff's heuristic renormalization group and exponent identities Perturbation theory, diagrammatic expansion Wilson's momentum space renormalization group, epsilon expansion, Wilson-Fisher fixed point | Department of Physics | transit, fish, land | SDG11, SDG14, SDG15 |
| PHY2405H | Experimental High Energy Physics | The course will focus upon the dynamics of the climate system and therefore upon the coupled evolution of the atmosphere and oceans including also the inter-linkage of these primary system components to the cryosphere and to land surface processes. Topics will include: Solar forcing and its intrinsic temporal variability as well as it apparent variability due to variations in the Earth's orbit around the Sun. Simple energy balance models of the variations of the amplitude and phase of the seasonal cycle due to the distribution of continents and oceans. The general circulations of the atmosphere and oceans as represented by modern coupled atmosphere -ocean general circulation models The monsoon circulations The El Nino Southern Oscillation phenomenon The North Atlantic Oscillation/ Arctic Oscillation and the polar "annular modes" Ice ages and paleoclimatology including the "snowball" Earth phenomenon of the deep geological past. | Department of Physics | energy, solar, climate, ocean, ocean, land | SDG7, SDG13, SDG14, SDG15 |
| PHY1530H | Fluid Mechanics | This course will cover conceptual foundations and practical applications of a number of common statistical learning methods – from classical tools to their modern incarnations, with the emphasis on the connection among the different tools and their relation to a number of models of mathematical physics. Specific topics will include: maximum likelihood estimation, Bayesean methods, clustering and dimensionality reduction, neural networks and Boltzmann machines, supervised and unsupervised learning, feature extraction and learning. The mathematical methods will be illustrated by examples from non-equilibrium statistical mechanics, physical chemistry, population dynamics and epidemiology, quantum optics, solid state physics, chemical reactions and gene regulation. Stochastic/random processes arise in various areas of physics, chemistry, biology and social sciences. The course will cover the theoretical foundations and practical solution methods of various stochastic processes with the goal of preparing the students to deal with a broad range of probabilistic problems arising in modern research. The course will cover the following mathematical topics: review of probability and probabilistic processes, discrete random processes (random walks, birth-death and branching processes, master equations), continuous random processes (diffusion type processes, Fokker-Planck equation, Smoluchowski and Einstein theories), stochastic differential equations (Langevin, Ito, Smoluchowski), stochastic simulations methods (Gillespie, Kinetic Monte Carlo), fluctuations and first passage problems. This course will cover conceptual foundations and practical applications of a number of common statistical learning methods – from classical tools to their modern incarnations, with the emphasis on the connection among the different tools and their relation to a number of models of mathematical physics. Specific topics will include: maximum likelihood estimation, Bayesean methods, clustering and dimensionality reduction, neural networks and Boltzmann machines, supervised and unsupervised learning, feature extraction and learning. The mathematical methods will be illustrated by examples from non-equilibrium statistical mechanics, physical chemistry, population dynamics and epidemiology, quantum optics, solid state physics, chemical reactions and gene regulation. | Department of Physics | learning | SDG4 |
| PHY1489H | Introduction to High Energy Physics | The course illustrates, using classical electromagnetism, how symmetry principles and scaling arguments combine to determine the basic laws of physics. It is shown that the electromagnetic action (from which follow the equations of motion) is uniquely fixed by the principles of special relativity, gauge invariance, and locality. Additional topics include motion of relativistic particles in external electric and magnetic fields, radiation from point charges, and the breakdown of classical electromagnetism. | Department of Physics | energy | SDG7 |
| PHY2603H | Inverse Theory | This course addresses problems of fitting physical models (both discreet and continuous) to data, and covers topics such as * What is inverse theory in physics and geophysics? When do data-consistent models even exist? * Multivariate regression modelling of discrete models, Bayesian approaches, maximum likelihood estimation, with errors and * hypothesis testing, both classical and resampling(e.g. bootstrap). * Continuous models where spatial resolution is a meaningful concept (Backus-Gilbert theory). * The Singular Value Decomposition approach to modelling. * Answerable and unanswerable questions in modelling: * Singular Value Decompositions, exotic norms such as L-1, L-infinity. * Methods for non-linear modelling: e.g. Markov Chain Monte Carlo (MCMC), simulated annealing, genetic algorithms. Specific topics will vary and may include: Molecular associations: statistical mechanics of associations, ligand binding, allosteric interactions; MWC, KNF and SK models; hemoglobin, GPCRs, allosteric enzymes [CG] Fundamental rate processes: exponential relaxations, activation energy, Kramers’ theory for barrier crossing, single-molecule kinetics [CG] Association kinetics: diffusion limit, ligand-binding to proteins, DNA and membrane receptors, reduction of dimensionality [CG] Multi-state kinetics: 3-state model, separation of time-scales, pathway counting, multi-subunit kinetics [AH] Random walks: diffusion, “stretched kinetics”, detailed balance, fluctuation-dissipation theorem [AH] Fluctuations in biology: breaking of thermodynamic equilibrium, linear noise approximation, models of gene expression noise, fundamental limits on stochastic control [AH] | Department of Physics | energy | SDG7 |
| PHY2321H | Many Body Physics I | Linear response theory for many-body systems Coherent state path integrals for bosons Superfluidity and superfluid-to-Mott insulator transition Coherent state path integrals for fermions Density and spin response of fermions Interacting fermions: Collective modes and response Interacting fermions: Phenomenology of Fermi liquid theory Interacting fermions: Superconductivity and BCS-BEC crossover | Department of Physics | transit | SDG11 |
| PHY1540H | Mathematical Methods in Physics | This course will cover conceptual foundations and practical applications of a number of common statistical learning methods – from classical tools to their modern incarnations, with the emphasis on the connection among the different tools and their relation to a number of models of mathematical physics. Specific topics will include: maximum likelihood estimation, Bayesean methods, clustering and dimensionality reduction, neural networks and Boltzmann machines, supervised and unsupervised learning, feature extraction and learning. The mathematical methods will be illustrated by examples from non-equilibrium statistical mechanics, physical chemistry, population dynamics and epidemiology, quantum optics, solid state physics, chemical reactions and gene regulation. Stochastic/random processes arise in various areas of physics, chemistry, biology and social sciences. The course will cover the theoretical foundations and practical solution methods of various stochastic processes with the goal of preparing the students to deal with a broad range of probabilistic problems arising in modern research. The course will cover the following mathematical topics: review of probability and probabilistic processes, discrete random processes (random walks, birth-death and branching processes, master equations), continuous random processes (diffusion type processes, Fokker-Planck equation, Smoluchowski and Einstein theories), stochastic differential equations (Langevin, Ito, Smoluchowski), stochastic simulations methods (Gillespie, Kinetic Monte Carlo), fluctuations and first passage problems. This course will cover conceptual foundations and practical applications of a number of common statistical learning methods – from classical tools to their modern incarnations, with the emphasis on the connection among the different tools and their relation to a number of models of mathematical physics. Specific topics will include: maximum likelihood estimation, Bayesean methods, clustering and dimensionality reduction, neural networks and Boltzmann machines, supervised and unsupervised learning, feature extraction and learning. The mathematical methods will be illustrated by examples from non-equilibrium statistical mechanics, physical chemistry, population dynamics and epidemiology, quantum optics, solid state physics, chemical reactions and gene regulation. | Department of Physics | learning | SDG4 |
| PHY1460H | Nonlinear Physics | Introduction to Crystalline Solids: - Broken symmetry and elementary excitations - Periodic lattices and reciprocal lattices Electrons in Crystals Electron band theory - Free electron model - Nearly free electron model - Tight binding - Properties of materials based on energy bands Lattice vibrations: - classical normal modes of vibration: phonons - Properties based on phonon dispersion relations Electron dynamics in Crystals: - Wannier functions - Semiclassical electron dynamics - Motion in electric and magnetic fields - Effective mass tensor - Berry phase and Berry curvature Electron-electron interactions: - Hartree-Fock theory - Exchange and correlation - Density functional theory and applications | Department of Physics | energy | SDG7 |
| PHY2408H | Phenomenology of the Standard Model | Data assimilation involves combining observations with model output to obtain a consistent, evolving 3-dimensional picture of the atmosphere. This process is used to generate an initial state for producing forecasts at operational weather forecast centers. Data assimilation can also provide added value to observations by filling in data gaps and inferring information about unobserved variables. In this course, common methods of data assimilation (optimal interpolation, Kalman filtering, variational methods) are introduced and derived in the context of estimation theory. A hands-on approach will be taken so that methods introduced in the lectures will be implemented in computer assignments using toy models. | Department of Physics | weather | SDG13 |
| PHY2609H | Planetary Physics | This course will introduce physical principles important in the study of cellular and organismal systems. Some of the topics that will be covered are cellular and neuronal sensory transduction, homeostasis, development, and cellular and organismal behavior. The model systems used to demonstrate these topics will include bacteria, sensory neurons, C. elegans (worm), and Drosophila (fly). The relevant biology and mathematical tools will be introduced as necessary. Lectures will be paired with a literature review and a select number of papers will be discussed in class. Grading will be based on an oral presentation and a written report reviewing a current example from the literature. | Department of Physics | planet | SDG13 |
| PHY2403H | Quantum Field Theory I | An introduction to Quantum Field Theory and Quantum Electrodynamics. Topics include: Failure of single particle relativistic quantum mechanics, multi-particle quantum mechanics and quantum field theory, canonical quantization, symmetries and conservation laws, interacting fields and Feynman diagrams, spin 1/2 fields and the Dirac Lagrangian, gauge invariance and QED. | Department of Physics | conserv, conserv | SDG14, SDG15 |
| PHY1487H | Quantum Theory of Solids I | Brief review of thermodynamics Louville's theorem and statistical ensemble Basic assumptions of statistical mechanics Microcanonical ensemble Canonical ensemble Grand canonical ensemble Ideal Fermion system Ideal Boson system Interacting Particle System Phase Transitions and Critical Phenomena | Department of Physics | transit | SDG11 |
| PHY2303H | Quantum Theory of Solids II | Linear response theory for many-body systems Coherent state path integrals for bosons Superfluidity and superfluid-to-Mott insulator transition Coherent state path integrals for fermions Density and spin response of fermions Interacting fermions: Collective modes and response Interacting fermions: Phenomenology of Fermi liquid theory Interacting fermions: Superconductivity and BCS-BEC crossover | Department of Physics | transit | SDG11 |
| PHY1483H | Relativity Theory I | This course introduces the basics of fundamental particles and the strong, weak and electromagnetic forces that govern their interactions in the Standard Model of particle physics. Topics include: introduction to the Standard Model, Feynman diagrams, relativistic kinematics, conservation laws, particle decays and scattering processes, fermions and the Dirac equation, electroweak unification and the Higgs field. | Department of Physics | conserv, conserv | SDG14, SDG15 |
| JPA2353H | Authoritarianism in Comparative Perspective | The core issues confronting city leaders across the globe are examined in comparative perspective and in a context of shifting global agendas. The study of cities of Latin America, Asia and Africa, are brought together in comparative context with the study of cities of Europe and North America. | Department of Political Science | cities, authoritarian | SDG11, SDG16 |
| POL2105H | Canadian and Comparative Political Development | Political science has taken a developmental turn. Across multiple subfields, political scientists are returning to key historical events and periods to understand how political systems develop and evolve. Central to this exercise are the concepts, theories, and tools developed in the American Political Development tradition, and now being applied in other countries. This course will provide an in-depth introduction to these concepts, and then explore their application in a Canadian and comparative perspective. We will consider various developments, including the extension of the franchise, the emergence and evolution of political parties, the creation and reshaping of the welfare state, and the evolution of representational institutions. The final aim of the course will be for students to write a paper applying the tools of political development to a Canadian or comparative case. | Department of Political Science | welfare, institut | SDG1, SDG16 |
| POL2701H | Comparative Institutional Politics:Governance, Parties, and Structures of State Power | This course is designed as the second part of the introduction to the study of comparative politics for Ph.D students. It builds on and complements the material covered in POL 2700. The topics in this course include (but are not limited to) political regimes, state power, social control, state-society relations, state-business relations, clientelism, populism, political economy, interactions between institutional and non-institutional politics, and contentious politics. The main objective of the course is to introduce students to key questions, concepts, debates, explanations, and different approaches in comparative politics on these topics as well as to trace the intellectual evolution of these subfields. Students will be introduced to diverse substantive and methodological approaches in the study of these topics. | Department of Political Science | institut, governance | SDG16 |
| JPF2430H | Conceptualizing Cities in a Global Context | With over half of the population on this planet being urban, the significance of improving our understanding of cities in a global context has never been greater. This course is designed to improve awareness of cities as approached by different disciplines and in different international contexts. | Department of Political Science | cities, urban, planet | SDG11, SDG13 |
| JPR2051H | Fanaticism: A Political History | This seminar in theory will explore the modern history of the concept of ‘fanaticism’ and its role in the development of political modernity. A focus on the concept of the “fanatic” (and its cognates) from the perspective of its various uses in political and religious thought from the Early Modern period through the Enlightenment and up to the present day, provides a fascinating opportunity for a critical review of the secular, rationalist, and scientific assumptions underwriting modern political forms and concepts, especially those of liberal democracy. At the same time, the course will offer critical insight into the ways in which religious and political differences among colonial “others” were, and continue to be, central to the elaboration of Western theoretical discourse on fanaticism and extremism as forms of “political pathology”. (Given by the Departments of Political Science and Religion) | Department of Political Science | labor, democra | SDG8, SDG16 |
| JPF2431H | Global Cities - Core Issues and Challenges | The core issues confronting city leaders across the globe are examined in comparative perspective and in a context of shifting global agendas. The study of cities of Latin America, Asia and Africa, are brought together in comparative context with the study of cities of Europe and North America. | Department of Political Science | cities | SDG11 |
| POL2258H | Global Summit Policy Performance | How well, how and why do Group of Seven and Group of Twenty summits govern the central subjects of global governance from the economic-financial, social, ecological sustainability and political security domains, including climate change, health, gender equality, digitalization, democracy and human rights. The course critically assesses the proposition that the G7 and G20 are emerging as effective centres of global governance. They could be doing so in competition, cooperation and combination with leading countries such as the United Staes and China, emerging non-member countries and groupings, formal multilateral and regional international institutions, globalized markets, other private sector processes and networks, civil society and empowered individuals. It first reviews the major models of G7 and G20 performance, with a focus on member’s compliance with summit commitments, and then has student present each week on the subjects of the their choice, in the order identified above. The course culminates with a simulation of the next G20 summit, in Indonesia in the autumn of 2022. | Department of Political Science | gender, gender equality, globaliz, equalit, climate, ecolog, institut, governance, human rights, democra | SDG5, SDG9, SDG10, SDG13, SDG15, SDG16 |
| JRA2337H | Government Law and Politics in Russia | Law in the governance of Russia, in the Soviet and post-Soviet periods, including constitutional development, courts, business disputes, crime and criminal justice, corruption, cultural obstacles to legal order, and legal transition in comparative perspective. (Given by the Department of Political Science and the Centre for European, Russian, and Eurasian Studies) | Department of Political Science | transit, governance, criminal justice, corrupt | SDG11, SDG16 |
| POL2100Y | Government of Canada | Political science has taken a developmental turn. Across multiple subfields, political scientists are returning to key historical events and periods to understand how political systems develop and evolve. Central to this exercise are the concepts, theories, and tools developed in the American Political Development tradition, and now being applied in other countries. This course will provide an in-depth introduction to these concepts, and then explore their application in a Canadian and comparative perspective. We will consider various developments, including the extension of the franchise, the emergence and evolution of political parties, the creation and reshaping of the welfare state, and the evolution of representational institutions. The final aim of the course will be for students to write a paper applying the tools of political development to a Canadian or comparative case. | Department of Political Science | welfare, institut | SDG1, SDG16 |
| POL2212H | Human Rights Politics and International Relations | The major theme for the course is the relationship between international developments in human rights and domestic applications of those developments. We will examine the evolution of the international human rights regime, mostly from the post-World War II era, and understand how the radical steps forward in international law affect domestic lawmakers and leaders. We will also look at how domestic efforts shift the international debate, and how non-state actors engage in building the lingua franca of the 21st century. | Department of Political Science | human rights | SDG16 |
| POL2394H | Innovation and Knowledge Transfer in City Regions | This course focuses on questions of long term effects of colonialism, state formation, democracy, ethnicity and insurgency in South Asia. South Asia is home to a quarter of the world’s population, and the largest number of its poor. It is also the region which is home to a large number of insurgencies, some of which are among the longest in the world, like the Naga insurgency in India, and the recently concluded LTTE insurgency in Sri Lanka. The region has seen a large variation in terms of democratic experience, with India being able to continue on its path of electoral democracy along with Sri Lanka, while other countries like Pakistan and Bangladesh often succumbing to military dictatorships and then swinging back to democratic politics. The course will introduce the broader themes in comparative politics, and the debates on these issues like democratization, insurgency, social movements, and political parties will provide the context within which to examine and make sense of the experiences of countries in South Asia. | Department of Political Science | knowledge, democra | SDG4, SDG16 |
| POL2200Y | International Politics | Theories of International Organization - Themes Since the end of World War II, there has been an explosion in the number, scope, and complexity of international organizations. International organizations such as the United Nations, North Atlantic Treaty Organization, and World Bank now play critical roles across a wide range of policy issues. Why have international organizations proliferated and expanded since the mid-20th century? How do these organizations shape the international system? Why do states sometimes conduct foreign policy through international organizations, while other times preferring traditional means? Why do some international organizations evolve over time, while others resist change? What are some of the pathologies and problems of contemporary international organizations? We will examine these questions through reference to both theoretical work and by carefully examining the functions and operations of major international organizations. Advanced Topics in International Security - Themes At its heart, this course is about the international dimensions of civil wars. As a result, the questions discussed in this course lie at the nexus between International Relations and Comparative Politics. How are ethnic identities activated and mobilized in civil wars? If identity-based conflicts are “contagious,” what are the mechanisms through which domestic conflicts spread across borders? Looking at the conflict processes on the ground, can these violent processes be contained? What are the legal criteria for intervening in these conflicts? What are the potential hazards of international interventions in these complex conflict zones, both from an operational standpoint and in terms of long-term stabilization goals? What are the obstacles and opportunities in negotiating peace? To answer these questions, this course engages the literatures on ethnic conflict, civil wars, international interventions, negotiated settlements, irredentism and separatism, and war economies. This course is an advanced fourth year undergraduate seminar that assumes a strong foundation in International Relations theory, and previous coursework in International Security. Reading, writing, teamwork, participation, and presentations are required. There is no final exam. | Department of Political Science | peace, peace | SDG4, SDG16 |
| JPJ2037H | International Trade Regulation | Department of Political Science | trade | SDG10 | |
| POL2100H | Issues and Foundations in Canadian Government | This course combines a thematic approach to the literature of Canadian politics with close analysis of the substance and study of politics in Canada. The course considers such questions as: what is distinctive about Canadian politics and the way in which it is studied? Are the conceptual-theoretical frameworks which (explicitly and implicitly) underpin the study of Canadian politics adequate? What intellectual forces (Canadian and non-Canadian) have shaped the literature on Canadian politics and have those changed over time? How have Canadian scholars themselves contributed to the study of politics? What is gained or lost by studying Canadian politics in a comparative context and by studying it in terms of its own particular history, society and economy? Various methodological approaches to analysing Canadian politics will be employed. Substantive topics covered include: political culture, identity politics, gender and diversity; Indigenous politics, political behaviour, the nature of the Canadian state, governmental institutions (Parliament, executives, bureaucracies), cities, federalism, courts and constitutional politics. | Department of Political Science | gender, indigenous, cities, institut, indigenous | SDG5, SDG10, SDG16, SDG11 |
| JPJ2046H | Law, Institutions, and Development | Department of Political Science | institut | SDG16 | |
| POL2408H | Political Economy of International Development | This course explores the political economy of development strategies within the context of neoliberal globalization. It focuses on both the evolving market-oriented approaches and alternative development strategies. Case studies drawn from Latin America, Asia and Africa examine the design, implementation, and performance of the various development models. This course, offered jointly by the Departments of Geography and Political Science, is restricted to graduate students. | Department of Political Science | globaliz | SDG9 |
| POL2317H | Politics and Policy Analysis | This seminar examines the prominent sources of labour precarity and how workers — across different institutional settings — respond to these threats. The course covers phenomena such as workplace technological change/automation, international trade, and the economic rise of China, as well as their consequences, including growing inequality, the revival of the radical right, protectionism, and demand for redistributive policies. | Department of Political Science | precarity, labour, worker, trade, inequality, equalit, institut | SDG1, SDG8, SDG10, SDG16 |
| POL2318H | Public Policy: Theories and Approaches | This course investigates Indigenous politics through land. We explore transnational Indigenous politics by focusing on material struggles over land. The course considers how global Indigenous land struggles are constituted through and cultivate relationships between Indigenous peoples, social ecologies, and more-than-human existents. As a seminar, we discuss Indigenous geontologies of land, water, and air across the Americas and in Oceania. | Department of Political Science | water, invest, indigenous, ocean, ocean, ecolog, land, indigenous | SDG6, SDG9, SDG10, SDG16, SDG14, SDG15 |
| POL2504H | Statistics for Political Scientists | This course is a graduate-level introductory course on the theory and application of statistical methods in empirical research in political science. It primarily targets Ph.D. students who wish to use statistical methods in their future research. The objective of the course is to provide these students with opportunities to acquire the foundational knowledge of statistics needed for further sophisticated statistical methods taught in more advanced courses and eventually self-taught in the future. Coverage includes: probability theory, descriptive statistics, descriptive, associational, and causal inference, and linear regression model. | Department of Political Science | knowledge | SDG4 |
| POL2372H | The Comparative Political Economy of Industrial Societies | An examination of the content, dynamics, and study of American political development. Possible topical focuses include: mechanisms and narratives of political development; state formation and institutional development; and race, ethnicity, and civil rights. | Department of Political Science | institut | SDG16 |
| POL2256Y | The G8, G20, and Global Governance | The development, participants, performance and reform of global summit governance, through a focus on the Group of Seven and Group of Twenty as informal “soft law” plurilateral summit institutions and their relationship with the “hard law” multilateral organizations of the United Nations and Bretton Woods bodies, especially in the 21st-century. It It then assesses the competing theories and models developed to describe and explain their performance on the key dimensions of global governance, and to evaluate various proposals for improving compliance with their commitments and broader reform. It examines the G7 and G20 diplomacy of the key summit members of the United States, China, Germany and Canada, with a concluding simulation of the next G7 summit, to be hosted by Germany in the spring of 2021. | Department of Political Science | institut, governance | SDG16 |
| PSL4040H | Big Data and Health | This course is for those with limited or no knowledge of functional magnetic resonance imaging (fMRI). We will cover some of the basic principals of this methodology including MR physics, experimental design, data pre-processing, statistical analysis, and results reporting. There will be opportunities to design your own experiment, analyse sample data, and consider some of the strengths, weaknesses and challenges of fMRI. The aim is that by the end of this course, you will have a good foundational understanding of fMRI as used in cognitive neuroscience, on which you can then build your own work and receive more detailed training from the research group in which you are based. | Department of Physiology | knowledge | SDG4 |
| PSL4030H | Clinical Physiology | The Clinical Physiology course will deliver thorough training in systems physiology and pathophysiology in the areas of: Cardiovascular Medicine Neurology Reproduction Medicine Endocrinology Based on real clinical cases presented by an expert faculty member, students will study the human body’s physiological systems and learn about techniques to assess their structure and function under physiological and pathophysiological conditions. All clinical examples will focus on key physiological principles and demonstrate real world examples of medical physiology. Experts in different medical disciplines will utilize patient examples to illustrate: integration of key physiological principals; how physiological systems maintain homeostasis under differing conditions relevant to medicine; how systems break down and the consequences of disease. Finally, the course will also highlight the significant translational potential emerging from the mechanistic and molecular analysis of physiological systems, which delivers new insight and treatable targets to, ultimately, improve the patients’ quality of life and clinical outcome. | Department of Physiology | production | SDG12 |
| PSL4050H | Collaboration in Commercialization in Physiology | This course examines the use of structural equation modeling to test measurement models and to analyze non‐experimental (correlational) designs with a focus on causal modeling and longitudinal designs. The methods will be illustrated with examples from personality, social, cognitive, and developmental psychology. | Department of Physiology | labor | SDG8 |
| JNR1444Y | Fundamentals of Neuroscience: Cellular and Molecular | PSL1000H students will complete the following three (3) course components: 1) Introduction to Scientific Communication Requirement; 2) Seminar Attendance Requirement; 3)PSL1000H Scientific Presentation Requirement 1) Introduction to Scientific Communication Requirement: An introductory didactic lecture on Scientific Communication (a 2 hr session) at the Department of Physiology New Graduate Student Orientation will be mandatory for all new students. This seminar will be presented by Dr. Michelle French, title: “Scientific Communication: Presentations and Writing”. This will give practical advice on scientific writing styles and also how to present your work in public, whether as a poster or an oral presentation. Existing students are encouraged to attend this session, if possible, but it will not be a requirement to pass the course if you have registered in the Graduate Program prior to May 2010. 2) Seminar attendance requirement: Each student is required to submit a “Seminar Course Attendance Record” form after they attend an eligible seminar in the Department of Physiology, as a record of their attendance. Students should print this form before they attend the seminar, as copies will not be provided. The form must be submitted into the basket in the seminar room at the end of the seminar. Late forms will not be accepted. Since this is an official U of T registered course for all Department of Physiology graduate students, each student MUST personally attend the seminar in full and never submit a form for another student. Students are required to attend at least 8 seminars per academic year. Eligible Seminars: Department of Physiology Seminar Series, Thursdays 4:00 pm in MSB 3227 These seminars are held on a weekly basis and are Platform-based; students can attend any of these seminars for credit. Seminars are also announced in PhysioLINK. Department of Physiology-sponsored Special Seminars: These seminars are held outside of the designated Thursday 4:00 pm seminar times, but are usually to host outside speakers that are here for other purposes. The Special Seminars that are eligible for the course will be indicated in the PhysiolLINK announcement. Department of Physiology Endowed Lectures – look for announcements in PhysioLINK Archibald Byron Macallum Lectureship Charles H. Best Lectureship and Award John K. and Mary E. Davidson Lectureship Distinguished Lectureships in Specific Collaborative Programs associated with the Department of Physiology – see their websites for more information Heart & Stroke/Richard Lewar Centre of Excellence for Cardiovascular Research - Distinguished Visiting Professors Series University of Toronto Neuroscience Program - Distinguished Lectureship Series Banting and Best Diabetes Centre Seminar Series NB – forms are required and will be collected at the end of the seminars as per above. 3) PSL1000H Scientific Presentation Requirement: Each student in the course will be required to present their work at least once over their degree program. This requirement is in place to encourage Supervisors to send their Students to Scientific Meetings, whether National (even local meetings are often very informative, and obviously affordable for all) or International. It is important for every student to experience a scientific meeting during their career training to put their work into the proper perspective in their respective fields. International or National Scientific Meeting • Oral or poster presentation Department of Physiology Research Grouping Meeting • Oral seminar presentation Provide a copy of the official poster acceptance or oral talk invitation from the Meeting Organizers to the Graduate Administrator, Rosalie Pang, at MSB 3217 or by email to rosalie.pang@utoronto.ca. If you have not been able to attend a Scientific Meeting over your degree, you should arrange to present a seminar to your Departmental Platform Research Group with the Platform Leader (this may include an invited Oral Presentation at FIP). This should be planned well in advance of your potential defense date to be sure that you have fulfilled all course requirements. Your Seminar Course record will be checked before you are allowed to schedule a defense. | Department of Physiology | affordab, labor, affordab | SDG1, SDG10, SDG8 |
| PSL1425H | Integrative Metabolism and Its Endocrine Regulation | This course will provide the student with current perspectives on metabolism and its endocrine regulation and emphasize the potential of the endocrine and metabolic field of investigation in obesity and diabetes research. The goal is to integrate the newest findings and experimental approaches from cellular and molecular areas into metabolic function at the tissue, organ and whole body level. | Department of Physiology | invest | SDG9 |
| PSL1445H | Mechanistic Molecular and Cellular Neuroscience | The purpose of this Graduate course is to give graduate students an overview and grounding in the fundamentals of neuroscience. This course designation is for the first half of a year-long lecture series whose main emphasis is on the cellular and molecular aspects of brain function. Graduate students may also take the second half of the course under the PSL446H designation if they would like to continue. The lecturers, all experts in their respective topics, are drawn from the different university departments and associated research institutes. Each year the course is updated to reflect the rapid evolution of ideas in neuroscience. The course is administered through the Department of Physiology and the Toronto Western Research Institute. This course is open to both graduate and senior undergraduate students, however, it is a rigorous course that has been primarily designed for graduate students. To facilitate extensive student-instructor interaction, enrollment will be capped. | Department of Physiology | institut | SDG16 |
| PSL4010Y | Mentored Literature Review Project in Physiology | This course will focus on the mechanisms currently utilized to bring discoveries to the marketplace. Specifically, the course will provide practical examples on how to expand a research program from an individual investigator working alone to setting up strategic collaborations. Potential collaborative partnerships include academics, biotech companies, and government agencies. Students will understand the importance of a cooperative work environment and how to nurture these partnerships. The course will provide examples of how to recognize the key characteristics of new basic science findings that are relevant to human health and outline how to engage in further development of these findings. It will take students through the basics of how to develop a business plan, utilizing the expertise of faculty who have been successful in taking their research to market. And it will require students to think “outside the box” and generate novel strategies to take their own ideas derived from new knowledge to propose a product that will fit a Canadian economic target. | Department of Physiology | knowledge, labor, invest | SDG4, SDG8, SDG9 |
| PSL1446H | Molecular and Celluar Aspects of Neural Disorders | The purpose of this Graduate course is to give graduate students an overview and grounding in the fundamentals of neuroscience. This course designation is for the second half of a year-long lecture series whose main emphasis is on the cellular and molecular aspects of brain function. The lecturers, all experts in their respective topics, are drawn from the different university departments and associated research institutes. Each year the course is updated to reflect the rapid evolution of ideas in neuroscience. The course is administered through the Department of Physiology and the Toronto Western Research Institute; lectures will be held at the Medical Sciences Building Room on Tuesdays from 4:30 to 7:30 p.m. in Room MS RM#3278 to facilitate extensive student-instructor interaction, enrollment will be capped. | Department of Physiology | institut | SDG16 |
| PSL2000H | PhD Seminars in Physiology | PSL2000H students will complete the following four (4) course components: 1) Introduction to Scientific Communication Requirement; 2) Seminar Attendance Requirement; 3) PSL2000H Scientific Presentation Requirement: 4) Graduate Professional Development Course Component 1) Introduction to Scientific Communication Requirement: An introductory didactic lecture on Scientific Communication (a 2 hr session) at the Department of Physiology New Graduate Student Orientation will be mandatory for all new students. This seminar will be presented by Dr. Michelle French, title: “Scientific Communication: Presentations and Writing”. This will give practical advice on scientific writing styles and also how to present your work in public, whether as a poster or an oral presentation. Existing students are encouraged to attend this session, if possible, but it will not be a requirement to pass the course if you have registered in the Graduate Program prior to May 2010. 2) Seminar attendance requirement: Each student is required to submit a “Seminar Course Attendance Record” form after they attend an eligible seminar in the Department of Physiology, as a record of their attendance. Students should print this form before they attend the seminar, as copies will not be provided. The form must be submitted into the basket in the seminar room at the end of the seminar. Late forms will not be accepted. Since this is an official U of T registered course for all Department of Physiology graduate students, each student MUST personally attend the seminar in full and never submit a form for another student. Students are required to attend at least 8 seminars per academic year. Eligible Seminars: Department of Physiology Seminar Series, Thursdays 4:00 pm in MSB 3227 These seminars are held on a weekly basis and are Platform-based; students can attend any of these seminars for credit. These are announced in PhysioLINK. Department of Physiology-sponsored Special Seminars These seminars are held outside of the designated Thursday 4:00 pm seminar times, but are usually to host outside speakers that are here for other purposes. The Special Seminars that are eligible for the course will be indicated in the PhysiolLINK announcement. Department of Physiology Endowed Lectures – look for announcements in PhysioLINK Archibald Byron Macallum Lectureship Charles H. Best Lectureship and Award John K. and Mary E. Davidson Lectureship Distinguished Lectureships in Specific Collaborative Programs associated with the Department of Physiology – see their websites for more information Heart & Stroke/Richard Lewar Centre of Excellence for Cardiovascular Research - Distinguished Visiting Professors Series University of Toronto Neuroscience Program - Distinguished Lectureship Series Banting and Best Diabetes Centre Seminar Series NB – forms are required and will be collected at the end of the seminars as per above. 3) PSL2000H Scientific Presentation Requirement: Each student in the course will be required to present their work at least once over their degree program. This requirement is in place to encourage Supervisors to send their Students to Scientific Meetings, whether National (even local meetings are often very informative, and obviously affordable for all) or International. It is important for every student to experience a scientific meeting during their career training to put their work into the proper perspective in their respective fields. International or National Scientific Meeting • Oral presentation Department of Physiology Research Grouping Meeting • Oral seminar presentation Provide a copy of the official oral talk invitation from the Meeting Organizers to the Graduate Administrator, Rosalie Pang, at MSB 3217 or by email to rosalie.pang@utoronto.ca. If you have not been able to attend a Scientific Meeting over your degree, you should arrange to present a seminar to your Departmental Platform Research Group with the Platform Leader (this may include an invited Oral Presentation at FIP). This should be planned well in advance of your potential defense date to be sure that you have fulfilled all course requirements. Your Seminar Course record will be checked before you are allowed to schedule a defense. Evaluation: Seminar attendance: 60% Lecture attendance: 10% Presentation of Research: 30% 4) Graduate Professional Development Course Component This is a graduate level course component focused on developing the academic and professional skills required to succeed during and beyond graduate education in basic biomedical sciences such as physiology. The primary goals of this course are for students to 1) realize skills and interests; 2) explore career options; 3) learn how to set a professional development plan; 4) learn how to effectively market oneself during and after graduate school. Interactive lectures will include expert lecturers and classroom discussions regarding the practical aspects of succeeding in graduate school, mentoring, leadership, finding successful collaborations, developing strong written and oral communication skills, further training as a postdoctoral fellow, effective networking, integrating family commitments, career transitions, CVs and Resumes; career options in and out of academia, job search methods, creating the career pathway, maintaining career development and other core competency skills. Graduate Professional Development is all about empowering trainees to be market ready. **This course component is mandatory for students who began their graduate program studies in 2017 and onward** | Department of Physiology | affordab, labor, affordab, transit | SDG1, SDG10, SDG8, SDG11 |
| PSL1421H | Pregnancy and Birth: From Implantation to Newborn Life | The course will provide a general overview of the integrated physiologic events associated with pregnancy and birth. The approach will be to consider physiologic processes (e.g., implantation, maternal adaptations to pregnancy, parturition, physiologic consequences associated with the transition from fetal to neonatal life, etc.) using insights gained from studies of humans, animals, cells and genes. Where appropriate the clinical consequences of aberrant development will be reviewed. Topics that may be discussed within this course include: Embryo development Implantation; interactions between embryo and endometrium Trophoblast invasion and formation of placenta Maternal recognition of pregnancy Maternal adaptation to pregnancy Fetal cardiovascular system Fetal renal system Fetal lung development and respiratory system Fetal brain Fetal growth Fetal endocrinology Endocrinology / physiology of labour The fetus as a patient Transition from fetal to newborn life The fetus and adult health | Department of Physiology | labour, transit, animal, animal | SDG8, SDG11, SDG14, SDG15 |
| PSL1066H | Research Grant Proposal | The overall goal of this graduate-only seminar-style course is to provide graduate students with a foundation to sharpen their biomedical research analytical and presentation skills, with an emphasis on endocrinology and hormone action. To achieve this goal, students will be assigned current highly-impactful papers within the field of physiology with an emphasis on metabolism, obesity and diabetes. Students will read and then present specified papers to the class and core faculty members. Faculty will facilitate the discussion of major findings of the papers with the presenter and their classmates. Through this exercise the students will: (i) be exposed to the latest experimental approaches to study how various hormones exert their effects on key metabolic organs to regulate energy homeostasis; (ii) learn how to evaluate papers with an emphasis on critical assessment and (iii) devise potential experiments to address some of the limitations of these papers. In a second aspect of the course students will also be introduced to some of the most recent technologies available in Toronto that can be applied to the fields of metabolism, diabetes and obesity. In a third aspect of the course, students will be asked to write a pilot grant related to their thesis hypothesis that utilizes some of the methods and lines of research discussed in the course. | Department of Physiology | energy | SDG7 |
| PSL1441H | Systems Level Neuroplasticity | Changing the strength of connections between neurons has been widely assumed to be the basic mechanism by which many kinds of information are encoded and stored in the central nervous system. This course will examine the basic structure of selected sensory and motor systems with strong emphasis on cutting edge clinical research from experts at affiliated hospitals and research institutes. We will examine auditory function and developmental plasticity as it relates to cochlear implants for deaf children; and then motor physiology and function, and how it can also be enhanced by deep brain stimulation to reverse the burden of movement disorders. We will then turn to epilepsy and animal models of epilepsy showing how a focus of excitation may, via plasticity, create a hyper-exicitable network that can seize the whole body. We will then cover hippocampal memory systems in humans in the realm of epilepsy surgical therapy, followed by cortical memory systems that lead to dementia and Alzheimer's. Finally, we will explore large-scale virtual models of the brain based on new technologies in imaging. Can we model and predict diseases with a virtual brain? Students will attend both fundamental and research level lectures and should formulate from the content an essay worth 25% related to the dynamic or plastic nature of the brain, be it good, bad or both. Lectures will be complemented by an essay on some aspect of adaptive brain change in one of these systems to be completed by the student. | Department of Physiology | animal, animal, institut | SDG14, SDG15, SDG16 |
| PSL1432H | Theoretical Physiology | This course deals with the mathematical principles of control and learning in the sensorimotor systems of the brain. | Department of Physiology | learning | SDG4 |
| PSY5205H | Memory | Oscillations are ubiquitous in the brain. In this course, we will discuss theoretical, methodological, and empirical aspects of neural oscillations. This involves discussions about how neural oscillations are typically measured and analyzed, and the conceptual and methodological challenges associated with neural oscillations. We will further discuss recent empirical work investigating neural oscillations in a variety of contexts (perception, cognition, health vs. disease, etc.). We will also briefly cover background about the recording techniques typically used to measure neural oscillations in cognitive neuroscience research (EEG, MEG, electrophysiology). Students will have multiple opportunities to hone their presentation and writing skills in this course. At the end of the course, we hope the successful student will have a detailed understanding of the common measures and methods associated with neural oscillations, be able to identify potential challenges in empirical papers, have knowledge about the most common associations between neural oscillations and perceptual/cognitive functions, and be able to use this knowledge to advance their own research. | Department of Psychology | knowledge, invest | SDG4, SDG9 |
| PSY5402H | Personality | The course will introduce the emerging field of contemplative science, a rapidly growing, interdisciplinary subfield of psychology whose purpose is to understand the effects of introspective practices aimed at cultivating well‐being. The curriculum will review successes and challenges across several mechanistic lines of inquiry, including research on attention, self‐reference, emotion regulation, and body awareness. Interdisciplinary evidence will be addressed, beginning with the establishment of clinical effects and then branching out into investigations using cognitive, social, developmental and neuroscientific paradigms. A brief overview of historical contemplative traditions will be included and contrasted against scientific areas of focus. | Department of Psychology | invest | SDG9 |
| PSY3001H | Professional Psychology | This is the first half of Professional Psychology, for PhD1 students. It will cover topics to help you succeed in graduate school, including research ethics, mental health, scholarship writing, being an effective TA, and professional relationships. The second half of Professional Psychology will occur in the PhD3 year, and will focus in preparing for your post‐graduate career. | Department of Psychology | mental health | SDG3 |
| PSY3100H | Psychological Science Skills | Over recent years computer programming skills have become a requirement for conducting psychological research across many subdisciplines. We designed this module to provide new graduate students with foundational programming skills that will enable their later acquisition of more specialized methods. It will begin with introductory concepts and good practices (e.g., version control, logistical statements, and debugging). We will then move on to experiment programming, surveying specialized software for stimulus presentation (e.g., PsychoPy, Psychtoolbpx, Inquisit, and Qualtrics), with a focus on PsychoPy. No computer programming background is expected or required. We are sometimes guilty of viewing our teaching as distinct from our research but, in fact, there is an ever‐growing research base underlying effective teaching. Given how important our teaching role is, we should be aware of that evidence‐base as well, and we should base our efforts and approaches in the classroom on that evidence. In this course we will discuss research on issues such as how to enhance student engagement, the effective use of micro‐learning, how assessments can be used to deepen learning and promote skill development, how to enhance community with a class, and how to best prepare students for a successful future. We will also consider the role of educational technologies in the future of education. This module builds off foundational skills developed in Programming for Psychology 1, but focuses on working with data in R. Wee will cover data management, restructuring, and quality control followed by data visualization. A variety of tools will be surveyed, but most examples will be taught in R and will involve the application of tools included in Tidyverse packages. Background in computer programming is not required, but students are encouraged to take Programming for Psychology 1 before this module to become comfortable with version control and basic programming concepts. In this module I will introduce important concepts for understanding machine learning techniques. We will then work on practical, hands‐on exercises for using machine learning methods in psychological research. Students are encouraged to bring data from their own research projects for the applied, hands‐on component. A basic understanding of programming in Python and/or R is prerequisite. This module is designed for graduate students with diverse backgrounds (neuroscience, brain physiology, perception, cognition, abnormal psychology) who would like to apply computational modelling techniques to study cognition, perception, or abnormal behaviour. The course will teach not only the theory of computational modeling, but also demonstrate open‐source software in application to example data sets. | Department of Psychology | learning | SDG4 |
| PSY5403H | Social Cognition | This course is intended to introduce students to contemporary models of personality processes and dynamics that focus on understanding persons in context. Topics to be covered include: methods of ecological momentary assessment, models of the structure and organization of psychological situations, models of the momentary person‐situation interaction processes that underlie long‐term personality continuity, development, and change (e.g., the PERM, PERSOC, and TESSERA frameworks), interpersonal models that emphasize the importance of other people in defining the psychological situation for the person, and the correlates and consequences of how people both perceive and are perceived by the social world around them. | Department of Psychology | ecolog | SDG15 |
| PSY2001H | Statistics I | Over recent years computer programming skills have become a requirement for conducting psychological research across many subdisciplines. We designed this module to provide new graduate students with foundational programming skills that will enable their later acquisition of more specialized methods. It will begin with introductory concepts and good practices (e.g., version control, logistical statements, and debugging). We will then move on to experiment programming, surveying specialized software for stimulus presentation (e.g., PsychoPy, Psychtoolbpx, Inquisit, and Qualtrics), with a focus on PsychoPy. No computer programming background is expected or required. We are sometimes guilty of viewing our teaching as distinct from our research but, in fact, there is an ever‐growing research base underlying effective teaching. Given how important our teaching role is, we should be aware of that evidence‐base as well, and we should base our efforts and approaches in the classroom on that evidence. In this course we will discuss research on issues such as how to enhance student engagement, the effective use of micro‐learning, how assessments can be used to deepen learning and promote skill development, how to enhance community with a class, and how to best prepare students for a successful future. We will also consider the role of educational technologies in the future of education. This module builds off foundational skills developed in Programming for Psychology 1, but focuses on working with data in R. Wee will cover data management, restructuring, and quality control followed by data visualization. A variety of tools will be surveyed, but most examples will be taught in R and will involve the application of tools included in Tidyverse packages. Background in computer programming is not required, but students are encouraged to take Programming for Psychology 1 before this module to become comfortable with version control and basic programming concepts. In this module I will introduce important concepts for understanding machine learning techniques. We will then work on practical, hands‐on exercises for using machine learning methods in psychological research. Students are encouraged to bring data from their own research projects for the applied, hands‐on component. A basic understanding of programming in Python and/or R is prerequisite. This module is designed for graduate students with diverse backgrounds (neuroscience, brain physiology, perception, cognition, abnormal psychology) who would like to apply computational modelling techniques to study cognition, perception, or abnormal behaviour. The course will teach not only the theory of computational modeling, but also demonstrate open‐source software in application to example data sets. | Department of Psychology | learning | SDG4 |
| PSY2002H | Statistics II | This course will provide a practical introduction to a number of different advanced statistical methods used in psychological research. Specifically, the course will cover the following topics: (1) Path analysis and Mediation; (2) Mixed effects/multilevel modelling; (3) Non‐gaussian models (e.g., logistic regression) and bootstrapping; (4) Bayesian Hypothesis Testing; (5) Factor analysis, including exploratory factor analysis/principal components analysis, confirmatory factor analysis, and cluster analysis; (6) Structural Equation Modelling; and, (7) Time‐based analysis like time series, lagged regression, and latent growth curves. The course will place a strong emphasis on practical application, such that every class will include demonstrations, electronic copies of sample syntax in SPSS and R, and brief computer‐based data analysis exercises. You will also learn to be an active consumer of quantitative psychology articles, as well as develop generalizable strategies for statistical reporting. You will only need to be familiar with one of the following statistical packages: R or SPSS. The course will have a final project where you will be required to use one of the analyses you learn in class to analyze your own data or public data and then write methods, results, and discussion sections that describe your findings. You will also be expected to complete lab assignments that involve conducting analyses on example datasets in the statistical software package of your choice. The goal is for you to leave the class with an understanding of when and how to apply each of the statistical techniques you learn. Knowledge of these modern statistical tools will increase the flexibility of your research designs and the statistical rigour with which you analyze your data. | Department of Psychology | knowledge, consum | SDG4, SDG12 |
| REH3100H | Advanced Rehabilitation Research Issues | This senior level course is intended to provide the student with an in-depth review of issues in rehabilitation science such as economic models, Rasch analysis techniques, utility models, rehabilitation informatics, knowledge translation, etc. Faculty from the PhD program will provide lead seminars in these topics. | Rehabilitation Sciences Institute | knowledge | SDG4 |
| REH3140H | Disability, Embodiment, and Voice in the Rehabilitation Science Context | The course begins with a discussion of different theoretical and methodological approaches to gender, sex, work and health. The contributions of sex and gender theory and methods to quantitative and qualitative research on work and health are critically examined. In particular, it will explore different strategies for bringing a sex/gender lens to research and outline various approaches to conducting sex- and gender-based analysis. The course will focus on how gender, work and health perspectives play out in substantive research areas including musculoskeletal injuries, sleep disorders, traumatic brain injury, paid and unpaid caregiving, parenting, issues related to children and older adults as well as relevant knowledge mobilization approaches. As a seminar course the requirements include class participation, leading a class seminar, a short critical reflection essay, a term paper outline, and final term paper that is a critical review of sex and gender informed literature related to a work and health topic of each student’s area of research interest. Alternative assignments may be considered with permission of instructor. | Rehabilitation Sciences Institute | disabilit, knowledge, gender | SDG3, SDG4, SDG5 |
| REH1510H | Disordered and Restorative Motor Control | This course which will consist of seminars, tutorials and laboratories will focus on the physical assessment of the function/dysfunction of the neuromuscular system. Specific sensorimotor functions including reaching, upright posture, gait and lower extremity movement will be analyzed. The functions will be analyzed conceptually as to their importance for a healthy life style, measured using state of the art technology in select patient populations and compared to normative parameters in the current literature. Tutorials will focus on strategies to minimize physical dysfunction and optimize performance. Students will be responsible for preparing background material in seminars for each of the sensorimotor functions included in the course. | Rehabilitation Sciences Institute | labor | SDG8 |
| REH3500H | Gender, Work and Health | The course begins with a discussion of different theoretical and methodological approaches to gender, sex, work and health. The contributions of sex and gender theory and methods to quantitative and qualitative research on work and health are critically examined. In particular, it will explore different strategies for bringing a sex/gender lens to research and outline various approaches to conducting sex- and gender-based analysis. The course will focus on how gender, work and health perspectives play out in substantive research areas including musculoskeletal injuries, sleep disorders, traumatic brain injury, paid and unpaid caregiving, parenting, issues related to children and older adults as well as relevant knowledge mobilization approaches. As a seminar course the requirements include class participation, leading a class seminar, a short critical reflection essay, a term paper outline, and final term paper that is a critical review of sex and gender informed literature related to a work and health topic of each student’s area of research interest. Alternative assignments may be considered with permission of instructor. | Rehabilitation Sciences Institute | knowledge, gender | SDG4, SDG5 |
| REH3301H | Knowledge Translation in Rehabilitation: Foundational Knowledge and Innovative Applications | In this course, students with be introduced to a variety of methods for completing scholarly literature reviews in the field of rehabilitation sciences. This will include systematic literature reviews, qualitative meta-syntheses, quantitative meta-analyses, and scoping reviews. Students will be taught systematic methods in order to be able to: i) define a review question; ii) develop effective search strategies; iii) retrieve relevant evidence; iv) review and critically appraise evidence gathered; v) analyse and synthesize the findings; vi) develop research and clinically-relevant recommendations from the synthesized review. This course will consist of both faculty and student led lectures, seminars and discussions. Students will apply the principles they have learned within the course to develop a review protocol. | Rehabilitation Sciences Institute | knowledge | SDG4 |
| REH2001Y | Rehabilitation Presentations and Proceedings | In this course, students will learn the fundamental concepts of knowledge translation as they are applied to the delivery of health care services. Examples from all aspects of health care delivery will be provided with strong emphasis on the delivery of rehabilitation. The course is designed to give students sounds skills in the current state of science in the field of knowledge translation. The course will focus on the understanding and application of theories and frameworks as they are applied to knowledge translation, the use of integrated knowledge translation models, knowledge translation strategies and their effectiveness, the development of knowledge translation plans for the dissemination of research, organizational change and its relevance to the field, and examples of knowledge translation innovations and exemplars in the rehabilitation community. The course will run weekly for 12 weeks, and each class will be 2 hours in length. In general, the first hour will be the introduction of a topic, either with the course instructor or a guest speaker, and the second hour will be an application of the topic either as small or large group work that will facilitate critical thinking and discussion. | Rehabilitation Sciences Institute | health care, knowledge | SDG3, SDG4 |
| RLG3461H | Sanskrit Readings II | This course places Islamic Law within the wider debates on law and society, a field that evolved out of the social scientific study of law, with a special focus on the anthropology of Islamic Law. It is organized thematically, and combines readings from different periods, emphasizing the profound changes to Islamic law and society since the nineteenth century. The course will be mostly focused on the early modern and modern Islamic history, and will not delve into the debates of the formation of Islamic Law, legal schools and genres. Each session will combine theoretical readings addressing the questions we will be tackling in the nexus of law/ society, and we will address various substantive topics (like gender, property, punishment, war). | Department for the Study of Religion | gender | SDG5 |
| RLG3634H | Worship and Scripture at Qumran | This course focuses on debates in ancient Indian history and religion, particularly as they focus on questions of gender, the body, and sexuality. It will draw upon the formative literature of Indian traditions-the Vedas and vedangas, through the classical period of the Hindu epics, as well as on Buddhist and Jain sources. How is the body conceptualized, what are the theoretical supports for the construction of gender? How are these topics debated, and how do their subsequent resolutions intersect with discourses of power? The course will be of interest to students of the religious traditions, history, and literature of ancient and classical India. | Department for the Study of Religion | gender | SDG5 |
| SDS1000H | Theories and Methods in Sexuality | This course serves as the core requirement for the collaborative specialization in Sexual Diversity Studies. It covers important theories, methods, and historical movements in queer, trans, and sexuality studies across the disciplines. It approaches sexuality studies through an intersectional lens by examining how colonialism, settler colonialism, migration, class structure, and neoliberalism shape and are shaped by gender and sexual minorities locally and globally. | Sexual Diversity Studies | settler, gender, queer, labor, minorit | SDG4, SDG5, SDG8, SDG10 |
| TRF9026H | Studies Elsewhere | A cultural history of the Ukrainian capital: Ukrainian, Russian, Polish and Jewish ”versions” of the city; artworks and literary texts that capture the complexity of Kyivan history and culture. | School of Graduate Studies | capital | SDG9 |
| TRF9027H | Studies Elsewhere | This course investigates various language pedagogy approaches and theories discussed in pedagogical literature, and during seminars takes a practical approach to language pedagogy by improving teaching practice and by addressing the issues that arise during TAs’ teaching. This course helps experienced and inexperienced language teachers to develop understanding of learning and teaching a foreign language. All readings, activities, and projects will encourage trainees to think through problems and approaches to teaching. Course assignments and tasks will be modeled on assignments and tasks typical of the foreign language classroom. | School of Graduate Studies | pedagogy, learning, invest | SDG4, SDG9 |
| SLA1405H | Contemporary East European Cinemas | This course will examine stylistic innovations and production practices in contemporary national cinemas of Eastern Europe through the framework of film theory and critical writing concerned with cinema's audiovisual appeal to viewers, as well as questions of nationalism, historical memory, and the transitions to democracy and capitalism in the region. In part, our project will be to determine how contemporary East European films effectively inform understandings of current sociopolitical conditions and historical developments. We will examine how filmmakers position their work concerning the social and political changes in Eastern Europe since 1989. As we consider contemporary film production and reception, we will use theory to investigate the transition of East European national cinemas from state subsidization and control toward the impact of market forces, international film festivals, and hybrid financing models. Another goal of the course will be to study the discursive attempts to define new developments in East European cinemas in terms of "New Wave" rhetoric, which serves international marketing purposes and foregrounds a conceptual framework based on aesthetic unity. We will consider the historiographical and aesthetic implications of periodizing and categorizing contemporary East European cinema as a response to the loss of national and historical cohesion. | Department of Slavic Languages and Literatures | capital, invest, transit, production, nationalism, democra | SDG9, SDG11, SDG12, SDG16 |
| SLA1315H | Intellectual Traditions, Culture, and Literature: Trajectories in Poland | An examination of the modernist movement (1890-1914) in Ukrainian literature. Readings in the authors of the Moloda muza and the Ukrains’ka khata groups as well as other authors. Among the issues examined in the course are questions of genre, gender, nationality, decadence, morality, social issues, and the relation of Ukrainian modernism to other modernist movements in European literatures. | Department of Slavic Languages and Literatures | gender, land | SDG5, SDG15 |
| SLA1039H | Kyiv-Kiev-Kijow: A City and the Texts | A cultural history of the Ukrainian capital: Ukrainian, Russian, Polish and Jewish ”versions” of the city; artworks and literary texts that capture the complexity of Kyivan history and culture. | Department of Slavic Languages and Literatures | capital | SDG9 |
| SLA1330H | Literature and Science | This course will examine stylistic innovations and production practices in contemporary national cinemas of Eastern Europe through the framework of film theory and critical writing concerned with cinema's audiovisual appeal to viewers, as well as questions of nationalism, historical memory, and the transitions to democracy and capitalism in the region. In part, our project will be to determine how contemporary East European films effectively inform understandings of current sociopolitical conditions and historical developments. We will examine how filmmakers position their work concerning the social and political changes in Eastern Europe since 1989. As we consider contemporary film production and reception, we will use theory to investigate the transition of East European national cinemas from state subsidization and control toward the impact of market forces, international film festivals, and hybrid financing models. Another goal of the course will be to study the discursive attempts to define new developments in East European cinemas in terms of "New Wave" rhetoric, which serves international marketing purposes and foregrounds a conceptual framework based on aesthetic unity. We will consider the historiographical and aesthetic implications of periodizing and categorizing contemporary East European cinema as a response to the loss of national and historical cohesion. | Department of Slavic Languages and Literatures | capital, invest, transit, production, nationalism, democra | SDG9, SDG11, SDG12, SDG16 |
| SLA1040H | Methods of Teaching Slavic Languages | Study of the basic grammar of the oldest Slavic religious texts. Reading and translation of selected texts, which are presented in both the old Cyrillic alphabet and modern Latin alphabet transcription (similar to Czech and Polish). Prerequisite: Good reading knowledge of one modern Slavic language. | Department of Slavic Languages and Literatures | knowledge | SDG4 |
| SLA1220H | Nineteenth Century Russian Thinkers | Survey of major movements and institutions (salons, literary groups, albums, almanacs, journals, censorship), familiar and less studied writers and intellectuals of the first half of the nineteenth century. Romanticism as literary movement, cultural ideology, and lifestyle. Survey of key literary genres and themes. Emergence of literature as profession, public sphere, and commerce. The rise of literary criticism. Literature and nationalism. Russian cultural aspirations in European context. Taught in English, all readings in English. | Department of Slavic Languages and Literatures | institut, nationalism | SDG16 |
| SLA1229H | Russian Literature Between Tradition and Modernity | This course examines Vladimir Nabokov's novels, written both in his “Russian” and “American” periods of creative activity. Special attention is paid to the nature and evolution of Nabokov's aesthetics; the place of his Russian- and English-language novels in the European literary tradition; Nabokov's creative uses of exile to artistic, philosophical and ideological ends; and the implications of the writer's switch from Russian to English as his primary language of artistic expression. Taught in English. All readings are in English. No prior knowledge of Russian literature and culture is required. | Department of Slavic Languages and Literatures | knowledge | SDG4 |
| SLA1225H | Russian Literature in the Age of Empire | Russian poetry, prose, and literary criticism from the late 1880s until 1940. Topics include: Russia’s fin-de-siècle culture in its European context; the main aesthetic and philosophical trends informing the modernist field and the current theoretical problems in the study of the modernist period; the modernist renewal of Russian poetry, including a survey of the period’s representative figures and texts; experiments with narrative and genre in the prose of the 1910s-30s, in Russia and in emigration; conservative reactions to modernism, from L. Tolstoi to Socialist Realism; the modernist strategies of survival (metanarratives, children’s literature, internal and external exile, literature of the absurd). Readings may include: Chekhov, Solov’ev, Bunin, Z. Gippius, Sologub, Rozanov, Annenskii, Blok, Belyi, Kuzmin, Babel’, Esenin, Zamiatin, Pasternak, Mandel’shtam, Platonov, Zoshchenko, Tsvetaeva, Kharms, A. Tolstoi, Nabokov, Bulgakov, Khodasevich. Taught in Russian. Readings in Russian and English. | Department of Slavic Languages and Literatures | conserv, conserv | SDG14, SDG15 |
| SLA1233H | Studies in Modern Russian Poets | What has happened to the relationship between performance and religion? Has the Enlightenment project successfully secularized Western civilization and our thinking about a human subject in light of its most important horizon – the finitude of existence? Or can we still decipher religious thinking in the works of theatre artists whose practice, like that of the leading Western philosophers, such as Walter Benjamin, Emmanuel Lévinas, and Jacque Derrida, still bear traces of theological underpinnings when dealing with this finitude? These questions, among others, lead our investigation into transgressive cryptotheologies at the crossroads of performance, philosophy and religion in the Western theatre of the 20 th and 21 st centuries. | Department of Slavic Languages and Literatures | invest | SDG9 |
| SLA1207H | The Imaginary Jew | The course examines the major Russian social and political thinkers and movements in the nineteenth century, and the historical, philosophical and literary contexts in which they were writing. Topics studied may include: the Russian Enlightenment and the growth of rationalism; Decembrism; Chaadaev’s “Philosophical Letter”; Russian Hegelianism; the Slavophiles and Westernisers; Herzen and Russian socialism; the tradition of Russian literary criticism from Belinsky to Pisarev; nihilists, liberals and conservatives in the mid-nineteenth century; populism and anarchism; the foundations of Marxism in Russia. Taught in a combination of lectures and seminars, with weekly readings in English and, for Russian majors, in the original. | Department of Slavic Languages and Literatures | conserv, conserv | SDG14, SDG15 |
| SLA1240H | Tolstoy | The trajectories of Poland’s intellectual and cultural traditions provide some useful examples of national and international transfers of ideas between historians, political thinkers, writers, and artists. Each time the course is offered, it focuses on a selected few concepts, such as tolerance and freedom, Polish republicanism and liberalism, the idea of a nation, Polish religious thought, the role of intelligentsia and intellectual institutions, backwardness and modernization and culture wars of recent years. Our readings span from the 15 th to the 21 st centuries and pair political thinkers and historians with writers and political and cultural theoreticians across the centuries in order to make their ideas engage with and illuminate each other. Pawel Wlodkowic’s 15 th century ideas on freedom may be thus read together with Adam Mickiewicz’s 19 th century Books or Bolesław Prus’s journalism, and with Józef Tischner’s 20 th-century reflection on post-1989 condition of freedom. Our analysis of religious ideas can see the 16 th-century poems of Mikołaj Sęp-Szarzyński converse with Piotr Skarga’s fierce counter-reformation and Czesław Miłosz’s or Leszek Kołakowski’s essays. Such readings are placed within the theoretical discussions regarding intellectual history (e.g. Dominick LaCapra), and relations between such history and culture. | Department of Slavic Languages and Literatures | land, institut | SDG15, SDG16 |
| SLA1239H | Vladimir Nabokov | A study of the development of the modernist cultural formation in Poland from the fin de siècle to the aftermath of WWII. Discussions about terminological wars and conflicting understandings of the culture of modernism are aided by important literary works of Polish modernism, literary theory, philosophy, and concepts developed by sociology and political science. | Department of Slavic Languages and Literatures | land | SDG15 |
| SLP1508Y | Advanced Clinical Laboratory in Speech-Language Pathology | Students continue to expand clinical experiences leading to further development of professional skills in speech-language pathology for individuals with neurogenic and/or structurally related disorders and their families. Supplemental placements are integrated as necessary. | Department of Speech-Language Pathology | labor | SDG8 |
| SLP1535H | Advanced Principles of Clinical Practice | Students acquire knowledge about issues of relevance to the clinical practice of speech-language pathology in a variety of settings. | Department of Speech-Language Pathology | knowledge | SDG4 |
| SLP1502Y | Anatomy and Embryology | Students learn anatomy and neuroanatomy pertinent to speech production and hearing. Lectures and labs integrate theoretical and practical knowledge. | Department of Speech-Language Pathology | knowledge, production | SDG4, SDG12 |
| SLP1533Y | Aphasia | Students examine the neuroanatomical, neurophysiological and neuro-cognitive mechanisms underlying aphasia and develop functional knowledge of assessment and treatment of aphasia. | Department of Speech-Language Pathology | knowledge | SDG4 |
| SLP1503Y | Articulation and Related Disorders | Students acquire information about the nature and characteristics of various speech disorders, as well as methods for their assessment and treatment. Laboratory experience in phonetic transcription is provided. | Department of Speech-Language Pathology | labor | SDG8 |
| SLP1505Y | Child Language I | Students acquire knowledge of the acquisition and assessment of communication skills in children and adolescents. Theoretical knowledge of developmental stages is linked to the assessment process. | Department of Speech-Language Pathology | knowledge | SDG4 |
| SLP1527H | Clinical Analysis of Communication and Swallowing Disorders | Students acquire in-depth knowledge of objective and theoretically- based methods of diagnosis and treatment in special topic areas. | Department of Speech-Language Pathology | knowledge | SDG4 |
| SLP1532H | Clinical Laboratory in Hearing Disorders | Students develop basic hearing assessment and treatment skills and apply knowledge regarding ramifications of hearing loss. | Department of Speech-Language Pathology | knowledge, labor | SDG4, SDG8 |
| SLP1507H | Clinical Laboratory in Speech-Language Pathology | Students expand clinical experiences leading to the further development of professional skills in practice areas studied to date. Supplemental placements are integrated as necessary. | Department of Speech-Language Pathology | labor | SDG8 |
| SLP1529H | Fluency Disorders | Students acquire knowledge about normal and disordered speech fluency. In addition, current theoretical models of fluency, research on management procedures and their underlying rationales are emphasized. | Department of Speech-Language Pathology | knowledge | SDG4 |
| SLP1534H | Motor Speech Disorders | Students acquire knowledge of the dysarthrias in adulthood due to strokes, tumours and disease processes. Functional knowledge of assessment, diagnosis, and treatment are addressed. | Department of Speech-Language Pathology | knowledge | SDG4 |
| SLP1538H | Neurocognitive Communication Disorders | This course offers a survey of some foundational theories, ongoing debates and new directions in the sociology of im/migration. Two important questions that we will discuss throughout the semester are the following: First, what are the causes and characteristics of im/migration today? And second, what is the relationship between inequality and im/migration? The course readings overlap with parts of the Race, Ethnicity, and Immigration comprehensive exam. As such, it is to the students’ benefit to keep up with the readings if they intend to take the exam in the future. While prior exposure to migration scholarship is not required, I expect students to come to class having read the assigned material for that week, and willing to engage the readings with an open mind. Most classes will begin with a brief overview of the material and then segue into a structured discussion during which everyone will be expected to participate enthusiastically and thoughtfully. Participation is not only about speaking up, but also (and perhaps more importantly) about listening to and engaging thoughtfully with what others are saying. | Department of Speech-Language Pathology | inequality, equalit | SDG10 |
| SLP1522Y | Speech Physiology and Acoustics | Students learn the biological aspects of human speech production and methods used in its physical analysis (e.g., acoustics, aerodynamics, and kinematics). | Department of Speech-Language Pathology | production | SDG12 |
| SOC6708H | Advanced Data Analysis | Becoming effective teachers of sociology is both an art and a science. It requires us to combine evidence-based practices, pedagogical theory, reflective work, and creativity as we establish our personal teaching philosophies and bring them to life in the classroom. This seminar is designed to help you through this process, whether you already have experience teaching or have never stood in front of a classroom before. We will come together collaboratively as a learning community to discuss, debate, and share feedback. The seminar covers four primary areas: 1) pedagogical theory, with an emphasis on critical pedagogies, 2) course design, 3) student engagement, and 4) articulating your teaching philosophy and experiences to others. Those who successfully complete the course will have engaged in (virtual) classroom observations, developed a course syllabus with at least one accompanying sample assignment, received feedback on a teaching demonstration, and prepared a teaching dossier including a statement of teaching philosophy. | Department of Sociology | learning, labor | SDG4, SDG8 |
| SOC6109H | Ethnicity II | This is a seminar designed to cultivate and practice the art of feminist theorizing. We will cover important feminist theoretical developments with a keen focus on the process and methods as toolkits for our own research. This seminar is interdisciplinary, reflecting the history of feminist theory as a collective endeavor across multiple disciplines. We will emphasize how we as social scientists build theory from empirical research. Simultaneously, we will practice theory in a three-stage structured workshop format to develop individual projects through peer review along with instructor feedback. We encourage students to come with their own research projects in various stages, including but not limited to 1) a term paper that they would like develop during the semester, 2) a section of the master’s thesis that they would like to publish in peer-reviewed journals, 3) dissertation, practicum, or master’s thesis proposal, 4) a review article/statement of the field paper. Consider using this seminar as an opportunity to move a project forward with the insights and ways of thinking that feminist theory offers. The students who plan to specialize in sociology of gender and feminist studies would benefit most from the seminar, but we also welcome students with other research interests who want to enhance their analytic skills. Each class will consist of a student-led presentation and discussion of the assigned readings. In addition, we will do a workshop for our individual research papers, including in-class writing, outlining and conceptual mapping. In-person attendance of the class is expected, except in an exceptional circumstance beyond the student’s control. | Department of Sociology | gender, feminis | SDG5 |
| SOC6119H | Gender Relations II | Perhaps few topics have had as complex a treatment in social theory as sexuality. The sublimated engine of civilizations, the last retreat from the iron cage and technological dystopia, the “truth” of the self, the somatization of late capitalist relations, the nexus of race and class domination, the margins of a scholarly center, and the center of a queer margin; sexuality is a protean object of study that runs through theories of the social. This seminar will explore some of the major theoretical approaches that feature sexuality as a focal point of analysis over the past century of social theory. The course will follow, roughly, a chronological scheme, including a consideration of traditional and critical psychoanalytic works on sex and sexuality, analysis of some key radical feminist, social learning/social constructionist and critical race theories, examination of Foucault and his detractors, a review of queer theory and its detractors, and finally an examination of some of the most recent, cutting edge, post-queer theoretical work in the sociology and anthropology of sexuality, including work focused on the relationship between sexuality and state building, sexuality and late-modern, flexible capitalism, and the work of Bourdieusian field theorists in the study of sexual stratification. | Department of Sociology | learning, gender, queer, feminis, capital | SDG4, SDG5, SDG9 |
| SOC6219H | Gender Relations III | This is a class of unlearning, as it is learning. It stands with a genealogy of feminist social research that privileges a sense of urgency about the human project and its harms and possibilities. This class also works in opposition to the kinds of sociological training Peter Berger so eloquently mocked in his 1963 missive, Invitation to Sociology, against technocratic sociology and the petty insecurities and generations of banal gestures sociology fosters. https://www.infoamerica.org/documentos_pdf/berger01.pdf Sociology plays a unique game of hide and seek. Folks usually come to it because they care about inequality or social change, but learn soon to deny such sentimentalities in favour of a stance that can be summed up as, “look what I found, though it interests me none.” The reasons each of us have chosen this life of inquiry and investigation can become quickly supplanted by socialization about what can be studied, how it can be studied, and how to convey the dispassionate ends of our hard work. Don’t get me wrong – I also teach these things. I also play at this hide and seek. But this class resists such a paradigm, making it useful for students in their 1st year of their MA or the last year of their PhD or post doc, depending on when they need to separate from sociological socialization, greedy in its efforts to close autonomy and freedom of association (Coser 1974). Feminist sociology can resist the separation of mind and heart, political motivation and academic rigor, identity and the scholarly lens -- reintegrating what farcically is displaced in the quest for scientific contribution. What is Feminist Studies? What are the traditions this course favours? Feminist Studies thinks about the democratization of knowledge production, the significance of research about what, and for whom? Feminist Studies use intersectionality as a heuristic to ensure deep reckoning with race, class, gender, sexuality, and other axes of identity, as they variously combine, looking for erasures and challenging mantras that stand in for caring. Practitioners of this interdiscipline interrogate the structures of capitalism, empire, coloniality, war and nationalism for their effects on the conditions of life. We think expansively, using academic freedom to critique the modes and means of inequality and subjection the university, the nation-state, our families – are imbricated in and do not want us to mention. 1 The kind of feminist sociology introduced in this class does not encourage fiction, relativism, or rejection of the concept of truth (truthfully, all scholars imagine they are forwarding truth, and hope to be found truthful!). Rather, it encourages students to reintegrate their scholarly and personal selves, and reignite their passions, developing a maturity and groundedness about their academic priorities. The course also uses journaling, reading responses, and interviews to build an epistemological and useful toolkit of mentors, lenses, and practices. This course can be thought of as a journey, and your writings a travelogue. Feminist Studies grants us passage into interdisciplinarity so that we might stay disciplinary approaches enough to incorporate alternative, complementary ways of representation and analysis that seem vital to us. Artists, film makers, poets, essayists, can help us think about the questions that preoccupy us, the relationship of our selves to our work, the academy, listening, writing, and interpretation in refreshingly new ways. We will take time to think about writing, about defending, and what it means to define the sociological project and the feminist project, for ourselves and others. We veer a lot from sociology, so that you will weave into sociology, an actually more rigorous and meaningful empiricism than it currently contains. You will leave this class with a sharper capacity to explain why you study what you study, to understand the complexities of your interests, capacities and disciplinary adherences, to find scholarly community for what interests you, and to engage in more ethical community relations as a researcher. We can do more than report -- and reinscribe-- inequality. | Department of Sociology | knowledge, learning, gender, feminis, capital, invest, inequality, equalit, cities, production, social change, nationalism, democra | SDG4, SDG5, SDG9, SDG10, SDG11, SDG12, SDG16 |
| SOC6309H | Indigeneity I | This is not a typical “sociology of Indigenous peoples” course. Rather, this seminar provides a graduate level introduction to Indigenous Sociology to advance a decolonized sociological imagination. Foregrounding Indigenous Lifeworlds, or “the dual intersubjectivities of first world dispossessed Indigenous peoples” (Walter & Sunia 2019:234), this course will provide students with a theoretical and methodological foundation informed by Indigenous thought-leaders, texts, frameworks, and concepts emanating from both academic and community contexts. Engaging relevant literature from the multi-disciplinary field of Indigenous Studies, and centering Indigenous theorizing about the social world, students will analyze, interrogate, and transcend the sociological imagination to envision a decolonized sociology. Applying critical social theory, and paying particular attention to the Canadian context, we will think through the uses and limits of concepts like settler colonialism, decolonization, racial capitalism, and heteropatriarchy. In addition to gaining a foundational knowledge of the history and lived social realities of Indigenous peoples in Canada, students will learn how Indigenous theorists understand the relationship between macro structures, social institutions, settler logics, and lived experience, and how this theorizing is taken up to achieve meaningful social change. | Department of Sociology | knowledge, settler, patriarchy, capital, indigenous, decolonization, institut, social change, indigenous | SDG4, SDG5, SDG9, SDG10, SDG16 |
| SOC6108H | Network Analysis II | This seminar focuses on the theoretical and substantive themes within social network analysis (SNA). The social networks perspective emphasizes the essential role of relationships among actors in shaping the social world. We will consider how different social relationships (and patterns of relationships) form and the consequences of this emergent social structure for individuals, groups, and society. The seminar is oriented by a sociological perspective on social networks, but network analysis is increasingly an interdisciplinary field and our reading list reflects this trend. The social networks perspective is both a theoretical orientation and a set of methodological tools. These are inextricable elements in social networks research and accordingly the seminar will emphasize both in equal measure. The assigned readings include a mix of articles that highlight theoretical developments, methodological approaches, and substantive applications. We will cover classic and contemporary studies. The course will center primarily on the discussion of ideas and approaches to social networks research, but I will use one session to introduce the rudiments of network analysis with the R programming language. This is meant to get you started. Mastering any statistical software requires lots of self-directed practice and tinkering. The syllabus lists some of the common packages used for social network analysis and directs you to additional resources. Course goals and learning objectives: 1. Students will be able to describe the major ideas in SNA and the major strategies for measuring and analyzing social networks. 2. Students will be able to evaluate contemporary research that uses social network ideas and/or methodological tools. 3. Students will be able to propose new research that uses social network ideas and/or methodological tools. 4. Students will begin to create new empirical research that advances social network research or applies the networks perspective to other areas. | Department of Sociology | learning | SDG4 |
| SOC6010H | Political Sociology I | This course should be of interest to all graduate students in Sociology. As a core course in the Department, in addition it will help those who plan to write the Ph.D. comprehensive exam in Political Sociology. As we survey some of the principal sub-areas of political sociology, we will pay special attention to disciplinary controversies, intellectual trajectories, and major contributions. Political sociology overlaps with political science, but political scientists tend to focus on institutions that are more official, entrenched, or legitimate (e.g., parties, constitutions, parliaments, electoral systems, judicial systems, armed forces, public administration, and interest groups). Put a bit too simply, political sociologists tend to examine the social determinants and social outcomes of political and quasi-political processes such as policymaking, class struggle, state formation, social inequality, and movement mobilization. Differences between North America, Western Europe, and the rest of the world will provide a foundation for empirical comparison and theoretical discussion. | Department of Sociology | inequality, equalit, institut, judic | SDG10, SDG16 |
| SOC6110H | Political Sociology II | Before departments of economics, political science, sociology, and anthropology were established in the early 20th century, there was political economy. Political economy viewed politics and economics as inseparable forces that shaped each other and in turn shaped social life. After the formation of the different social science disciplines we have today, various elements of this more holistic view were divided into distinct disciplines. Economics, political science and sociology became nomothetic disciplines that endeavoured to know “the economic”, “the political" and “the social”, respectively. History and anthropology became ideographic disciplines that narrated and described the past, in the case of history, and the present and non- Western in the case of anthropology. Political economy remains today as an important subfield in all five of these separate disciplines. In this course, we will read and discuss ten important works of political economy and we will write our own essay-length contributions to the field of political economy. While it would be disingenuous to deny my knowledge and expertise in political economy, I don’t care to perpetuate the hierarchical model of graduate education in which graduate students are the recipients of knowledge as transmitted through the professor, but one in which students are equal and active participants. This “student as producer” approach is grounded in anarchist pedagogy; the theories epitomized in 19th century Catalan educationist, Francisco Ferrer’s Escuela Moderna, in which classes were organized around the principles of solidarity and equity; the founding philosophy of Université Paris-8 where small group discussion and debate of ideas is the pedagogical priority; and is informed by the work of Walter Benjamin, particularly his 1934 essay, “Author as Producer,” which focuses on how radical intellectuals can best respond to moments of crisis. As Jaques Rancière contends, democracy cannot emerge from hierarchy. One must begin from the presupposition of equality. Because this course takes places within the structure of the university, one cannot dismantle all aspects of professorial authority. After all, the Graduate Office holds me accountable to meet certain administrative and pedagogical goals, and the registrar requires me to submit marks for each course participant at the end of term. But within these confines, I see my role as course facilitator to create a space in which we as course participants can establish and reach our own collective learning goals through both collective and individual decision making about the learning process. A facilitator is often necessary to ensure timely decision-making and coordination, but a facilitator is not “in charge”, does not give orders, does not make decisions, but instead helps guide participants to reach collective goals. In that sense, a facilitator is more akin to a “team captain”. In my role as course facilitator I propose that this course be run similar to a reading group. We can collectively decide on a reading list on the first day of the course and each week we can take turns leading the discussion of that week’s chosen book. By the end of the course, we can each write something of article length within the subfield of political economy — either a draft of a publishable article, a mock political sociology comp exam, a literature review for a dissertation, or some other option that will help course participants to reach their intellectual and career goals — and then we will share it with each other to solicit critical feedback that will help us towards our goals of publication, submission for degree requirements, or some other goal. The goal in having a collectively chosen reading list is to provide participants with: (1) A chance to read for the first time, or to revisit, works of political economy that you suspect will be helpful for your intellectual work and/or political praxis (2) and you believe that you would benefit from discussing this book with others, because, of course, you are free to read whatever you like on your own! The goal of the writing assignment is to work collectively towards our individual writing goals and/or to produce an intellectual statement within the field of political economy. Perhaps you think your writing time is best spent writing an article that will help better position you for the job market, or perhaps you would like to begin writing your literature review for your dissertation, maybe you want to create your own sample comp question and write a practice comp exam, or perhaps you’re not interested in writing something more academic and would instead prefer to write a manifesto or an essay written for a more popular audience. However you think your writing time is best used is up to you. We will then use our final class as a time to read each others’ work in advance and give critical, supportive, and helpful, feedback. The course will be delivered by dual delivery. In the beginning of the term when the weather is nice, we will meet outside on the U of T campus for those of us who are able or willing. The course facilitator will send an announcement about meeting places for those interested in attending in-person sessions. The course facilitator will have a laptop available to allow for zoom participation for students who are not able to attend in person. Once it becomes too cold to meet outside, or if it rains during our scheduled course time, we will all meet over zoom at that time. | Department of Sociology | pedagogy, knowledge, learning, equity, equit, equalit, weather, democra | SDG4, SDG10, SDG13, SDG16 |
| SOC6611H | Professional Development Seminar_II | Two of the most important components of doctoral training include learning how to do research and how to communicate findings to different audiences, including the scientific community. In this course, we take up the challenge of translating your general sociological interests into a research project, including formulating a practical research question, choosing appropriate data and methods, and communicating results in a way that engages with and contributes to the broader scientific literature. Like building a house from the ground up, the research process involves a set of practices that require careful implementation at each stage, but can also bring unforeseen challenges requiring strategic choices, hard thinking, reflection and compromise. The Doctoral Research Practicum is designed to guide doctoral students through the process of producing an original research paper, from the specification of an appropriate sociological question to the task of writing up one’s findings in a defensible, publishable paper, and everything in-between. To accomplish this goal, students will conduct their own research, obtain or produce data, conduct analysis and develop a publishable paper that draws from this research by the Spring of 2022. Along the way, we will meet weekly to discuss each student’s progress and suggest ways of improving the research. Toward this end, students will circulate, present and evaluate each other’s work in written and oral formats, receiving feedback from their peers, course instructors, and their advisors. Students will also provide response memos regarding how they address feedback with new versions of the paper. | Department of Sociology | learning | SDG4 |
| SOC6711Y | Research Practicum | A detailed study of the external and internal history of the language. Topics treated: a brief outline of factors involved in linguistic evolution and language formation; fragmentation of Hispano-Latin into several Romance dialects; preliterary Spanish; medieval Spanish; formation of the literary language and the evolution of modern standards. The main features of the phonetic evolution from Latin to Spanish are studied with emphasis on the formation of speech sounds and the factors which spearheaded the mutations. It should be noted that the references to Latin are of a general nature and no formal knowledge of this language is required. | Department of Sociology | knowledge | SDG4 |
| SOC6811H | Seminar in Teaching | Becoming effective teachers of sociology is both an art and a science. It requires us to combine evidence-based practices, pedagogical theory, reflective work, and creativity as we establish our personal teaching philosophies and bring them to life in the classroom. This seminar is designed to help you through this process, whether you already have experience teaching or have never stood in front of a classroom before. We will come together collaboratively as a learning community to discuss, debate, and share feedback. The seminar covers four primary areas: 1) pedagogical theory, with an emphasis on critical pedagogies, 2) course design, 3) student engagement, and 4) articulating your teaching philosophy and experiences to others. Those who successfully complete the course will have engaged in (virtual) classroom observations, developed a course syllabus with at least one accompanying sample assignment, received feedback on a teaching demonstration, and prepared a teaching dossier including a statement of teaching philosophy. This course will be offered online only due to the pandemic. | Department of Sociology | learning, labor | SDG4, SDG8 |
| SOC6101H | Sociological Theory II | “It’s important,” Wagner-Pacifici (2017:86) argues, “to recognize the presence of violence in many events.” This advanced graduate seminar focuses on how events occur, how we identify them, and their collective effects – and with these, the relationship of events to violence, disruption, and enduring social change. Some of these may be revolutions and insurrection, disasters, incidents of terrorism, state violence, scandalous cases, and volatile moments of abrupt political change. We will read research that conceives of events, and research on changes over time in how events are defined, interpreted, witnessed, and memorialized. In studying events of this sort, we are confronted with the challenge of studying the exceptional rather than the usual, raising issues for how to relate the events we study with broader findings and themes, whether in political sociology, cultural sociology, collective memory, the sociology of law, crime, and violence, and other fields of inquiry (Abbott 2016; Ermakoff 2014). This seminar provides an opportunity to investigate the role of events, their effects, their recognition and their persistence, with readings and session topics that span across subfields, geographic contexts, and eras. This is an advanced graduate-level seminar. We will be reading these materials collectively. Many of these events are of challenging and sometimes traumatic situations. All of us in the class are expected to engage deeply with the empirical and conceptual work in the course, with each other’s seminar presentations, and in seminar conversation. | Department of Sociology | invest, social change, violence, terroris | SDG9, SDG16 |
| SOC6106H | Sociology of Crime and Law II: Sociology of Law | This course is a graduate-level seminar that focuses on the deep reading and intensive discussion of theories and empirical studies in the sociology of law. We begin with classical sociolegal theories and then proceed to various topics of law and society research, including law in everyday life, court and litigation, law in the workplace, the legal profession, legal mobilization, law and the state, violence and human rights, law in space, law in time, and law and globalization. | Department of Sociology | globaliz, human rights, violence | SDG9, SDG16 |
| SOC6516H | Sociology of Culture | This seminar provides an introduction to some of the principal approaches to the sociological study of culture. The course is designed to equip students with an overview of how sociologists conceive of culture, the methodological approaches they use to study it, the major debates within the field, and an appreciation for how the field has evolved in the past few decades. Emphasis is on understanding how culture influences action, the relationship between culture and social inequality, how culture is produced and consumed, and how to measure meaning. Along the way, students will learn what the sociology of culture offers for studying a range of cultural objects, such as food, music, scents, and books, and also the cultural dimensions of diverse phenomena such as networks, bodies, and families. | Department of Sociology | inequality, equalit, consum | SDG10, SDG12 |
| SOC6022H | Sociology of Health | This course aims to introduce graduate students to some major theoretical problems, approaches or domains that have concerned sociologists since the mid-twentieth century. With the understanding that sociology is not the only discipline or place where the social world is theorized (and that the very definition of a "sociologist" can be problematized), however, we will be reading not only professional sociologists but also other scholars who have become influential in the discipline and/or whose work speaks to central sociological concerns. Beyond reading and thinking about theory, the course also aims to providing students with tools and resources that can allow them to think with theory. In other words, it aims to help students engage with concepts, language, models, epistemologies, questions, etc., that they can use to make sense of particular empirically observable social phenomena and/or to draw on empirical phenomena or other theories to question, modify or elaborate on, particular existing theories of the social world. | Department of Sociology | labor | SDG8 |
| SOC6023H | Sociology of Mental Health I | This course is a graduate-level seminar that focuses on the deep reading and intensive discussion of theories and empirical studies in the sociology of law. We begin with classical sociolegal theories and then proceed to various topics of law and society research, including law in everyday life, court and litigation, law in the workplace, the legal profession, legal mobilization, law and the state, violence and human rights, law in space, law in time, and law and globalization. | Department of Sociology | mental health, globaliz, human rights, violence | SDG3, SDG9, SDG16 |
| SOC6302H | Statistics for Sociologists | This class is designed to help you traverse the entire gamut of data analysis, from conceptual understanding of statistical methods to practical application, so that you can become a savvy consumer of statistical information and be able to start answering your own questions. To that end, lectures and discussions will be interspersed with exercises and assessments designed to aid learning and retention, and students will participate in a lab tutorial each week. Course Objectives You will... • learn the basic concepts and skills needed to begin answering research questions using quantitative data • apply these concepts and skills to answering research questions • learn to use statistical software for statistical analyses | Department of Sociology | learning, consum | SDG4, SDG12 |
| SOC6012H | Work, Stratification and Markets I | What does sociology bring to the study of economic behavior? How do sociologists approach the study of economic institutions and economic practices - and how does our approach differ from other approaches within the social sciences? This course introduces students to the subfield of economic sociology. In the early 1980s, sociologists returned to the study of the economy, offering a fresh perspective that emphasized the social and institutional roots of economic behavior. From this perspective, economic behavior is shaped by the same roles, conventions, and social structures that shape human behavior in other social domains. The course is divided into three parts. In the first part of the course, we cover central theoretical issues in economic sociology and introduce the major theoretical camps that define the subfield. The second part takes a deeper dive into recent research on major economic transformations, focusing on the rise of financialization, changing models of corporate governance, and globalization. In the third part of the course, we examine factors that drive the production and reproduction of social inequality in modern organizations—and consider the role of policy in attenuating or exacerbating these effects. This course is also designed to prepare students to take the comprehensive exam in Work, Stratification, and Markets. There is considerable overlap with the readings on the “Markets” portion of this list. | Department of Sociology | globaliz, inequality, equalit, production, institut, governance | SDG9, SDG10, SDG12, SDG16 |
| SOC6112H | Work, Stratification and Markets II | Welcome to Work and Gender! This course will examine the social construction, performance, and inequalities related to gender in the context of work/labor, workplace organizations, and related markets. We’ll read foundational scholarly literature on gender and work/workplace organizations and follow these ideas through contemporary conversations in the fields. We’ll also explore how workplace restructuring, expanded civil rights, and societal shifts in gender ideology have, or have not, reshaped workplace gender relations and the processes that reproduce and reshape inequalities. Goals The overarching goal of this course is to provide students with an understanding of the current state, development, debates, shortfalls, and future directions of the sociological literature in the area of Gender and Work, as a foundation for future independent scholarship and/or comprehensive exam preparation. Outcomes: Students will be able to: • Apply an intersectional understanding to explain how gender and race operate together in the context of work-related inequalities. • Summarize and explain the development of key arguments and ideas in the sociological literature on gender and work. • Compare, apply, and assess the empirical value of key theoretical arguments for understanding gender and work, especially as related to inequality—both in writing and discussion with peers. | Department of Sociology | gender, labor, inequality, equalit | SDG5, SDG8, SDG10 |
| SPA2152H | Cervantes' Don Quixote | Over the past twenty years, cultural studies in Spain have primarily focused on cities and the urban experience. This interdisciplinary course will take a new tack and explore both theoretical conceptions of “the rural” and cultural production and practices related to it. From early twentieth-century literary engagements with Spain’s rural areas through to conceptual art dealing with themes of ruin and decay, and more recent insights from tourism and food studies, this course will challenge established notions of rural cultural production. At the same time, given the rise of regionalism beyond traditional nationalisms, the course will pay close attention to the Spanish state’s plural nature. Genres and areas of study will include: essay, poetry, novel, documentary, feature film, gastronomy and tourism studies. | Department of Spanish and Portuguese | cities, urban, rural, production, nationalism | SDG11, SDG12, SDG16 |
| SPA2150H | Defining Journeys in the Spanish Empire | This course will examine the Spanish urban experience between the late 1800s and the present day. While our main focus will be on treatments of the city in novels, our literary approach will be further informed by considerations of other media as well as by theories relating to urbanism and architecture. Each student will be responsible for a seminar presentation and a research project. Spain's principal metropolises, Barcelona and Madrid, will be the primary (although not exclusive) subjects of this course. Authors and critics studied may include: Pérez Galdós, Mendoza, Martín-Santos, Rodoreda, Torres, Chacel, Sagarra, Ors, Espina, Gómez de la Serna, Sagarra, Simmel, Benjamin, Kracauer, Lefebvre, Harvey, Davis, and Soja | Department of Spanish and Portuguese | urban, metro | SDG11 |
| SPA1150H | Directed Research in Hispanic Linguistics | This course is designed under a double perspective. First it presents an historical overview of the fundamentals of Castilian society in the late Middle Ages and early Renaissance, and of the major social issues during this important historical moment. Second, it provides a look at these social issues through the analysis of a selection of literary texts representative of this period. A main objective of the course is to illustrate the most significant social changes that occurred between late Middle Ages and early Renaissance, and how some literary works are unique historical documents for the study of this period. Texts studies include medieval poetry, La Celestina, and other works by the fifteenth and sixteenth centuries. | Department of Spanish and Portuguese | social change | SDG16 |
| SPA2415H | Disability and Latin American Cultural Production | This course will examine the rearticulation of local identities and the emergence of alternative subjectivities in contemporary cultural production from Cuba, Dominican Republic and Puerto Rico. Analyzing a wide variety of historical, sociological, political, filmic and literary texts, we will explore theoretical debates surrounding the notions of hybridity, race, exile, nationhood and insularism. Such analysis will ultimately help us reconsider the specific poscolonial dilemmas of the Hispanic Caribbean within the larger context of globalization. | Department of Spanish and Portuguese | disabilit, globaliz, production | SDG3, SDG9, SDG12 |
| SPA1084H | Experimental Approaches to Hispanic Linguistics | The course introduces students to the main findings, theoretical models, and research methods in the field of second language acquisition and it surveys general issues such as the role of internal (e.g., native language, age) and external (e.g., input, context of learning) factors on second language development. The principal aim of the course is to promote discussion and critical reflection about the acquisition of Portuguese and Spanish as non-native languages and analyse phonological, morphosyntactic, semantic and lexical aspects in the linguistic performance of bilingual speakers and learners of Portuguese and Spanish as a second language. The experimental component of the course provides students with experience in designing and carrying out studies in second language acquisition. | Department of Spanish and Portuguese | learning | SDG4 |
| SPA1104H | Experimental Approaches to Sound Variation and Change | This course is intended to provide students with practical experience in undertaking laboratory research in Romance phonetics and phonology. This will be accomplished by having students undertake an experimental study of a phenomenon of their choice. Each class will involve an hour-long seminar, followed by an hour of hands-on experience in the lab. Discussion will center on foundational papers in experimental approaches to the study of segmental and prosodic phenomena. | Department of Spanish and Portuguese | labor | SDG8 |
| SPA3300H | Hispanic Literature and Linguistics Research Forum | (also offered as undergraduate course STA304H1) Design of surveys, sources of bias, randomized response surveys. Techniques of sampling; stratification, clustering, unequal probability selection. Sampling inference, estimates of population mean and variances, ratio estimation., observational data; correlation vs. causation, missing data, sources of bias. Exclusion: STA322H1 Prerequisite: ECO220Y1/ECO227Y1/GGR270Y1 / PSY202H1/SOC300Y1/STA221H1/STA255H1/261H1/248H1 Course credit: 0.5 FCE | Department of Spanish and Portuguese | co2 | SDG13 |
| SPA2900H | Issues in Literary Theory and Hispanic Texts | The term “literary theory” refers to contemporary practices of literary analysis that have been influenced by linguistic studies, and by philosophical and political thought developed since the nineteenth century. Although most of the texts written in these traditions were not meant to serve as instruments of literary analysis, they have nonetheless been adopted for that purpose. Critical trends in literary analysis evolved from these non-literary traditions include Marxism, formalism, structuralism, reader-response and reception theory, deconstruction, psychoanalytic criticsim, feminist and gender studies, postcolonial criticism, new historicism and cultural studies. The seminar is designed to introduce the students to contemporary literary theory through an overview and discussions of some of the most representative texts that have shaped contemporary practices of literary analysis. For the purposes of this seminar, the theories will be tested in reference to Hispanic texts. | Department of Spanish and Portuguese | gender, feminis | SDG5 |
| SPA2304H | Latin American Cinema | This course will investigate the principal films and directors of Argentina, Mexico, and Cuba. In each case the representation of national history and identity together with the relation between cinematic production and economic and social conditions will be examined. Latin American cinema has responded to revolution, military dictatorship, the restoration of democracy, the effects of economic change on rural and urban demographics, and the marginalization of minority populations. We will also consider how a recent focus on themes of gender, identity, race, and community have contributed to an increase in the transnational and cosmopolitan reception of Latin American film. | Department of Spanish and Portuguese | gender, invest, minorit, urban, rural, production, democra | SDG5, SDG9, SDG10, SDG11, SDG12, SDG16 |
| SPA2411H | Latin American Icons and the Sensory Work of Objects | This course is based on the premise that literature and art are produced within a broader cultural context, and that contemporary authors and visual artists draw not only from international theories of aesthetics and form, but also from each others’ production. In the contemporary moment, the distribution and dissemination of images and text through the web and social networking facilitates the interactions and overlaps that create a fertile discourse amongst young cultural producers today. In this class, the students will learn about newly established and up-and- coming writers and artists from Argentina and Mexico, examining not only their work and their online visibility, but also the institutional and discursive structures that facilitate and shape their production. Discussion will be in Spanish and at a high level, since it will involve direct communication with writers and artists from Latin America. | Department of Spanish and Portuguese | production, institut | SDG12, SDG16 |
| SPA1093H | Linguistics in Spanish | This course is intended to provide students with practical experience in undertaking laboratory research in Romance phonetics and phonology. This will be accomplished by having students undertake an experimental study of a phenomenon of their choice. Each class will involve an hour-long seminar, followed by an hour of hands-on experience in the lab. Discussion will center on foundational papers in experimental approaches to the study of segmental and prosodic phenomena. | Department of Spanish and Portuguese | labor | SDG8 |
| SPA2016H | Medieval Spanish Narrative | This seminar examines a twofold definition of “journey” within the specific boundaries of the Transatlantic Spanish Empire. First, how do we define the meaning of journey in narrative representations, and second, how does the process of a journey facilitate the author/reader to redefine the limits of genre, knowledge and identity? Narrative explorations of pilgrimage and travel will be studied through a selection of readings such as: voyages of discovery (Columbus’ Diarios); shipwreck narratives (Cabeza de Vaca’s Naufragios), the picaresque (Lazarillo de Tormes); Byzantine romance (Cervantes’s Persiles y Sigismunda); pastoral poetry (Góngora’s Soledades), and an oneiric journey for enlightenment (Sor Juana’s Primero sueño). | Department of Spanish and Portuguese | knowledge | SDG4 |
| SPA2284H | Narrative & Political Transition in Spain | This seminar will examine the notion of auteurship in cinema as it relates to Spanish film production. We will consider different Spanish film auteurs, including Buñuel, Berlanga, Bardem, Saura, Martin Patino, Almodovar, Bigas Luna, Miro, and Medem. Specific consideration of how the socio-cultural horizon of their respective periods and spectatorship contribute to their status as "auteurs" will be made, in addition to analyses of such fundamental elements as mise-en-scene and thematic preoccupations in their cinema. This seminar will have a strong theoretical component and will contribute to students' "film literacy." | Department of Spanish and Portuguese | transit, production | SDG11, SDG12 |
| SPA2292H | New Ruralism and Spain | Over the past twenty years, cultural studies in Spain have primarily focused on cities and the urban experience. This interdisciplinary course will take a new tack and explore both theoretical conceptions of “the rural” and cultural production and practices related to it. From early twentieth-century literary engagements with Spain’s rural areas through to conceptual art dealing with themes of ruin and decay, and more recent insights from tourism and food studies, this course will challenge established notions of rural cultural production. At the same time, given the rise of regionalism beyond traditional nationalisms, the course will pay close attention to the Spanish state’s plural nature. Genres and areas of study will include: essay, poetry, novel, documentary, feature film, gastronomy and tourism studies. | Department of Spanish and Portuguese | cities, urban, rural, production, nationalism | SDG11, SDG12, SDG16 |
| SPA2121H | Psychoanalysis and the Passions in Early Modern Literature | An examination of the concept of 'transition' as it applies to the artistic and political spheres in Spain following the death of Francisco Franco and the reestablishment of democracy. Topics discussed will include: treason; the role of violence both during and after the dictatorship; 'capital' cities in transition; narrative approaches to memory; and artistic responses to the post-transition or desencanto. Authors studied: Martín Gaite, Goytisolo, Atxaga, Mendicutti, Marsé, Llamazares, Rivas, Loriga and Etxebarría." | Department of Spanish and Portuguese | capital, cities, transit, democra, violence | SDG9, SDG11, SDG16 |
| SPA1091H | Second Language Acquisition of Portuguese and Spanish | This course offers a survey and analysis of Second Language Teaching Methods and provides a basic introduction to current theories of Second Language Acquisition. The aim of the course is to provide the fundamentals of pedagogical theory and to incorporate it to the empirical knowledge that a student might have, be that of a teacher of second language or that of a learner, in order to develop teaching strategies and the ability to critically analyze pedagogical materials such as language textbooks and other teaching resources. Special emphasis will be given to the role of the teacher as a learner of teaching and the impact that class activities and content have on the teaching and learning of Spanish as a foreign language. | Department of Spanish and Portuguese | knowledge, learning | SDG4 |
| SPA1090H | Second Language Speech Learning | This course will explore a range of topics (in phonology, morphology and syntax) of heritage language acquisition and attrition among hispanophone and lusophone speakers. The course aims to explore implications of linguistic theory for the study of bilingual populations.Students will conduct and report on an empirical study on a topic to be determined in consultation with the instructor. | Department of Spanish and Portuguese | learning | SDG4 |
| SPA1082H | Sociolinguistics of Spanish | This course aims to provide students with theoretical background and experimental experience in second language speech learning. After providing a brief overview of second language (L2) models of speech learning and discussing the factors affecting L2 speech perception and production, the course will focus on the effects of phonetic training on the perception and production of L2 segmentals and suprasegmentals with L1-L2 language pairs that will include Spanish as the target language or the native language. The course will include a laboratory component in which students will develop skills in experimental design and data analysis. | Department of Spanish and Portuguese | learning, labor, production | SDG4, SDG8, SDG12 |
| SPA2424H | Spanish American Poetry and Poetics | The term “literary theory” refers to contemporary practices of literary analysis that have been influenced by linguistic studies, and by philosophical and political thought developed since the nineteenth century. Although most of the texts written in these traditions were not meant to serve as instruments of literary analysis, they have nonetheless been adopted for that purpose. Critical trends in literary analysis evolved from these non-literary traditions include Marxism, formalism, structuralism, reader-response and reception theory, deconstruction, psychoanalytic criticsim, feminist and gender studies, postcolonial criticism, new historicism and cultural studies. The seminar is designed to introduce the students to contemporary literary theory through an overview and discussions of some of the most representative texts that have shaped contemporary practices of literary analysis. For the purposes of this seminar, the theories will be tested in reference to Hispanic texts. | Department of Spanish and Portuguese | gender, feminis | SDG5 |
| SPA1094H | Spanish Bilingualism | The goal of this course is to discuss different approaches to the study of prosody, focusing mainly on the auto-segmental and metrical model of intonation. The course will cover a range of topics, such as phonetic realization of pitch accents, the inventory of pitch accents and boundary tones, and the phonetic correlates of broad, narrow and contrastive focus. Particular attention will be paid to the interaction of prosodic and syntactic structures. Cross-dialectal characterizations of Spanish intonation will be compared with findings for other Romance languages. This course will have a laboratory component in which students will become familiar with aspects of standard annotation systems for intonation, such as the Tonal and Break Indices (ToBI). | Department of Spanish and Portuguese | labor | SDG8 |
| SPA2404H | The Latin American Novel | This course proposes a series of encounters between critical models derived from Latin American literary and cultural studies, and from the field of Disability Studies. We will consider the ways in which these models change and mutually illuminate one another through their possible points of contact. Discussion will focus not only on the long history of representations of disability and corporeal difference in Latin America, with emphasis on Mexico, but in addition on the processes of interaction between bodies and the production and circulation of discourse and cultural objects. Readings attend to the shifting and politically charged concept of disability, and to the specificity of national literary and cultural histories, through attention to the history of the medicalized body, Otherness and the tropology of monstrosity, disability as socially constructed, the literary and cultural representation of corporeal difference, and the complex and volatile boundaries of identity categories. In addition to theoretical readings, the course focuses on contemporary and twentieth century Mexican narrative and cultural production, and may include works by Mario Bellatin, Cristina Rivera Garza, Carlos Fuentes and Inés Arredondo. | Department of Spanish and Portuguese | disabilit, production | SDG3, SDG12 |
| SPA2802H | The Politics of Errantry in the Hispanic Caribbean | This course focuses on a corpus of recent literature by established and emerging Mexican authors. Readings are framed through the malleable concept of transparency, understood in aesthetic terms as a quality allowing for the penetration of light, and unobstructed visibility, but also as a political concept, a position or strategy of revealing or purporting to reveal complete, accessible truths. In the political sphere, the notion of transparency has achieved currency as a defining discourse of public life, particularly in response to potential or real accusations of violence, and subsequent obfuscations. In this context, language and action become situated in relation to demands for evidence, and for particular modes of self-revelation. Literary works, such as the novels and other texts to be studied in this course, participate in a related, overlapping dynamic, in which narrative voice and aesthetics negotiate their proximity and affect vis à vis the histories and worlds that shape them. | Department of Spanish and Portuguese | accessib, violence | SDG11, SDG16 |
| SPA2291H | The Urban Experience in Spain | Major works of twentieth-century Spanish drama, studied in relation to influential plays from the formative period of the Spanish theatrical tradition (1580-1680). Parallel readings of modern and early modern plays, with a focus on modernist forms of drama, theatre and the visual arts, and the dramatic uses of popular traditions. Particular attention will be given to early modern precedents for modernist experimentation with the genres and techniques of Spanish theatre. Playwrights to be studied will include Cervantes, Lope de Vega, Calderón, Valle-Inclán, Lorca, Alberti, and Buero Vallejo. | Department of Spanish and Portuguese | urban | SDG11 |
| SPA2160H | Transatlantic Hispanic Baroque | This course will investigate the principal films and directors of Argentina, Mexico, and Cuba. In each case the representation of national history and identity together with the relation between cinematic production and economic and social conditions will be examined. Latin American cinema has responded to revolution, military dictatorship, the restoration of democracy, the effects of economic change on rural and urban demographics, and the marginalization of minority populations. We will also consider how a recent focus on themes of gender, identity, race, and community have contributed to an increase in the transnational and cosmopolitan reception of Latin American film. | Department of Spanish and Portuguese | gender, invest, minorit, urban, rural, production, democra | SDG5, SDG9, SDG10, SDG11, SDG12, SDG16 |
| SPA2947H | Transparency and Politics in Contemporary Mexican Literature | (also offered as undergraduate course STA302H1) Introduction to data analysis with a focus on regression. Initial Examination of data. Correlation. Simple and multiple regression models using least squares. Inference for regression parameters, confidence and prediction intervals. Diagnostics and remedial measures. Interactions and dummy variables. Variable selection. Least squares estimation and inference for non-linear regression. Prerequisite: STA238H1/STA248H1/STA255H1/STA261H1/ECO227Y1 CSC108H1/CSC120H1/CSC121H1/CSC148H1 MAT221H1(70%)/MAT223H1/MAT240H1 Course credit: 0.5 FCE | Department of Spanish and Portuguese | co2 | SDG13 |
| STA2503H | Applied Probability for Mathematical Finance | This course features studies in derivative pricing theory and focuses on building basic financial theory and their applications to various derivative products. A working knowledge of probability theory, stochastic calculus, knowledge of ordinary and partial differential equations and familiarity with the basic financial instruments is assumed. The topics covered in this course include, but are not limited to: binomial pricing models; continuous time limits; the Black-Scholes model; the Greeks and hedging; European, American, Asian, barrier and other path-dependent options; short rate models and interest rate derivatives; convertible bonds; stochastic volatility and volatility derivatives; currency and commodity derivative. | Department of Statistical Sciences | knowledge | SDG4 |
| STA2006H | Applied Stochastic Processes | Modern statistical methods and data analytics are increasingly informing decisions in law, business, medicine, and public life. While the use of statistics to understand social problems is not new, its pervasiveness in society and the scale of available data available opens up a host of new and/or salient moral problems including, for example, fairness, bias, privacy, equality, transparency, accountability, and accessibility. In this course, we will combine material from law and philosophy together with recent work in statistics and data science in order to gain a better understanding of how to intelligibly reason about these problems, and how to responsibly and creatively apply statistical methods to complex social problems. The course will be research/project based and the emphasis will be on using statistics to address complex social problems rather than on memorizing abstract ethical principles for handling or processing data. Prerequisite: Graduate students should have an adequate background in probability and statistics (including the use of R), equivalent to two undergraduate courses in the field. Familiarity with Bayesian approaches and statistical learning/classification would also be helpful. No formal prerequisites. Course credit: 0.5 FCE | Department of Statistical Sciences | learning, equalit, accessib | SDG4, SDG10, SDG11 |
| STA2546H | Data Analytics in Practice | This course explores what are the various issues that arise when machine and statistical learning methods are used in practice on big data to inform business intelligence (in finance and insurance). In practice, data is not clean, number of features is large, feature engineering must be carried out, and data is often multi-modal consisting not only of structured data, but also of images, text, and social network data. In this course, students will be exposed to various techniques and practical know-how to deal with these cases and learn how to present results to practitioners who are not domain experts. | Department of Statistical Sciences | learning | SDG4 |
| STA2453H | Data Science Methods, Collaborations, and Communication | This course features studies in derivative pricing theory and focuses on financial mathematics and its applications to various derivative products. A working knowledge of probability theory, stochastic calculus (see e.g., STA 2502), knowledge of ordinary and partial differential equations and familiarity with the basic financial instruments is assumed. The tentative topics covered in this course include, but is not limited to: no-arbitrage and the fundamental theorem of asset pricing, binomial pricing models; continuous time limits; the Black-Scholes model; the Greeks and hedging; European, American, Asian, barrier and other path-dependent options; short rate models and interest rate derivatives; convertible bonds; stochastic volatility and jumps; volatility derivatives; foreign exchange and commodity derivatives. More information: Course Website STA 2503. Prerequisite: Knowledge of undergraduate probability theory is necessary. Knowledge of basic financial modeling (e.g., binomial trees and log-normal distributions), introductory stochastic calculus and financial products is useful, but not necessary. This course moves at a faster pace, is more advanced and contains a higher workload than STA2502, only students who are well prepared will be allowed to take this course. It is also distinct from STA 2047 which instead focuses on the mathematics of stochastic analysis. This course requires instructor approval prior to enrolment. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge, labor | SDG4, SDG8 |
| STA4530H | Derivatives for Institutional Investing | This course explores the replication of financial derivatives from the standpoint of investment banks ("sell-side") and the application of derivatives from the standpoint of pension funds, insurers, hedge funds, mutual funds and private equity funds ("buy-side"). The course is structured into three components: 1. The first module analyses how trading and structuring desks at investment banks use vanilla options to create bespoke payouts for institutional investors, corporates and retail investors. 2. The second module examines how the buy-side uses derivatives for: Hedging: e.g., protecting traditional balanced portfolios, managing currency risk ; Outperforming benchmarks: currency & equity overlay; Expressing “macro” views on equity indices, rates, currencies & commodities; Expressing “micro” views on sectors & single stocks; And addresses why investor preferences give rise to risk premia, and how derivatives can be structured to take advantage of persistent behavioural biases in the market. 3. The third module synthesizes the key learnings from 1. and 2. into case studies Course credit: 0.25 FCE | Department of Statistical Sciences | learning, equity, invest, equit, institut | SDG4, SDG9, SDG10, SDG16 |
| STA2551H | Finance and Insurance Case Studies | This course provides an introduction to a scholarly approach to teaching statistics in higher education. Emphasis is placed on the use of statistics education research, effective communication of fundamental statistical concepts typically encountered in introductory statistics, alignment of learning outcomes, course activities and assessments, recognition of common misconceptions and how to address them, and effective integration of educational and statistical technologies. No prior teaching experience is necessary. Course credit: 0.5 FCE | Department of Statistical Sciences | learning | SDG4 |
| STA2080H | Fundamentals of Statistical Genetics | Statistical genetics is an important data science research area with direct impact on population health, and this course provides an INTRODUCTION to its concepts and fundamentals. We start with an overview of genetic studies to have a general understanding of its goal and study design. We then introduce the basic genetic terminologies necessary for the ensuing discussion of the various statistical methods used for analyzing genetic data. The specific topics include population genetics, principles of inheritance, likelihood for pedigree data, aggregation, heritability and segregation analyses, map and linkage analysis, population-based and family-based association studies and genome-wide association studies. The flow of the content generally follows that of the “The Fundamentals of Modern Statistical Genetics” by Laird and Lange, and additional materials will be provided. Participating students do not need formal training in genetics, but they are expected to have statistical knowledge at the level of STA303 – Methods of Data Analysis or equivalent. | Department of Statistical Sciences | knowledge | SDG4 |
| STA1004H | Introduction to Experimental Design | (also offered as undergraduate course STA447H1) Discrete and continuous time processes with an emphasis on Markov, Gaussian and renewal processes. Martingales and further limit theorems. A variety of applications taken from some of the following areas are discussed in the context of stochastic modeling: Information Theory, Quantum Mechanics, Statistical Analyses of Stochastic Processes, Population Growth Models, Reliability, Queuing Models, Stochastic Calculus, Simulation (Monte Carlo Methods). Prerequisite: STA347H or equivalent knowledge of probability theory; and MAT235Y/237Y or equivalent knowledge of multivariate calculus and basic real analysis. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge | SDG4 |
| STA2212H | Mathematical Statistics II | (also offered as undergraduate course ACT460H1) This course is an introduction to the stochastic models used in Finance and Actuarial Science. Students will be exposed to the basics of stochastic calculus, particularly focusing on Brownian motions and simple stochastic differential equations. The role that martingales play in the pricing of derivative instruments will be investigated. Some exotic equity derivative products will be explored together with stochastic models for interest rates. Prerequisite: Knowledge of undergraduate probability theory is necessary. Knowledge of basic financial modeling (e.g., binomial trees and log-normal distributions) is useful, but not completely necessary. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge, equity, invest, equit | SDG4, SDG9, SDG10 |
| STA3431H | Monte Carlo Methods | This course focuses on advanced theory and modeling of financial derivatives. The topics include, but are not limited to: HJM interest rate models, LFM and LSM market models; foreign exchange options; defaultable bonds; credit default swaps, equity default swaps and collateralized debt obligations; intensity and structural based models; jump processes and stochastic volatility; commodity models. As well, students are required to complete a project, write a report and present a topic of current research interest. Prerequisite: STA 2503 or equivalent knowledge. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge, equity, equit | SDG4, SDG10 |
| STA2105H | Nonparametric Methods of Statistics | This course presents mathematical foundations for learning, prediction, and decision making. Unlike in traditional statistical learning, however, our focus will be on notions of optimality that do not rely on stochastic modeling assumptions on data. A primary focus will be on learning from data to compete with a class of baselines predictors / strategies, often referred to as experts. A secondary focus will be on the ability to adapt to the presence or absence of statistical patterns, without presuming at the outset that such patterns will arise. Topics include: regret; prediction with expert advice; the role of the loss function in tight bounds; online classification; online linear and convex optimization; regularization; bandit problems / decisions with limited feedback; minimax optimality and adaptivity; relationships with statistical learning. Prerequisite: Mathematical maturity, including real analysis, linear algebra, and probability theory. Course credit: 0.5 FCE | Department of Statistical Sciences | learning | SDG4 |
| STA2570H | Numerical Methods for Finance and Insurance | This course will explore Monte Carlo computer algorithms, which use randomness to perform difficult high-dimensional computations. Different types of algorithms, theoretical issues, and practical applications will all be considered. Particular emphasis will be placed on Markov chain Monte Carlo (MCMC) methods. The course will involve a combination of methodological investigations, mathematical analysis, and computer programming. Prerequisite: Knowledge of statistical inference and probability theory at the advanced undergraduate level, and familiarity with basic computer programming techniques. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge, invest | SDG4, SDG9 |
| STA2163H | Online Learning and Sequential Decision Theory | STA 2211H is a follow-up course to STA 2111F, designed for Master’s and Ph.D. level students in statistics, mathematics, and other departments, who are interested in a rigorous, mathematical treatment of probability theory using measure theory. Specific topics to be covered include: weak convergence, characteristic functions, central limit theorems, the Radon-Nykodym Theorem, Lebesgue Decomposition, conditional probability and expectation, martingales, and Kolmogorov’s Existence Theorem. Course credit: 0.5 FCE | Department of Statistical Sciences | learning | SDG4 |
| STA4246H | Research Topics in Mathematical Finance | This course focuses on advanced theory and modeling of financial derivatives. The topics include, but are not limited to: HJM interest rate models, LFM and LSM market models; foreign exchange options; defaultable bonds; credit default swaps, equity default swaps and collateralized debt obligations; intensity and structural based models; jump processes and stochastic volatility; commodity models. As well, students are required to complete a project, write a report and present a topic of current research interest. Prerequisite: STA 2503 or equivalent knowledge. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge, equity, equit | SDG4, SDG10 |
| STA4518H | Robust Statistical Methods | This course will give an overview of robust statistical methods, that is, methods that are insensitive to outliers or other data contamination. Topics will include theoretical notions such as qualitative robustness and breakdown point, robust estimation of location (minimax variance and bias) and scale parameters, robust estimation in regression and multivariate analysis, and applications (including in computer vision). Prerequisite: STA2112H permission Course credit: 0.25 FCE | Department of Statistical Sciences | contamination | SDG6 |
| STA2104H | Statistical Methods for Machine Learning and Data Mining | (also offered as undergraduate course STA422H1) Statistical inference is concerned with using the evidence, available from observed data, to draw inferences about an unknown probability measure. A variety of theoretical approaches have been developed to address this problem and these can lead to quite different inferences. A natural question is then concerned with how one determines and validates appropriate statistical methodology in a given problem. The course considers this larger statistical question. This involves a discussion of topics such as model specification and checking, the likelihood function and likelihood inferences, repeated sampling criteria, loss (utility) functions and optimality, prior specification and checking, Bayesian inferences, principles and axioms, etc. The overall goal of the course is to leave students with an understanding of the different approaches to the theory of statistical inference while developing a critical point-of-view. Necessary background: Mathematics-based course on the theory of statistics (e.g., at the level of STA352Y). Course credit: 0.5 FCE | Department of Statistical Sciences | learning | SDG4 |
| STA1007H | Statistics for Life and Social Scientists | (also offered as undergraduate course STA465H1) Data acquisition trends in the environmental, physical and health sciences are increasingly spatial in character and novel in the sense that modern sophisticated methods are required for analysis. This course will cover different types of random spatial processes and how to incorporate them into mixed effects models for Normal and non-Normal data. Students will be trained in a variety of advanced techniques for analyzing complex spatial data and, upon completion, will be able to undertake a variety of analyses on spatially dependent data, understand which methods are appropriate for various research questions, and interpret and convey results in the light of the original questions posed. Course credit: 0.5 FCE | Department of Statistical Sciences | environmental | SDG13 |
| STA2047H | Stochastic Calculus | (also offered as undergraduate course STA480H1) Statistical genetics is an important data science research area with direct impact on population health, and this course provides an INTRODUCTION to its concepts and fundamentals. We start with an overview of genetic studies to have a general understanding of its goal and study design. We then introduce the basic genetic terminologies necessary for the ensuing discussion of the various statistical methods used for analyzing genetic data. The specific topics include population genetics, principles of inheritance, likelihood for pedigree data, aggregation, heritability and segregation analyses, map and linkage analysis, population-based and family-based association studies and genome-wide association studies. The flow of the content generally follows that of the “The Fundamentals of Modern Statistical Genetics” by Laird and Lange, and additional materials will be provided. Participating students do not need formal training in genetics, but they are expected to have statistical knowledge at the level of STA303 – Methods of Data Analysis or equivalent. Course credit: 0.5 FCE | Department of Statistical Sciences | knowledge | SDG4 |
| STA4526H | Stochastic Control and Applications in Finance | This course explores the replication of financial derivatives from the standpoint of investment banks ("sell-side") and the application of derivatives from the standpoint of pension funds, insurers, hedge funds, mutual funds and private equity funds ("buy-side"). The course is structured into three components: 1. The first module analyses how trading and structuring desks at investment banks use vanilla options to create bespoke payouts for institutional investors, corporates and retail investors. 2. The second module examines how the buy-side uses derivatives for: Hedging: e.g., protecting traditional balanced portfolios, managing currency risk ; Outperforming benchmarks: currency & equity overlay; Expressing “macro” views on equity indices, rates, currencies & commodities; Expressing “micro” views on sectors & single stocks; And addresses why investor preferences give rise to risk premia, and how derivatives can be structured to take advantage of persistent behavioural biases in the market. 3. The third module synthesizes the key learnings from 1. and 2. into case studies Course credit: 0.25 FCE | Department of Statistical Sciences | learning, equity, invest, equit, institut | SDG4, SDG9, SDG10, SDG16 |
| STA2016H | Theory and Methods for Complex Spatial Data | Data acquisition trends in the environmental, physical and health sciences are increasingly spatial in character and novel in the sense that modern sophisticated methods are required for analysis. This course will cover different types of random spatial processes and how to incorporate them into mixed effects models for Normal and non-Normal data. Students will be trained in a variety of advanced techniques for analyzing complex spatial data and, upon completion, will be able to undertake a variety of analyses on spatially dependent data, understand which methods are appropriate for various research questions, and interpret and convey results in the light of the original questions posed. | Department of Statistical Sciences | environmental | SDG13 |
| AGE1500H | Advanced Research Methodologies in Palliative and Supportive Cate | This course looks at the transmission of trauma from cultural, communal, familial and individual perspectives. Students critically examine the impact of generational trauma on historical and current risk factors in communities and gain understanding of the importance of resiliency factors in preventing the transmission of generational trauma. | Factor-Inwentash Faculty of Social Work | resilien | SDG11 |
| AGE3000H | Advanced Research Seminar in Aging | Companion course to SWK 4103H Elements of Social Work Practice. Students will be in the same section, with the same instructor for both SWK 4103H and SWK 4105H. Textbook(s): Bogo, M. (2018). Social Work Practice: Integrating Concepts, Processes, and Skills. Second Edition. New York: Columbia University Press. The Practice Laboratory is a companion course to the Elements of Social Work Practice and concepts studied in that course will be applied through practice simulations. This course aims to link and apply theory and research to social work practice as students master generic interviewing and communication competencies with a focus on relationship building and assessment with a diverse range of clients. SWK 4105 is also designed to develop professional competencies including the ability to critically self-reflect and work productively in a collegial group. This course is preparatory to the field practicum in second term of year one. Emphasis is given to developing a positive learning environment based on mutual support and respect. | Factor-Inwentash Faculty of Social Work | learning, labor | SDG4, SDG8 |
| SWK4632H | Advanced Social Work Practice in Health | This course focuses on increasing the knowledge, competence, and skills to work effectively with children and adolescents with mental health issues from both a prevention and treatment perspective. It is designed to: (1) increase knowledge of the most common child and youth mental health disorders, including theory and research on prevalence, etiology, developmental course and diagnosis; and (2) facilitate the development of knowledge and skills in assessment and case formulation, and in the delivery of culturally and contextually responsive effective intervention to children and their families. Students will enhance their ability to use clinical decision-making with real world complex cases. | Factor-Inwentash Faculty of Social Work | mental health, health issues, knowledge | SDG3, SDG4 |
| SWK4631H | Advanced Social Work Practice in Mental Health | This course builds on SWK 4604H to examine and develop, at an advanced level, the practice knowledge and skills required to be a social worker within a continuum of mental health care contexts. This course allows students to explore a range of effective clinical interventions for individuals and families living with mental illness. Course content will include examinations of psychosocial assessment, case management, group work, family therapies, psychoeducation, discharge planning, individual psychotherapies, community work and advocacy. All interventions will be further explored in terms of their theoretical foundations, specific procedures, evaluation, evidence base, ethics, cultural competence, interdisciplinary issues and use of the therapeutic alliance. | Factor-Inwentash Faculty of Social Work | mental health, health care, illness, knowledge, worker | SDG3, SDG4, SDG8 |
| SWK4610H | Advanced Social Work Practice with Couples | Approved elective course for Collaborative Program in Addiction Studies The focus is on the specialized knowledge base needed to enhance practice with alcohol and drug dependent client systems in individual, group and family counselling/therapy. | Factor-Inwentash Faculty of Social Work | knowledge, labor | SDG4, SDG8 |
| SWK4615H | Cognitive Behavioural Theories & Clinical Social Work Pract. | A major difficulty of family law is that the problems brought by families are often not primarily legal problems; they are deep human problems in which the law is involved. Settlements that are worked out among the parties, voluntarily and co-operatively, are not only more humane than those forced by litigation, but they are more practical, more economical and more likely to endure. In the federal Divorce Act and in recent Provincial legal reforms, Family Mediation received strong support as a meaningful alternative to traditional practices. To meet this challenge, this course will help students to develop a critical awareness of various co-operative approaches to dispute resolution, with particular emphasis on family mediation. To these ends, a feminist-informed and cultural sensitive perspective in this emerging interdisciplinary approach will be presented. Throughout, the practical application of theory, research findings and conflict resolution skills will be stressed. Role plays and videotapes of actual mediation session will be used. | Factor-Inwentash Faculty of Social Work | feminis | SDG5 |
| SWK4670H | Cybercounselling and Social Work Practice | The field practicum provides learning opportunities for students to integrate and apply theory to practice and develop competence in performing social work roles within the framework of social work values. The competency model will be the framework for the practicum and the student will be expected to achieve the second level of competence as defined, that is: 1. Function Within the Professional Context: to develop and demonstrate his/her professional identity as a social worker in respect to commitment to and the provision of service to people; 2. Function Within An Organizational Context: to develop and demonstrate the ability to function within an organizational context; 3. Function Within A Community Context: to develop and demonstrate the ability to function within a community context; 4. to develop and demonstrate the ability to identify and assess problems; to plan and carry out intervention; and to evaluate intervention and utilize feedback; 5. to employ effective communication skills relevant to micro and/or mezzo/macro practice. The Faculty contracts with a wide range of service settings to offer practice learning in social work modalities. Students select practica from the Faculty contracted resources available in any given year. This is a full-year course of three days per week throughout the academic year. Practicum settings are arranged by the Practicum Office. In April, students have an opportunity to learn about the agencies offering practicum and make decisions about which agencies they wish to select for practicum interviews. Time Requirements: 21 hours per week, from September to mid-April. Total Number of days in the Practicum is approximately 75 days. The days listed above are those set aside in the student’s timetable for the Practicum. However, other days may be used if there is no conflict with classes, and if mutually agreeable to student and instructor and approved by the Faculty/Field Liaison. Students are allowed the regular University holidays and may observe their religious holidays, which fall on Practicum days. Note: Social Service Administration students will have a practicum in administration with hours modified to allow for participation in the executive model classes. A detailed description of the practicum is noted under the Children and Families Specialization. | Factor-Inwentash Faculty of Social Work | learning, worker | SDG4, SDG8 |
| SWK4606H | Diversity, Access, and Equity in Social Work Practice | This elective course is open only to Master of Social Work (MSW) students. This elective course is designed for social work students interested in further expanding their knowledge and skills in practice with clients/families confronted by life-limiting illnesses and about the field of palliative care. Social workers in many practice settings will encounter individuals and families facing situations involving life-limiting illness, dying, death, grief, and bereavement. Social work practice in hospice palliative care (HPC) is founded on an approach to care that considers individuals and their families in the full context of their lives and appreciates the physical, psychosocial and emotional, spiritual, and practical dimensions of their experience. This course will explore the interprofessional nature of palliative care delivery, and social work’s unique contributions to care of those facing dying. Perspectives of other disciplines involved in palliative care delivery will also be examined. Students in this course will have the opportunity to explore and understand their perceptions and beliefs of dying and dying and how individual cultural differences influence that experience. | Factor-Inwentash Faculty of Social Work | illness, knowledge, equity, worker, equit | SDG3, SDG4, SDG8, SDG10 |
| SWK4616H | Drug Dependencies: Interventive Approaches | This course prepares students for social work practice with children and adolescents within this ecological developmental context. The course will incorporate content on: 1) therapeutic skills and strategies required for assessment and intervention with children and adolescents; 2) developmental perspectives within an ecological context; 3) selected practice theories (e.g., feminist, psychodynamic, cognitive-behavioural); and 4) examination of the interactions between the social worker and the child or adolescent and their family and the impact of these interactions on the therapeutic work. Attention will be paid to diversity and oppressions that may impact children and adolescents. | Factor-Inwentash Faculty of Social Work | feminis, worker, ecolog | SDG5, SDG8, SDG15 |
| SWK4103H | Elements of Social Work Practice | This course examines the dynamics of sexual abuse in the family and explores why abuse, if not healed, increases in subsequent generations. The course also examines types and typologies of perpetrators of sexual assault and child sexual abuse as well as the aetiologies of sexually deviant behaviours. Learners explore strategies for assessment and treatment of offenders and victims of sexual violence. | Factor-Inwentash Faculty of Social Work | violence | SDG16 |
| SWK6302H | Epistemology and Social Work Research | This course is about the theory of knowledge, that is, epistemology. Epistemologists are typically concerned with questions about the nature, origin and limits of human knowledge. This course will examine the epistemology of social research and its influence on the social work knowledge-building enterprise. The three major paradigms that have guided inquiry in social work – the positivist, interpretative and critical approaches will be examined in terms of the major theories representing these paradigms and selected methods of inquiry. Epistemological issues, reflected in the debates about the nature, scope and “truth” value of social work research will be evaluated. Current challenges to the established paradigms, namely feminism, ethnic studies and post modernism, will be considered in light of their contributions to the debates. A critical thinking approach to learning will be encouraged. | Factor-Inwentash Faculty of Social Work | knowledge, learning, feminis | SDG4, SDG5 |
| SWK4901H | Facilitating Training in Indigenous Communities | This course prepares learners to identify gaps in mental health service delivery and create solutions for unmet needs in Indigenous communities in urban, rural and international environments. Students learn to identify barriers and strengths in communities and develop skills for leadership and program development of prevention and intervention services. Specific areas of need and intervention addressed include: grieving, suicide, family and community violence, addiction and drug use problems, and post-incarceration re-integration. | Factor-Inwentash Faculty of Social Work | mental health, indigenous, urban, rural, indigenous, violence | SDG3, SDG10, SDG16, SDG11 |
| SWK4619H | Family Mediation: Theory and Practice | New title and description as of September 2011 This course explores the historical, political, theoretical, legal and practice dimensions of working with children and families within the context of child welfare. The course is designed to provide social work students with a forum to critically explore the social, political and legislative changes that have transformed child welfare services. Social workers in all fields (health, school system, mediation, corrections, refugee and immigrant services, etc. ) come into contact with children and families who are seen as “at risk”. Social work practitioners need the necessary foundation, knowledge and skills to work collaboratively to help support, advocate and intervene with children and families who come into contact with child welfare services. This course attempts to move beyond longstanding divisions between traditional child welfare services and other child-related services by exploring ways in children and families can be supported regardless of their point of service contact. Students will develop a thorough understanding of child welfare services and the range of services that can be offered for children and families to promote safety, protection, permanency, well-being and positive adjustment. (Previous title and description) Contemporary Issues in Working with Children and their Families This course emphasizes evidence-based practice and critical thinking to determine what programs and policies are best suited to address the needs of children, adolescents and their families and communities. The course is designed to complement the Social Work Practice with Children and Adolescents course and the Social Work Practice with Families course that together with Contemporary Issues in working with Children and their Families and Research for Practice with Children and their Families, forms the core of the Children and their Families specialization. As such, the course is guided by the specialization’s ecological developmental framework, emphasizing the multiple determinants of problem behaviour and also of resilient development across developmental phases. The course examines cross cutting issues within the ecology of children, adolescents and their families across multiple systems. From this perspective, the course emphasizes opportunities for action at all levels of children’s social ecology, from individual interventions, to prevention programs, to developing more effective policies. | Factor-Inwentash Faculty of Social Work | welfare, well-being, knowledge, labor, worker, refugee, resilien, ecolog | SDG1, SDG3, SDG4, SDG8, SDG10, SDG11, SDG15 |
| SWK4634H | Family Practice Across the Life Cycle | Informal family caregivers represent an increasingly large group within the context of an aging society. The experience of caregiving for an older adult can be both rewarding and challenging. In this course, we will seek to understand knowledge, theory, and interventions relevant to the experience of family caregiving for an older adult. We will examine how caregiver stress can contribute to adverse effects or be buffered by different types of support and coping styles. The course will consider how the caregiving journey is experienced and negotiated differently by caregivers of diverse social locations. Core assignments seek to relate course theory and research to real-life caregiver experience. | Factor-Inwentash Faculty of Social Work | knowledge | SDG4 |
| SWK4426H | Financial Management and Leadership in Human Service Organizations | The course builds on the foundation research course in facilitating the application of research knowledge and skills to the design of a social work research project in health and mental health. It builds on practice and policy courses and practicum experience in enabling the application of field experience and knowledge to the design and evaluation of social work research. A central component of the course will comprise integration of research, theory and practice. The goal is to give students the opportunity to integrate the knowledge and skills from previous courses and their practicum experiences to produce a social work research proposal in the area of health and mental health. | Factor-Inwentash Faculty of Social Work | mental health, knowledge | SDG3, SDG4 |
| SWK4107H | Foundations of Social Work: Knowledge, Theory and Values that Inform Practice | This course explores the importance of early intervention with children experiencing complex trauma in schools and care-giving systems and offers steps for effective trauma-informed and strength-based community intervention from the first phone call to the completion of follow-up action plans with the community. Additionally, learners will explore the elements of ritual and ceremony, the moral values and principles embodied in each, as well as the ethical foundation of delivery and the responsibility of those conducting them. Significance will be paid to the importance that ceremony can play in assisting individuals, families and communities to heal from grief and trauma. | Factor-Inwentash Faculty of Social Work | knowledge | SDG4 |
| SWK4304H | Globalization and Transnationalism: Intersections of Policy and Community Practice Locally and Globally | Formerly titled Leadership Skills in Social Service Organizations This course focuses on the skills needed by senior managers and administrations to take effective leadership within the organization and outside the organization. It is designed to develop leaders with vision, values and strong skills in stakeholder relations. Key areas covered will include: understanding leadership; ethics and leadership; working with Boards of Directors/governance; stakeholder relations including relations with funders; transparency/public accountability; public engagement; strategic planning/social entrepreneurship; fundraising strategies for marginalized populations; developing alliances/collaboration; core values that determine the shape and function of organizations; processes of social exclusion and marginalization; achieving diversity among staff and management reflective of the diversity of the agency’s clients; creating a physical environment that is accessible to diverse community members; culturally competent service delivery. | Factor-Inwentash Faculty of Social Work | labor, entrepreneur, globaliz, marginalized, accessib, governance, nationalism | SDG8, SDG9, SDG10, SDG11, SDG16 |
| SWK4427H | Human Resource Management in Human Service Organizations | This course explores the role of the researcher in promoting social justice and diversity in social work practice and explores models of research with, rather than on communities. Learners will become familiar with methodologies that are developed to challenge the social inequalities underlying the production and dissemination of knowledge. The course is based upon critical theory premises, which deconstruct notions of a unitary truth that can be known by one method. While critical theory is diverse and comes with many debates within, for the purposes of this course, the goal of research is ultimately positioned to be a means of challenging and changing the inequities around them through understanding human conditions. The course will draw on insights from disciplines such as Women’s Studies, Ethnic Studies, Aboriginal Studies, Critical Race Theory, Disability Studies, and LGBT Studies in examining the dynamics of race, gender, power, social change and their intersectionalities in the research process. Central to this course are methodologies that seek to redress power dynamics between researcher and those being “researched”. We will examine the strengths and challenges of Participatory Action Research, Community-Based Research, Feminist Research, and Anti-Oppressive Research. We will also explore questions that arise when we utilize interviews, focus groups, participant observation and arts-based methods in the context of community-based, anti-oppressive research. During the course, learners will have the opportunity to design their own research project that reflects perspectives from anti-oppressive perspectives. | Factor-Inwentash Faculty of Social Work | disabilit, knowledge, gender, women, feminis, equit, equalit, anti-oppressive, production, social justice, social change | SDG3, SDG4, SDG5, SDG10, SDG12, SDG16 |
| SWK4425H | Human Services Management and Leadership | SWK 4510H is a prerequisite for all second year required courses – students in the Two-Year MSW Program take this course in the first year of the Two-Year Program. Students in the One-Year MSW Program with Advanced Standing take this course in the first term of their program. ~ Our policy is that after the first week of classes the first year sections are set. We do not allow switches unless there are major extenuating circumstances. Textbook(s): Rubin, Allen & Bellamy, Jennifer (2012). Practitioner’s Guide to Using Research for Evidence-Based Practice. New Jersey: Wiley. Evidence-Based Social Work Practice (EBSWP) is a systematic approach to making decisions that emphasizes (1) formulating answerable questions, (2) locating, critically appraising, and interpreting the relevant research evidence, (3) applying best available evidence in consultation with clients, and (4) evaluating the intervention. Using a problem-based learning model, students evaluate and interpret the best available evidence relating to several social work policy and practice questions. Supported by a series of research methods tutorials, students develop an understanding of quantitative and qualitative research designs and methods appropriate for answering policy and practice questions. In appraising the evidence and crafting solutions to questions, students will examine the data from a scientific viewpoint and will also consider the extent to which the research findings can be applied to diverse populations. It is also important to note that the evidence-based practice framework that is used within the course considers cultural sensitivity and attunement. | Factor-Inwentash Faculty of Social Work | learning | SDG4 |
| SWK4902H | Indigenous Perspectives on Grief, Loss and Unattended Sorrow | The quality of social work practice is heavily dependent upon the quality of social work education. Therefore it is important to prepare future social work teachers with the knowledge and competencies associated with excellence as a professional educator in an academic institution. Social work doctoral programs aim to produce scholars/educators who will develop and disseminate knowledge for social welfare and social work. In preparing the future leadership for the profession, doctoral programs have the responsibility to prepare students for research and the advancement of new knowledge, and for teaching. Increasingly, new faculty are expected to provide evidence of effective teaching experience, and teaching performance is evaluated in tenure and promotion decisions. This course is offered for doctoral students who intend to pursue a career in teaching at the community college or university level. The goal is to prepare students to function as effective social work educators by providing knowledge and skills for teaching social work. The focus will be on the integration of theory, research and practice in social work education. Specific goals are: to introduce students to the structure and scope of social work education; to provide conceptual frameworks and practices for effective and competent teaching, drawing on the contributions of social work and educational theory and research; to prepare students for curriculum development and teaching responsibilities in academic roles; to begin to develop and articulate an educational philosophy as a social work educator. | Factor-Inwentash Faculty of Social Work | welfare, knowledge, indigenous, institut, indigenous | SDG1, SDG4, SDG10, SDG16 |
| SWK4516H | Indigenous Trauma and Resiliency Practicum | Our policy is that after the first week of classes the first year sections are set. We do not allow switches unless there are major extenuating circumstances. This course provides fundamental preparation for students to understand clinical social work practice with individuals and families. Building on the engagement, alliance development and assessment skills students have mastered in the first term, this course introduces students to basic intervention strategies and procedures commonly utilized in clinical social work practice with individuals and families. The course approaches practice from a biopsychosocial perspective, highlighting neuro-cognitive, intrapersonal, interpersonal, community, social, political and economic factors that influence personal and interpersonal well-being, and social justice. The course is anchored in a client-centered and client-focused approach to practice which emphasizes engagement throughout the helping process. One focus of the course will be on applying selected theoretical frameworks to engagement, assessment and intervention in practice with individuals in an ecological context. Each framework will be examined from the perspectives of problem definition, intervention strategies and critiques of biases, as well as the research evidence. Concepts of transference and countertransference as they apply to clinical work will be covered and applied to case examples. Each learner will be encouraged to develop the details of his or her own approach to practice which incorporates professional values and focus, ethics, theories, intervention strategies, evaluation approaches, and previous learning. Learners will refine this individualized, professional model of practice throughout the course. Since this course is offered concurrently with the practicum, emphasis will be placed on the integration of classroom learning with students’ practicum experiences. | Factor-Inwentash Faculty of Social Work | well-being, learning, indigenous, resilien, ecolog, social justice, indigenous | SDG3, SDG4, SDG10, SDG16, SDG11, SDG15 |
| SWK4513H | Knowledge Building in Social Work | This course draws on indigenous, anti-oppressive and critical theories as the context for emerging methodologies for respectful, culturally-appropriate and community-relevant research in indigenous and other contexts. | Factor-Inwentash Faculty of Social Work | knowledge, indigenous, anti-oppressive, indigenous | SDG4, SDG10, SDG16 |
| SWK4673H | Mindfulness Therapy and Social Work Practice | Mindfulness Therapy is an elective course focusing on the use of mindfulness as an essential component of any approach to clinical work, as a specific skill used in therapy, and as a quality of competent clinicians. This course provides a framework for the fundamental uses of mindfulness as a professional and therapeutic method in social work. Mindfulness can be defined as the intentional and nonjudgmental act of bringing one’s attention and awareness to the present moment. Mindfulness skills have emerged as an important component of several empirically validated treatments in the biomedical and mental health fields. These include mindfulness-based stress reduction (MBSR), prevention of relapse for severe depression (MBCT), treatment of borderline personality disorder (DBT), pain management, and various approaches for treating anxiety, eating disorders and trauma. Students taking this course will be required to develop or continue their own mindfulness practice. | Factor-Inwentash Faculty of Social Work | mental health, mindfulness | SDG3 |
| AGE1000H | Multidisciplinary Research Concepts in Palliative and Supportive Care | Required course for Collaborative Program in Aging and the Life Course The seminar is the core course for Masters students enrolled in the Collaborative Program on Aging and the Life Course, and is also open to other graduate students on application to the instructor. The course aims to familiarize students with the major theoretical ideas and significant facts about the social and social psychological aspects of aging. The former include the socioeconomic status of the aged in Canada, their family relationships, work and retirement patterns, and needs for social and health services. The objective is to provide general analytic tools for understanding the social context of the aging individual and the implications for society of population aging. The social psychological aspects of aging examined in the course focus on age-related changes in the individual’s reaction to and interaction with others, as related to self-concept and other psychological and social variables. The emphasis is on the development of critical and comprehensive knowledge of theory in social gerontology and the life course. | Factor-Inwentash Faculty of Social Work | socioeconomic, knowledge, labor | SDG1, SDG4, SDG8 |
| SWK4511H | Practice-Based Research in Mental Health and Health | Senior managers need to know how to structure their organizations to meet organizational goals, how to identify and measure these goals, and how to track process and refine service delivery to meet these goals including responding to changing needs. This course will cover topics such as: developing organizational mission and vision statements; identifying and refining organizational goals through consensus building; quality assurance and improvement; annual planning; change management; engaging stakeholders; developing programs through logic models and balanced score cards; monitoring processes, analysis of data and reporting; program evaluation and service refinement; management information systems and outcome reporting. | Factor-Inwentash Faculty of Social Work | mental health | SDG3 |
| AGE2000H | Principles of Aging | Our policy is that after the first week of classes the first year sections are set. We do not allow switches unless there are major extenuating circumstances. This course provides a comprehensive overview of the development of social policy and debates around its implication in the Canadian context, including references to social welfare policies, economic policies, education, healthcare, housing, labour, and community development, among other important policy areas of focus. Through this overview, the course aims to provide important tools for social work practitioners, including a strong background in social policy context and trends, as well as resources to strategize, mobilize, and advocate for policies and programs to help improve the quality of life and reduce hardships of vulnerable and marginalized populations. The course primarily focuses on Canada – and Ontario specifically – yet materials will also draw from differences in policies across provinces/territories and cross-nationally. The course concludes with a focus on implications of social policy for practice, organizing to affect change and improve social policy, and recommendations for advocacy in the field. | Factor-Inwentash Faculty of Social Work | welfare, healthcare, labour, marginalized, housing | SDG1, SDG3, SDG8, SDG10, SDG11 |
| SWK4210H | Promoting Empowerment: Working at the Margins | This course examines a broad range of social issues associated with Canada’s housing system. The focus is on the social policy implications of the problems lower income households and specific groups within the population (based on gender, ‘race’ and/or socio-economic status) have in accessing affordable appropriate housing in good quality neighbourhoods. The gender, ‘race’ and ethnicity aspects of housing issues are a particular focus and permeate all sessions. A particular theme throughout this course is Canada’s rental housing sector, which houses one third of all Canada’s households (and half of the City of Toronto’s households). This course also focuses on the growing number of people who are unhoused. People who are homeless require housing, some require support services (for physical or mental health problems, or addictions) and all require enough money to live on (jobs, job training, or social assistance). What do we mean by the term ‘homelessness’? What is the difference between the ‘old’ (pre-1980s) and the ‘new’ homelessness? Who is homeless, why, and for how long? What should be done about it? How do we prevent and eventually eliminate mass homelessness? | Factor-Inwentash Faculty of Social Work | socio-economic, homeless, affordab, mental health, gender, affordab, income, housing | SDG1, SDG10, SDG3, SDG5, SDG11 |
| SWK4515H | Research and Quality Improvement in Human Service Organizations | SWK 4604H is a prerequisite for SWK 4631H Advanced Social Work Practice in Mental Health Mental illness and mental health problems affect the lives of individuals and families that social workers encounter in a wide range of health and social service settings. This course aims to equip students to provide sensitive and effective help to clients by presenting material concerning a range of mental health problems and their treatment. The course considers social work practice across the continuum of mental health care services. Attention is focused on how social workers assess, support and intervene with consideration of both the client and his or her environment. Like other courses at the Factor-Inwentash Faculty of Social Work, this course emphasizes the integration of research and theory with practice and the application of evidence-based approaches. | Factor-Inwentash Faculty of Social Work | mental health, health care, illness, worker | SDG3, SDG8 |
| SWK4514H | Research for Practice with Children and their Families | Our policy is that after the first week of classes the first year sections are set. We do not allow switches unless there are major extenuating circumstances. Knowledge of the theoretical foundation and practice skills for working with groups in social work is a widely useful component of graduate level social work education. The application of group work knowledge is called for in all areas of the profession, including community organization and development, clinical practice, and committee and team work in policy-making and administrative contexts. This course provides a social work methodology for working with groups, which is applicable to a variety of purposes, issues and populations. As such, it cross-cuts the individual, family, group, community and policy aspects of the curriculum. Social work’s on-going commitment to achieving social justice is emphasized and various forms of diversity, oppression and privilege are addressed throughout the course. Knowledge of the theoretical foundation and practice skills for working with groups in social work is a widely useful component of graduate level social work education. The application of group work knowledge is called for in all areas of the profession, including community organization and development, clinical practice, and committee and team work in policy-making and administrative contexts. This course provides a social work methodology for working with groups, which is applicable to a variety of purposes, issues, and populations. As such, it cross-cuts the individual, group, community and policy aspects of the curriculum. Social work’s on-going commitment to achieving social justice is emphasized and the issues of various forms of diversity, oppression and privilege are addressed throughout the course. | Factor-Inwentash Faculty of Social Work | knowledge, social justice | SDG4, SDG16 |
| SWK4512H | Research Knowledge for Social Justice | The MSW-ITR Practicum is a requirement for students without a BSW degree. Building on the direct practicum skills that students have developed through previous experience, this practicum emphasizes social work practice in a community and/or organizational setting where global indigenous and/or trauma-informed perspectives can be applied to service provision or community-driven research. Students are assigned to an approved practicum site and field instructor, and undertake a process of evaluating community needs, selecting a focus for the practicum in collaboration with the field instructor, and implementing a project. The project should include engagement with one or more of the following stakeholder groups: clients, service providers, traditional healers, knowledge holders, researchers, and health, social, or community organizations. Participation and outcomes in the practicum are evaluated in terms of their adherence to both social work and Indigenous principles students have learned in the first year of study. Potential activities for the practicum could include: community or program needs assessment; collaboration in established knowledge-building activities; community outreach; community activism; original research; archiving; etc. | Factor-Inwentash Faculty of Social Work | knowledge, labor, indigenous, social justice, indigenous | SDG4, SDG8, SDG10, SDG16 |
| SWK4905H | Seeing the need, creating the solution in Indigenous communities | Students will be required to have passed a competency exam or SWK 4506H as a prerequisite for this course. This course is designed to provide students with the opportunity to understand, interpret and apply methods of quantitative analysis to social work research topics. Several major multivariate statistical techniques will be presented including two ways ANOVAs (analysis of variance), multiple regression and logistic regression. This course has two major goals: that students be able to critically examine the contextual appropriateness of statistical techniques used in the literature; and that students can correctly identify for further study the most suitable statistical technique for their own research. Students will become competent users of multivariate techniques in the SPSS computer software program through weekly hands-on assignments applying the major statistical techniques to a secondary data set. Please note that further, more traditional, statistics course will be necessary for those using complex multivariate techniques in their dissertation analysis. Students will be required to have passed a competency exam or SWK 4506H as a prerequisite for this course. | Factor-Inwentash Faculty of Social Work | indigenous, indigenous | SDG10, SDG16 |
| SWK4108H | Sexual Abuse, Sexual Assault and the Family | This course will examine concepts and processes of marginalization and empowerment among populations whose issues are poorly addressed in conventional social service delivery. We will examine various forces (e.g., historical, colonial, economic, political, social and ideological forces) that create and sustain the marginalization of various groups (e.g., First Nations people, people who are homeless, people with disabilities and other populations selected by the class). We will explore the processes of marginalization, social exclusion and empowerment from four perspectives: (1) what theory, practice and research have illuminated; (2) what people who are affected by the problem say about their lives and the services they attempt to access; (3) innovations by social service organizations to develop appropriate delivery systems; and (4) creative and collective efforts by those who are affected by the problem. In addition, transnational and international perspectives are introduced through some of the empowerment strategies used in the Third World and examples of transnational grass-roots organizing efforts. We will also review other issues such as culture, spirituality and human rights as they relate to empowerment, as well as research studies and evaluation examples focusing on empowerment practice. Throughout the class, attention will be paid to our own social identities and how they affect our analysis and interventions. | Factor-Inwentash Faculty of Social Work | homeless, disabilit, human rights | SDG1, SDG3, SDG16 |
| SWK4102H | Social Policy and Social Welfare in the Canadian Context | Our policy is that after the first week of classes the first year sections are set. We do not allow switches unless there are major extenuating circumstances. This course critically engages with the knowledge, theories and values that constitute the foundation of the social work profession and inform its practice. This foundation has incorporated elements drawn from different disciplines and diverse knowledge bases. The process of integration and subsequent transformation is ongoing and ultimately contributes to developing a theoretical and value base needed to conduct professional, ethical, competent, evidence-based social work. We believe that social work is informed by multiple intersecting theories. A range of theories and approaches will be considered and students will learn to examine the various kinds of knowledge use in social work. The frameworks covered wifll span: intra-personal, interpersonal, environmental and social/ structural theories. Analyses of the strengths, limitations and relevancy of these frameworks will be conducted and contextualized with regard to the intersecting diversities found in Canadian society. | Factor-Inwentash Faculty of Social Work | welfare, knowledge, environmental | SDG1, SDG4, SDG13 |
| SWK4612Y | Social Work and Aging: Integrated Policy and Practice | Approved elective course for Collaborative Program in Ethnic and Pluralism Studies This course is designed to increase the analytical and practice competence of participants when working with populations whose culture is different from their own. Its foci are to gain an understanding of the phenomena of culture, and how culture impacts the practitioner, the client, and the helping process; to appreciate the experience of the culturally different, and how such experiences may affect the overall functioning of client populations; to critically examine social work and its service systems, and to offer alternatives consistent with multi-cultural realities; and finally, to begin to develop inter-cultural communication skills and to explore alternative approaches in working within a culturally diverse context. | Factor-Inwentash Faculty of Social Work | labor | SDG8 |
| SWK4106H | Social Work Ethics and Indigenous Communities | This course examines the developmental, neurological and familial roots of addictions. Learners explore factors that influence the development of an addicted brain, the biology of addiction and the trauma-addiction cycle. Students critically examine resiliency factors and strategies for prevention, intervention, and healing in individuals, families and communities, particularly in indigenous contexts. | Factor-Inwentash Faculty of Social Work | indigenous, resilien, indigenous | SDG10, SDG16, SDG11 |
| SWK4622H | Social Work Practice in Health | Prerequisite: SWK 4604H Social Work Practice in Mental Health Students in the Mental Health and Health Specialization can take this course instead of SWK 4622H Social Work Practice in Health to meet specialization requirements. This course builds on SWK 4604H to examine and develop, at an advanced level, the practice knowledge and skills required to be a social worker within a continuum of mental health care contexts. This course allows students to explore a range of effective clinical interventions for individuals and families living with mental illness. Course content will include examinations of psychosocial assessment, case management, group work, family therapies, psychoeducation, discharge planning, individual psychotherapies, community work and advocacy. All interventions will be further explored in terms of their theoretical foundations, specific procedures, evaluation, evidence base, ethics, cultural competence, interdisciplinary issues and use of the therapeutic alliance. | Factor-Inwentash Faculty of Social Work | mental health, health care, illness, knowledge, worker | SDG3, SDG4, SDG8 |
| SWK4604H | Social Work Practice in Mental Health | This course explores a range of practice approaches relevant to working with couples, including Cognitive-Behavioral, Emotionally-Focused, Solution-Focused and Narrative. Topics include special issues, structure, boundaries, ethics, diversity, effectiveness research and evaluation. The assignment focuses on having students develop and critiquing their own practice model for work with couples. | Factor-Inwentash Faculty of Social Work | mental health | SDG3 |
| SWK4654H | Social Work Practice in Organizations and Communities | This course has been developed with the aim of introducing students to the essentials of psychodynamic theory and practice. From its earliest beginnings as a ‘talking cure’ over 100 years ago, a range of psychodynamic theories and practices have been developed and refined in response to a variety of factors including changes in epistemology, socio-cultural trends, client populations, and contributions from other related fields such as neurobiology, developmental and attachment research. As will be explored throughout the course, these theories and their applications are rich in depth and complexity, highly informative and applicable to a wide range of clients. In this course, students will be introduced to each of the major psychodynamic theories, and learn how to apply those theories to their current casework. As well, students will gain insight into the psychosocial context out of which these theories emerged, and the respective strengths and limitations of each theory in practice. Particular emphasis will be made on helping students to reflect on fundamental psychotherapeutic process issues, such as transference, countertransference and resistance, and how these play out in their clinical work. This course fits within the mental health stream of courses and is intended for students who are already engaged in clinical social work practice. | Factor-Inwentash Faculty of Social Work | mental health | SDG3 |
| SWK4614H | Social Work Practice in Palliative Care | This elective course is designed for social work students interested in further expanding their knowledge and skills in practice with clients/families confronted by life-limiting illnesses and about the field of palliative care. Social workers in many practice settings will encounter individuals and families facing situations involving life-limiting illness, dying, death, grief, and bereavement. Social work practice in hospice palliative care (HPC) is founded on an approach to care that considers individuals and their families in the full context of their lives and appreciates the physical, psychosocial and emotional, spiritual, and practical dimensions of their experience. This course will explore the interprofessional nature of palliative care delivery, and social work’s unique contributions to care of those facing dying. Perspectives of other disciplines involved in palliative care delivery will also be examined. Students in this course will have the opportunity to explore and understand their perceptions and beliefs of dying and dying and how individual cultural differences influence that experience. | Factor-Inwentash Faculty of Social Work | illness, knowledge, worker | SDG3, SDG4, SDG8 |
| SWK4105H | Social Work Practice Laboratory | This course explores the sequential development of the brain and how trauma impacts that development. Learners are provided with an overview of normal development from birth to adulthood as well as development impacted by complex trauma. Learners will be exposed to methods used with children and adults that can assist in trauma integration. | Factor-Inwentash Faculty of Social Work | labor | SDG8 |
| SWK4620H | Social Work Practice with Children and Adolescents | This course is designed to give students an overview of the key issues, concerns and perspectives involved in social work with Aboriginal peoples. Aboriginal peoples in North America have traditions of healing, caring and restoring balance between spirit, mind, body and emotion that long predate Western models of social work. Any social work intervention must honor and build on the strengths, resiliency, diversity and sovereignty of Aboriginal communities. Social workers must also acknowledge Aboriginal epistemologies, the unique systems of knowledge that guide and underpin Aboriginal helping practices. The course will explore the historical legacies of colonization, racism, struggles over land and sovereignty and the systemic destruction of traditional practices. This historical context is essential in understanding the contemporary social problems facing urban and rural Aboriginal communities which will be examined in the course, including substance abuse, family violence, suicide and homelessness. Students will be exposed to contemporary Aboriginal models of healing and helping, developed by and for Aboriginal communities. Finally, the course will explore points of connection between Western and Aboriginal social work practices and philosophies, as well as identifying key differences. The course will employ a holistic approach, potentially involving community members, elders and experiential as well as formal learning styles. | Factor-Inwentash Faculty of Social Work | homeless, substance abuse, knowledge, learning, racism, worker, urban, resilien, rural, land, sovereignty, violence | SDG1, SDG3, SDG4, SDG8, SDG11, SDG15, SDG16 |
| SWK4608H | Social Work Practice with Families | This course will demonstrate how contemporary cognitive and behavioural theories (CBTs) and concepts enrich modern clinical social work practice. CBT is a family of treatments and practices that are used to teach, coach and reinforce positive behaviours for people dealing with a wide variety of problems. Much of what is known about CBT is based on research studies that have demonstrated its efficacy as a time-limited intervention to address specific problems like depression and anxiety disorders. However, CBT is increasingly being used and adapted to meet the needs of a wide variety of populations with an emphasis on strengths, empowerment and developing self-efficacy to address many developmental and environmental stressors. This course will emphasize how CBT fits into contemporary social work practice and will explore the interface between working with individuals using CBT interventions and addressing social and contextual issues like diversity, oppression and social justice. | Factor-Inwentash Faculty of Social Work | environmental, social justice | SDG13, SDG16 |
| SWK4602H | Social Work Practice with Groups | This course is designed to familiarize students with the core concepts and skills necessary for social work practice with families. An integrated family systems and ecological developmental model provides the guiding framework for viewing children and adolescents within the context of their families and extra-familial relationships that affect their development and functioning. Emphasis is on the development of clinical case conceptualization and practice skills in engagement, assessment, and intervention with families that are grounded in current research on treatment effectiveness and empirically supported theories on parenting and family processes, child functioning, and therapeutic change. We will examine the theoretical and practice roots, therapeutic processes, and specific treatment strategies both within and across selected parenting and family therapy models. Attention will be paid to the diverse nature of families within the context of their unique needs and the multiple systems in which family life is embedded. | Factor-Inwentash Faculty of Social Work | ecolog | SDG15 |
| SWK4605H | Social Work Practice with Individuals and Families | This course will provide students with the knowledge and skills for application to a wide range of gerontological practice situations, using an evidence-based practice approach to understanding older adults and their families. Attention will be given to cultural diversity, gender issues and social justice/ethical dilemmas. The course integrates both practice and policy and will start with individual issues arising in the student’s practicum and conclude with an understanding of the social policies influencing these issues. | Factor-Inwentash Faculty of Social Work | knowledge, gender, social justice | SDG4, SDG5, SDG16 |
| SWK4412H | The Context of Mental Health and Health Practice | Formerly titled Human Resource Management in Social Service Organizations The greatest asset of a social service organization is its staff, and the greatest potential liability for such organizations relates to difficulties in management of staff. Administrators need to know how to attract and keep the best people, and how to protect their organization from liability relating to employment matters. This course will cover key areas in human resource management such as: comparison of unionized and non-unionized environments; hiring: writing job descriptions, attracting diverse candidates, best practices for candidate selection; orientation, training and development; performance management; termination; volunteer recruitment and management. | Factor-Inwentash Faculty of Social Work | mental health, employment | SDG3, SDG8 |
| SWK4625H | The Intersection of Policy and Practice With Children and Their Families | Informal family caregivers represent an increasingly large group within the context of an aging society. The experience of caregiving for an older adult can be both rewarding and challenging. In this course, we will seek to understand knowledge, theory, and interventions relevant to the experience of family caregiving for an older adult. We will examine how caregiver stress can contribute to adverse effects or be buffered by different types of support and coping styles. The course will consider how the caregiving journey is experienced and negotiated differently by caregivers of diverse social locations. Core assignments seek to relate course theory and research to real-life caregiver experience. | Factor-Inwentash Faculty of Social Work | knowledge | SDG4 |
| SWK4306H | Theoretical Approaches to Defining Social Injustice and Engaging in Social Change | Formerly titled Financial Management of Social Service Organizations Leaders of organizations of any size need to be able to understand and manage the finances of the agency. This course is designed to ensure that students acquire comprehensive skills in financial management and can apply those skills to ensure the financial health of their agency. Topics will include: management accounting; budgeting and forecasting; funding contracts; risk management; grantsmanship; fundraising. | Factor-Inwentash Faculty of Social Work | injustice, social change | SDG16 |
| SWK4110H | Trauma and Addiction | As a core value in social work, this course examines epistemological and theoretical approaches to understanding social justice as they relate to social exclusion, marginalization, inequity, and oppression. Through a framework of intersectionality, we will address interconnected social processes and conditions associated with: imperialism and colonization; poverty and classism; racism and whiteness; citizenship and statelessness; multiculturalism and nationalism; anti-Semitism and Islamophobia; sexism, heterosexism and homophobia; and ableism and disability. This course will link personal knowledge with collective historical and institutional knowledges towards informing anti-oppression and decolonizing social work. Students will also explore how strategies for redressing various processes of injustice vary across socio-political contexts. Attention will be paid to how concepts can be engaged with, re-imagined, and inform/instill/incite the work of resistance and activism in social work. | Factor-Inwentash Faculty of Social Work | poverty, disabilit, knowledge, knowledges, equity, racism, anti-oppression, citizen, equit, institut, social justice, injustice, nationalism | SDG1, SDG3, SDG4, SDG10, SDG16 |
| SWK4109H | Trauma and Human Development | In this course, students will critically analyze the contradictions of globalization and transnationalism as experienced locally, and explore ways in which social workers and other service providers can respond effectively to these forces using different policy tools and strategies. The course encourages students to consider policy as a negotiated practice where social workers, clients, communities and other stakeholders take up a range of practices to create, resist, influence and enact social policies. Students will investigate different approaches to policy practice including activism, community building, ally work in addition to more conventional approaches like policy brief writing and lobbying. We will address key concepts related to globalization, transnationalism, local/global sites, and legacies of colonialism. Students will investigate examples and possibilities of local, international and transnational policy practice and community mobilization to work against/with/around globalization. Labour systems (including gendered, racialised nature of care work), human rights struggles, indigenous rights, and immigration and citizenship serve as investigative sites for developing this critical policy practice. The course will employ activities that foster reflexive analysis of students’ subjective positions while identifying strategies to address complex issues facing social work policy practice in today’s globalised world. | Factor-Inwentash Faculty of Social Work | citizen, gender, labour, worker, invest, globaliz, globalis, indigenous, human rights, nationalism, indigenous, indigenous rights | SDG4, SDG5, SDG8, SDG9, SDG10, SDG16 |
| SWK4111H | Trauma-Informed Schools, Community Intervention and the Healing Power of Ceremony | This course examines Canadian mental health and health policy and services with a particular emphasis on Ontario. It also reviews cross-national comparisons to identify similarities and differences in the development of mental health and health policy and services. The course is based on the assumption that social workers in mental health and health settings should be able to participate in the assessment and modification of conditions that affect mental health and health by intervening with individuals and families, and assisting in the development of relevant and effective programs and service systems for mental and physical illness. | Factor-Inwentash Faculty of Social Work | mental health, illness, worker | SDG3, SDG8 |
| SWK4101H | Understanding Historical and Multigenerational Trauma | This course provides an overview of social work ethics as defined by the Canadian Association for Social Work and their integration/intersection with indigenous ethical principles in the community context. The course will address practice ethics in both historical and contemporary context, drawing on examples from Canadian and international social work practice. | Factor-Inwentash Faculty of Social Work | indigenous, indigenous | SDG10, SDG16 |
| SWK4904H | Working with Couples and Families in Indigenous Context | The course engages learners in a critical analysis of major theories/methods of family therapy in the context of indigeneity, race, ethnicity, sexual orientation and/or other identities and experiences. Learners use their knowledge and creativity to develop effective and culturally sensitive methods of assessing and treating families in their communities. | Factor-Inwentash Faculty of Social Work | knowledge, indigenous, indigenous | SDG4, SDG10, SDG16 |
| WGS5001H | Fem Theories, Hist, Movements II | This is an advanced course designed for doctoral students, which explores interdisciplinary feminist theories, methodologies and epistemologies, with particular attention to transnational feminism, anti- and post-colonialism, global capitalism, critical race theory, nation and state formation, gender and sexuality studies and affect theory. Instructor: Alissa Trotz | Women and Gender Studies Institute | gender, feminis, capital | SDG5, SDG9 |
| WGS5000H | Feminist Theories, Hist, Movements I | This core course explores interdisciplinary feminist theories, methodologies and epistemologies, with particular attention to transnational feminism, anti- and post-colonialism, global capitalism, critical race theory, nation and state formation, gender and sexuality studies and affect theory.Instructor: Professor Michelle MurphyEnrolment is restricted to students registered in the Master's and Ph.D. Degree Programs in Women and Gender Studies or Collaborative Specialization in Women and Gender Studies. | Women and Gender Studies Institute | gender, women, feminis, labor, capital | SDG5, SDG8, SDG9 |
| WGS1025H | Indigenous Aesthetics:Hip Hop, Media, and Futurities | Explores the complexities of decolonization in relationship to social change. Engages various articulations of Indigenous lands and lives through film, performance, gesture and other activations. Examines tensions around issues of appropriation, accountability in narratives and knowledge production. This is an online (synchronous) seminar course. This course will be delivered online per the meeting schedule. Students will need BbCollaborate; access to the course website (Quercus) and the ability to use learning platforms and software made available by the university, including Office 365 (including power point), Piazza (for discussion), Bb Collaborate, and access to a google account for collaborative work via google documents and slides. Students require access to a webcam and microphone. | Women and Gender Studies Institute | knowledge, learning, labor, indigenous, decolonization, production, land, social change, indigenous | SDG4, SDG8, SDG10, SDG16, SDG12, SDG15 |