New undergraduate and graduate for-credit degree programs that have been approved by the Quality Council on or after September 1, 2011 are detailed in this database, which can be searched in multiple ways: by university, year, program level and/or keyword.
Program Approvals: McMaster University
The PhD in Communication, New Media, and Cultural Studies (CNMCS) brings together three interdisciplinary fields that all originated in attempts to understand and debate big problems using tools from the arts, humanities, and social sciences. Cultural studies began by trying to articulate the significance of culture beyond the privileged space of the university, communication studies wanted to understand how mass media was changing modern society, and new media scholars and artists wanted to probe how computing and digital communications were changing human knowledge and creativity. Each of these fields understands that the problems society faces today, with all their varied technological, economic, ecological, and political implications, are, fundamentally, problems of communication and culture. Learning to read, critique, and create culture, media, and communication is critical to seeing things, and doing things, in new ways.
Students will have the option of completing a traditional academic thesis, a research-creation project, or a “sandwich” thesis comprised of student’s published or to-be-published articles. The students will gain training in a minimum of two fields and create interdisciplinary research.
Graduates of the program will be equipped with advanced research skills that are in wide demand in the labour market: the policy, not-for-profit, private and education sectors. The program’s emphasis on rigorous interdisciplinary training and professionalization will equip students with advanced cultural, social, and digital literacies; the ability to navigate and innovate in multiple modes of communication; and the capacity for analyzing and engaging complex systems and problems. In particular, this training will make students competitive in the growing academic job market in communication and new media.
Speech-Language Pathologists (SLPs) are autonomous rehabilitation health professionals with specialized knowledge, skills, and clinical training in the prevention, screening, identification, assessment, and management of congenital and acquired communication and swallowing disorders. Service is provided to individuals of all ages in a variety of health care, education, and private settings. SLPs are in demand due to changing demographics, in particular due to increased needs among children and seniors.
With respect to professional training, SLPs in Canada are educated through professional course-based Master’s programs. A Speech-Language Pathology Master’s Program within the School of Rehabilitation Sciences (SRS) at McMaster University will complement the existing professional rehabilitation programs in Physiotherapy and Occupational Therapy and add to the interprofessional mix of health care disciplines within the Faculty of Health Sciences. The SRS is internationally renowned for its innovative educational programs. With its problem-based learning curriculum, the proposed SLP Program will be unique within Canada.
Specifically, the SLP Program will consist of five units of full-time study disbursed over 24-months. The curriculum will focus on the core fundamental knowledge and skills required for clinical practice and l gradually introduce students to increasingly complex clinical content while following a lifespan approach. Each unit will consist of an academic component followed by an integrated, community-based practicum. Each academic unit will consist of four integrated courses: a problem based tutorial course; a clinical and professional skills course; a seminar course; and either a course focused on foundational concepts and knowledge in SLP or an evidence-based practice course focused on developing life-long skills needed to seek out, critically appraise, and integrate research knowledge into client/patient management. Consistent with a problem-based learning approach, self-directed learning will be supported throughout the program via online e-learning resources that will be provided to supplement and reinforce knowledge and skills.
The Executive MBA in Digital Transformation (EMBA in DT) is an interdisciplinary program designed to expose students to the core topics covered in traditional EMBA programs together with the more technical content associated with master-level courses in fields such as data science and business analytics. With this unique combination, EMBA in DT graduates will leave the program well-positioned to further their careers as mid- to senior-level executives in organizations that see the potential associated with digitally-driven innovations, technologies and “Big Data” insights.
The 13-month EMBA in DT will be based primarily around four intensive residencies, including a two-week long international module in Silicon Valley, comprised of in-class coursework, site-visits, lectures from leading practitioners and mini-residences at key digital technology and data firms. Residency periods will be interconnected with online activities and integrative Capstone Projects focusing on real-world digital strategy and leadership challenges.
All students admitted to the EMBA in DT program will ideally possess a minimum of 10 years of work experience with at least 5 in a managerial role, ensuring ample co-learning opportunities through facilitated group discussions and projects.
The Graduate Diploma in Critical Leadership in Social Services and Communities aims to enhance progressive leadership in the community and social service sectors. This Graduate Diploma is grounded in a recognition of the contemporary conditions of social service and community work, and in expansive and critical definitions of leadership.
Students who complete the program will deepen their understanding of how contemporary social, political and economic forces are (re)shaping social services and communities, and particularly how these forces shape leadership and leadership practices, including practices of research and evaluation. They will engage a range of theories of critical leadership and of social / organizational change and demonstrate a capacity and identify, analyze and convey how leaders (can) create space for justice-oriented social service and community work.
Students will take one of two courses that consider specific contexts of practice (institutional contexts or community contexts). They will take two courses focused explicitly on aspects of leadership: a theory and practice course, and a course focused on leadership specifically in contemporary social services and community settings. Their final course considers critical approaches to evidence and evaluation, a key feature of contemporary leadership
All students admitted will have experience as leaders in community or social service settings. The Graduate Diploma enhances critical leadership practicethrough an academic exploration of issues that deliberately and consistently draws on students’ own leadership experiences.
The Graduate Diploma in Community-Engaged Research and Evaluation aims to foster critical and ethical practice in community-engaged research and evaluation. Students who complete the program will understand and be able to apply critical conceptual frameworks to evaluation practices in social services and communities, and identify justice-oriented alternatives or improvements; understand the historical, theoretical and ethical bases of community-based research (CBR) and be able to apply and communicate CBR principles; demonstrate a capacity to undertake a research-related community engagement process; and understand, and be able to communicate and apply, knowledge mobilization (KM) concepts
Students will take courses on critical approaches to evidence and evaluation, on community-based research, and approaches to knowledge mobilization in the social sciences. A seminar course will support students to initiate an engagement process with community stakeholders, towards the refinement or early implementation of a community-engaged research or evaluation project.
The Graduate Diploma in Community-Engaged Research and Evaluation will build capacity among local practitioners in social science research frameworks and methods, and participatory community engagement processes. The knowledge and skills developed through the program will enable students to craft locally relevant research questions; strengthen programs, policies and community initiatives; and build and sustain process of community and agency learning.
The MSc in Child Life and Pediatric Psychosocial Care will be a professional and practice- focused graduate degree. Stream 1 of this program will provide academic and clinical training (2 internships) to prepare students with knowledge, clinical skills, and professional behaviours to practice as entry level child life specialists. Stream 2 will provide child life specialists or practicing health professionals with advanced practice skills in pediatric psychosocial care in a course-based format (no internships required).
Students will be provided with opportunities to learn about pediatric psychosocial assessment and interventions, critically examine ethical issues, and apply theoretical knowledge and patient and family-centred care principles to diverse pediatric clinical settings. Students will also understand the foundations of clinical research, engage in critical reflection, and incorporate the appraisal of evidence to improve reasoning and clinical decision-making skills.
A blended delivery model will be provided with courses offered online to provide a flexible and accessible learning schedule. Opportunities for both real-time and asynchronous sessions in addition to two one-week residency periods held on campus will provide learners with opportunities for self-directed learning, guided instruction as well as hands on application of theory to practice throughout the curriculum.
Graduates will be prepared to incorporate and advocate for pediatric psychosocial needs and patient and family-centred care to address the diverse needs of infants, children, youth and families in pediatric health and community settings.
The PhD in Labour Studies will prepare students for the critical appraisal of work, working people and their organizations, and how labour market policies and institutions shape the experience of work and employment. It will provide students with opportunities to learn about advanced research methods, theory, public policy and a variety of issues relevant to labour studies.
Students will be required to complete coursework in advanced labour studies theory, critical community engaged research methods, a graduate doctoral seminar, and an additional graduate level course drawn either from our MA in Work and Society or from a social sciences graduate faculty at McMaster University. Students will take a comprehensive examination in their area of interest and present a thesis which shows competence in original research and will be required to defend it during a final oral examination.
Graduates of the PhD in Labour Studies will take up careers in academia while others will see their PhD studies as a pathway to employment in both the public, non-profit and private sectors primarily as researchers, policy makers, administrators, organizers and educators.
The UNENE diploma in Nuclear Engineering allows students to broaden their knowledge and enhance their core skills in nuclear engineering at a University graduate level. Courses are given outside of working hours to accommodate people with a full-time job. The diploma provides an option for students who wish to quickly specialize in certain areas, or who do not have the time nor resources to take the UNENE Master of Engineering (MEng) program. Students completing the diploma will gain theoretical and practical knowledge of at least two fundamental disciplines in nuclear engineering, plus two areas of specialization. The diploma is jointly delivered between McMaster University and the University of Ontario Institute of Technology (UOIT).
Students take four courses which are currently listed under the UNENE MEng program The diploma addresses the following learning outcomes:
- Enhanced Problem Solving
- Multidisciplinary Knowledge
- Safety and Risk Analysis
- Fundamental Knowledge
Graduates of the UNENE diploma having had the opportunity and the flexibility to augment their nuclear knowledge and skills, within the rigour of academic standards, will find application in areas relevant to their work, in the safe and efficient operation of nuclear power plants.
The PhD in Health Studies allows students to take a critical, interdisciplinary, and social science perspective in the study of health, illness, and health care. Students completing the PhD in Health Studies will have theoretical and methodological expertise in integrating knowledge and critical approaches to research from a broad range of disciplines in the social sciences.
Students will be required to complete coursework in Social Science Perspectives on Health and Aging, Quantitative Research Methods in Studies of Health and Aging, Qualitative and Historical Methods in Studies of Health and Aging, Critical Perspectives in Health Studies, as well as elective courses. Participation in a non-credit research and professional development seminar is also required. Students will take a comprehensive exam in their area of concentration in Health Studies. PhD students will also present a thesis which shows competence in original research and will be required to defend it during a final oral examination.
Graduates of the PhD in Health Studies will be equipped to pursue careers not only in academia but also the public, private, and non-profit/voluntary sectors, in a variety of opportunities for researchers, program strategists, knowledge brokers, and policy analysts.
The PhD in Social Gerontology allows students to take a critical social science perspective and an interdisciplinary approach to the study of aging. Students who complete the PhD in Social Gerontology will acquire theoretical and methodological expertise in social gerontology with a specific emphasis on an interdisciplinary social science perspective on aging and the condition of later age.
Students will be required to complete coursework in Social Science Perspectives on Health and Aging, Quantitative Research Methods in Studies of Health and Aging, Qualitative and Historical Methods in Studies of Health and Aging, Critical Perspectives on Aging, as well as elective courses. Participation in a non-credit research and professional development seminar is also required. Students will take a comprehensive exam in their area of concentration in Social Gerontology. PhD students will also present a thesis which shows competence in original research and will be required to defend it during a final oral examination.
Graduates of the PhD in Social Gerontology will be equipped to pursue careers not only in academia but also the public, private, and non-profit/voluntary sectors, in a variety of opportunities for researchers, program strategists, knowledge brokers, and policy analysts.