The Bachelor of Engineering in Nuclear Engineering is designed to address industry and public-sector demand for engineers with specialized knowledge in nuclear systems, safety, materials, and regulatory frameworks.

The program provides students with a foundation in core engineering principles alongside specialized training in areas such as reactor physics, heat transfer, nuclear materials, radiation protection, control systems, and nuclear safety and codes. Graduates will be prepared to contribute to the design, operation, regulation, and stewardship of nuclear technologies across the energy, research, and government sectors.

The program will also integrate naturally with McMaster Engineering’s established Engineering and Management and Engineering and Society programs, enabling students to complement their technical training with leadership, policy, ethics, and societal perspectives relevant to the nuclear sector.

The Master of Management in AI and Analytics (MM, AI&A) is a professional graduate program offered by DeGroote School of Business at McMaster University. This 16-month full-time in-person program will provide participants experiential training on how state-of-the art quantitative models and analytics methods together with leading software packages and programming languages can be used to organize, process, analyze, and interpret data in order to make informed business decisions.

MM,AI&A program consists of 12 courses (nine required and three electives), a two-term Industry Practicum and a one-term Internship. All courses will be delivered by experts covering different aspects of applied AI and analytics, and will incorporate the cutting-edge resources available through in-house Data Analytics and AI learning hubs. The curriculum is designed to deliver a set of core skills in analytics and applied AI while allowing students flexibility to choose functional area(a) to apply these skills.  Both the Industry Practicum and the internship components will allow students to gain a deeper understanding of specific industries or functional areas of business from the perspective of analytics and applied AI. The three elective courses will also allow students to focus on specific functional areas in their application of analytics, such marketing, finance, health care, operations management, human resources, and information systems. This focused yet flexible curriculum will provide students with both a breadth and depth of knowledge in analytics and applied AI. Through their course of study, students will cultivate valuable skills and experience, enabling them to make important contributions to their chosen fields, as well as provide them with the contextual understandings they need to remain abreast of new developments in the rapidly changing realms of data, applied AI, and analytics.

The Master of Management in Applied AI and Data-Driven Decision-Making (MAIDM) is a graduate program offered by DeGroote School of Business at McMaster University. This 20-month blended-learning part-time program is aimed at early-to-mid career professionals with at least four years work experience who desire to effectively incorporate applied AI and analytics in business and managerial decision-making processes.

To accommodate working professionals, the MAIDM program’s blended-delivery approach will consist of 10 courses, each delivered over three intensive face-to-face weekend residencies combined with weekly technology-enabled learning requirements during the off-campus periods. Approximately 70% of the instructional hours will take place during the three residencies and the synchronous webinars spread over each semester. The goal of this program is to educate and prepare leaders who have a basic understanding of applied AI and data-driven decision-making in order to lead analytics teams, be able to communicate with analysts working with them and upper management, and effectively manage organizational change.

The Graduate Diploma in Global Surgery: Surgical Care Systems & Health Equity at McMaster University aims to address the need for training and development focused on achieving access to equitable surgical care worldwide.

The Graduate Diploma in Global Surgery covers the fundamentals of global surgery, contemporary issues, program planning, monitoring and evaluation, and special population considerations. Students will gain an understanding of the global surgical landscape, ethical issues, and the intersectionality of global surgery with climate change and planetary health. They will also develop skills in program planning, monitoring, evaluation, and working in diverse, interprofessional teams. This program prepares graduates to integrate global surgery principles into their respective fields, allowing to contribute to global health initiatives and improve surgical care systems.

The Diploma is designed to overcome barriers such as time zones, travel, and financial constraints, making it accessible to a broad range of students globally. The Diploma consists of four online courses delivered asynchronously, allowing students to complete the program at their own pace within 8 to 20 months.

By strategically combining the strengths and resources of the Faculties of Humanities and Social Sciences at McMaster University, Wilson College’s Combined Honours in Leadership and Civic Studies and Another Subject will provide the mentorship, resources, infrastructure, and connections with communities needed to foster and sustain a robust culture of civic leadership and inclusion in service of Canada and the larger world. This interfaculty program, unique to Canada, will integrate experiential learning, research, practical application, and public engagement to advance our understanding of how to foster inclusive, ethical, and sustainable civic cultures. An interdisciplinary approach to civic studies will combine historical, theoretical, and critical perspectives that harness humanistic and social scientific learning to study and practice diverse models of leadership in the civic realm. These outcomes will be pursued and reinforced through experiential learning opportunities, fostering the practical application of knowledge through a level IV community placement and capstone project, as well as through innovative cocurricular programming, public outreach, and other hands-on opportunities for problem-solving, innovation, and civic engagement.

The Masters in Indigenous Studies is the result of thirty years of grassroots work by faculty, staff, and community members that responded to the critical demand for Indigenous research and innovation in post-secondary education and beyond.  First established as an undergraduate program at McMaster, the Indigenous Studies Department has trained a critical mass of undergraduate students in the discipline. In addition, the program has witnessed a rise in student demand for Indigenous content, research, and graduate studies. Students in Ontario are currently limited if they want to pursue graduate studies in Indigenous Studies. The new graduate program seeks to fill this gap.

The Masters in Indigenous Studies intends to retain and attract top-tier domestic and international graduate students. The program will focus on attracting both Indigenous and non-Indigenous students in Indigenous Studies, as well as other allied disciplines. The program will bring together cohorts of innovative graduate students who are interested in working within Indigenous knowledge systems.  The objective of the MA program is to provide students with an immersive multidisciplinary graduate experience that centres Indigenous Studies research methodologies and creation, theory, ways of knowing, and epistemologies while placing community-reciprocity at the fore.  Focusing on regeneration and resurgence-based programming, students will be trained to be nationally and internally recognized Indigenous scholars in Indigenous-led community-based research, knowledge creation, and/or policy.

Students admitted to the M.A. program will complete 2 terms of coursework and have the option of either completing a Major Research Paper (12 months), or a Community-Based Research Project (16 months).

The Master of Biomedical Innovation (MBI) program will be a multidisciplinary, project-oriented graduate program focused on bridging the gap between device and health system technology development and its transfer into local, national, and international biomedical markets. By linking the theory and practice of the biomedical innovation process, it will deliver a systematic but responsive approach to the critical, emerging discipline of entrepreneurship. Graduates with the MBI degree will have the knowledge and skills needed to seamlessly foster innovative biomedical approaches to current and future health challenges from the earliest stages (identification of real-life healthcare problems/needs, prototype development and testing) into practical, market-ready ventures. This integrated program will leverage existing partnerships and agreements between the Faculty of Health Sciences, the Hamilton hospital networks, local innovation hubs, and industry partners. MBI graduates will contribute to the growing biomedical and health technology sector, thereby attracting and retaining entrepreneurial talent that leads to the creation of not only improved health care but new jobs, economic growth, and community benefits.

The MBI will be a one-year program housed in the Department of Surgery and will be the cornerstone of the new Marnix E. Heersink School of Biomedical Innovation and Entrepreneurship. The project and course-based curriculum will be anchored by opportunities for immersive experiences and a series of intensive bootcamps that will guide learners through the biomedical innovation and entrepreneurship process with one-on-one coaching and mentorship from experienced entrepreneurs.

In keeping with McMaster University’s purpose of advancing human and societal health and well-being, the Department of Health Research Methods, Evidence and Impact (HEI) has created the Graduate Diploma in Community and Public Health.

Designed with flexibility in mind, the Graduate Diploma in Community and Public Health is delivered exclusively online, providing professionals in – or aspiring to – public health, mental health, and social service roles, as well as recent graduate students, with the knowledge, skills and expansive network they need to forge a rewarding career in community and public health.

Comprised of four courses, the Graduate Diploma in Community and Public Health can be completed in as little as 16 months. Learners will make the most of an innovative online curriculum, combining synchronous discussions and asynchronous components, taught by world-class faculty whose research programs inform public health policy and practice locally, nationally and internationally.

As one of Canada’s best schools for public health education, McMaster University’s aim is not simply to arm its learners with a graduate diploma, but to empower them to tackle the most pressing community and public health issues of our time with confidence, conviction and compassion.

The BHSc (Integrated Rehabilitation and Humanities) program aims to integrate principles and courses from the Faculties of Humanities and Health Sciences (School of Rehabilitation Science). The program will emphasize interprofessional interactions, knowledge-informed decision making, community engagement, practical experiences, and exposure to research. The program is a Level II entry in order for it to be accessible to students from as many academic backgrounds as possible. Admission requirements for the program are the completion of any Level 1 program, a Grade Point Average of at least 6.0 (six point zero), and the submission of a supplemental application to the School of Rehabilitation Science. The program will employ different modes of delivery that include: cross-faculty coursework, experiential learning, problem-based learning and inquiry approaches, blended learning, research experience and field trips, site visits and community engagement.

The Master of Science in Midwifery is the first of its kind in Canada. This midwifery-led graduate program has been designed from the ground up to provide midwives from Canada and abroad with the leadership, scholarship, and clinical knowledge and skills needed to advance their contributions as a midwife, drive positive change and strengthen the midwifery profession.

In response to a global call for midwives to play an increased role in the leadership within health systems, our core courses are founded on the major attributes of advanced midwife practitioners, including autonomy in practice, leadership, expertise, and research skills. Elective courses will allow students to develop discrete advanced clinical skills or expertise in a focussed area of interest, and optional clinical and leadership placements will provide real-world experience to support students’ growth and development. Graduates will be prepared for roles such as clinical and professional leaders, educators, researchers, and clinicians with specialized advanced clinical skills.

The degree is designed to provide students with the flexibility to complete the program part-time while continuing to work and without relocating. The program offers the option of either a course-based or a thesis-based stream. While the thesis-based stream must be completed full-time, the course-based program may be completed either full-time or part-time. The program uses a hybrid format, with a combination of asynchronous online, synchronous online, and in-person learning, which allows the degree to be completed from a distance. With only two mandatory week-long in-person residencies (one in the summer in the program’s first term and the second in the summer term before the student’s final year) requiring travel to Hamilton, Ontario, the degree is accessible for students from across the globe.

Chemicals on their own, or after assembly into more complex devices, are at the heart of most technologies, ranging from drugs to energy-saving light emitting diodes. Chemists in academia and industry are increasingly trying to manage the entire life cycle of molecules. Sustainability requires the use of renewable starting materials and, at the end of a useful life, return of those products to the planet in a form that allows their efficient degradation via natural processes back to natural materials.

The Honours Bachelor of Applied Science in Sustainable Chemistry program examines chemical processes, including those leading to small molecules and polymers, strategies for improved energy generation and utilization, and the use of metrics to establish the sustainability of chemical processes. These processes are evaluated against the 12 rules of Green Chemistry, and more broadly by considering feedstocks, solvents, energy utilization, and the fate of both desired products and undesired byproducts.

The program provides students with a uniquely integrated and inquiry-based approach to research and problem-solving in chemistry and chemistry-related areas. The traditional practices of Chemistry are examined through the lens of sustainability, with the objective to develop in students the ability to identify and implement better ways to practice chemistry, particularly in industry. In this program, students may choose to focus on experimental work, with access to elite laboratory facilities with some of the most modern instrumentation found in any university in Canada.

The Integrated Arts (iArts) program is a course-based program that offers students two options for degree completion: 1) direct entry BFA (Bachelor of Fine Art) with 120 units of courses (3 units is typically 1 course) for approximately 40 courses including a 6 unit capstone thesis/art-research project; or 2) a level two entry to the BA (Bachelor of Arts) with 120 units of courses (3 units is typically 1 course) for approximately 40 courses.

The programs integrate practice and critical theory to different degrees at every level and in every class, and train artist-researchers for the ever-changing landscape of the contemporary arts landscape and community arts practice. They also prepare students to bring arts insight and leadership to cross-disciplinary collaborations in other fields of study or areas of business. The curriculum is designed to produce artists and graduates ready to impact society in multiple ways, and to contribute to the resolution of the key problems we face today.

The curriculum is planned with an eye to issues of social justice, equity, and inclusion. We are committed to de-centering the western canon both in the material that we select for study and in the ways that we approach research and teaching. Students will develop their arts research practice through the integration of practical, studio-based explorations, with the study of critical arts histories and critical theory.

The Master of Public Policy (MPP) in Digital Society is a professional graduate degree that combines course-based learning, case studies, labs, and experiential learning opportunities in order to develop a set of core competencies at the intersection of public policy and digital technology. The interdisciplinary curriculum will focus on developing the theory and skills necessary to ensure that students acquire and are able to demonstrate mastery of public policy fundamentals, foundational informatics, and the base mechanics of digital technologies. The aim of the program is to train prospective policy leaders to navigate the rapidly changing dynamics of the technological landscape so as to more effectively address the complex social, political, and economic challenges that have accompanied the Digital Age. By leveraging their training as both policymakers and technologists, graduates of the program will be expected to lead interdisciplinary teams in the public, private, and non-profit sectors. They should be well-placed to advance innovative solutions to complex public policy challenges resulting from the advancement of digital technologies.

Students in the MPP in Digital Society will be enrolled full-time for 12 consecutive months.

The M.Eng. in Systems and Technology is a course-based program that offers students two options towards degree completion: 1) completion of nine 3-unit courses or 2) completion of six 3-unit courses + an eight-month project.  Students will acquire competencies required to analyze, operate, design, and implement smart systems and open the pathway to careers across different industries, within commerce, or in governments.  Students can tailor their learning portfolio to include Automation and Robotics, or Artificial Intelligence (machine learning, deep neural networks), or Augmented / Virtual Reality and apply these capabilities to automotive, manufacturing, or other fields.  Applicants are expected to be proficient in writing code in one or more programming languages (e.g. C++, or C#, or MATLAB, or Python).

Students selecting the  courses + project option will spend eight months in an industrial internship while working on their project.

Students can chose to specialize in one of three areas:

Advanced Manufacturing
Automotive
Automation and Smart Systems

Applicants should have a background in engineering or computer science.  Admissions are for September or January with the duration of the program being 12-16 months for full time students opting for the course-only program while students enrolled in the courses + project program are expected to complete the program within 16 months.  Part time students can only enrol in the course-based option and are expected to complete the program within 36 months.

The Ph.D. program in Statistics is a research-focused program that will train students to develop theory, methods, and tools for the analysis of increasingly diverse emerging data types. The proposed program is unique in that it combines a traditional Ph.D. program in Statistics, covering many areas of research, with an unusually significant research strength in computational statistics, which is a very important area of training in this data-centric era. In fact, the training in computational statistics that the proposed program will deliver is an essential component of the highly-skilled workforce for which Ontario is striving.

In addition to the traditional entry route, i.e., after completion of a suitable master’s degree, students can transfer into the Ph.D. program in Statistics from the M.Sc. in Statistics or can avail of direct entry. Students in the Ph.D. program in Statistics take at least two graduate level courses and complete a two-part comprehensive examination in addition to their research work over the four years of the program. In addition to gaining subject-matter expertise in statistics, students will gain valuable communications skills – both written and oral. The fostering of independence is another crucial part of the training and is manifest in the evolution of the supervisor-student relationship; specifically, as the student progresses towards the end of the program, the regular meetings with the supervisor, while maintaining a mentor-mentee tone, becomes more like a discussion between two collaborators.

Graduates of the Ph.D. program in Statistics will have a deep understanding of relevant statistical theory as well as an ability to develop computational and statistical tools for the analysis of modern data. By producing such graduates, the Ph.D. program in Statistics will help address the acute shortage of highly qualified statisticians, especially those trained to the doctoral level, who understand theory and can develop computational and statistical tools for the analysis of diverse emerging data types.

The Master of Science in Psychotherapy is a professional, course-based, clinically-focused graduate degree. The Psychotherapy Program is offered through the Department of Psychiatry and Behavioural Neurosciences in the Faculty of Health Sciences at McMaster University. The aim of Psychotherapy Program is to offer students a clinical learning experience that includes theory, applied clinical skill development, and direct supervision and that will prepare them for a career as an independent psychotherapy practitioner.

Students in the Psychotherapy Program will be enrolled full-time and will complete 7 required graduate-level courses, 2 graduate-level elective courses and 2 clinical practicum placements over 5 terms (20 months). The required courses will cover introductory concepts as well as advanced training in psychotherapy theory, fundamentals of clinical research and applied clinical skills. The clinical training will be rooted in empirically-support therapies with a principal focus on Cognitive Behavioural Therapy (CBT). CBT is a short-term, goal-oriented, skills-based psychotherapy. The practicum courses will provide students with the opportunity to apply the skills they are learning in a clinical setting and receive ongoing support from a supervisor who is a registered clinician. Overall, the Psychotherapy Program is designed to provide students with a variety of training opportunities to gain theoretical knowledge and competency in the delivery of psychotherapy.

The proposed PhD program in Global Health builds on the award winning master’s program (Canadian Bureau for International Education (CBIE) Panorama Award for Outstanding International Education Program). The MSc. in Global Health has built a strong partnership with Maastricht University and our associate partner Manipal University in India. It is a transdisciplinary, transcontinental program that extends across the faculties of health sciences, social sciences and business at McMaster University and concomitant faculties at Maastricht. As a result, students will be exposed not only to local research experts but also to a diverse international faculty in the area of global health.

The goal of the proposed program is to offer students a high-quality research doctoral program that will develop and enhance their understanding of the current and emerging principles and practices of global health. In doing so, it will prepare students to deal with the complex problems they will face in health systems, undertaking research in global health, and analyzing complex policy and regulatory issues that shape the field of global health.

Students will complete coursework in global health research methods, and elective courses selected based on their substantive area of interest and methodological approach to their research study. Global Health PhD students will pursue original research for their thesis projects.

PhD students will be prepared at the local, national and international level for academic employment as well as research jobs, senior management and leadership positions in a range of global public, private, and non-profit organizations. They will develop leadership and high-level skills in community-engaged research and critical theory, and be able to participate constructively in public policy debates. Graduates will be well equipped with an in-depth transdisciplinary knowledge and professional skill-set, which will allow them to succeed across various sectors and remain influential in a rapidly diversifying global health labour market.

The Blended Learning Part-Time MBA (BLPT) Program offers a unique combination of in-class and online learning, providing a convenient and flexible way for working professionals to complete their MBA degree.  Whether they are seeking to advance their career or hoping to change industries entirely, the BLPT program will support their learning journey.

Online learning will be complemented with face-to-face instruction during three weekend residencies per term, resulting in a strong cohort experience.  Graduates from this program will be able to respond to significant changes taking place in the global economy and will be prepared to adapt to ongoing workplace changes with innovation and strategic foresight.

The Blended Learning Part-Time MBA program will integrate knowledge from all functional areas of business, with an emphasis on personal development and leadership.  Students will enhance their problem solving capabilities within a program that heavily promotes collaboration, interdisciplinary thinking and working with external partners.  Students will also develop and enhance their professional skills, such as communication and persuasion, through the practical application of knowledge.   The BLPT MBA program will conclude with a Strategic Integration Project, which allow students to synthesize and demonstrate learning outcomes.

All students admitted to the Blended Learning Part-Time MBA program will ideally possess a minimum of 4 years of relevant work experience, in order to contribute to an active and engaging program experience.

This intensive 12 month coursework program is the natural culmination of a sequence of program developments in this dynamic and important field that started with “PhiMac”, the Math department’s research group in financial mathematics. The new MFM program will build on the strength, experience and reputation of PhiMac featuring a focused set of core technical and professional outcomes.   The program will provide incoming students with a broad range of quantitative problem solving skills which will lead to promising career paths in the finance industry. It begins with two four-month terms focused on coursework and ends with a four month “major industrial project” whose requirements to learn industry practice by direct interaction with industry professionals may be completed in one of several different ways. The resulting credential, the MFM degree, will be valued and respected as a confirmation of both the high quality training and the integrity of the graduate.

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.

Integrated Biomedical Engineering and Health Sciences (IBEHS) is a new innovative program that integrates Engineering with the Health Sciences in order to produce graduates with both specialized training and an interdisciplinary breadth across many areas of study.  It will be the only program of this type that represents a true integration of engineering and a world class faculty of health sciences.  Students enter into a common first year that includes foundational engineering courses in math, physics and chemistry, a health sciences course in cellular and molecular biology and a full-year Health Solutions Design Projects course.  This project-based course will deliver engineering principles and apply them towards biomedical design projects.  Beginning in Level II, students pursue one of 2 possible degrees, either a Bachelor of Engineering and Biomedical Engineering (B.Eng.BME) degree or an Honours Bachelor of Health Sciences (Hons. B.H.Sc.) in Health, Engineering Science and Entrepreneurship.

The Honours B.H.Sc. degree in Health, Engineering Science and Entrepreneurship (HESE) offered within the IBEHS program is an innovative option due to its heavily integrative focus in health, technology and entrepreneurship.  Over 5 years (including Level I IBEHS), students pursuing an Honours B.H.Sc. degree will primarily take courses that are either common to IBEHS (alongside the B.Eng.BME students) or courses specific to HESE that specialize in the creation of value through entrepreneurship within the biomedical and health sectors.  Similar to graduates of the B.Eng.BME degree, graduates are well-prepared for careers in the biomedical technology and health sectors, and could work alongside each other in different roles.  Additionally, they will be well equipped to pursue further studies in graduate research in engineering or health sciences, pursue a career as a health professional, or to create value by drawing on the entrepreneurship competencies to develop new private sector ventures.

Integrated Biomedical Engineering and Health Sciences (IBEHS) is a new innovative program that integrates Engineering with the Health Sciences in order to produce graduates with both specialized training and an interdisciplinary breadth across many areas of study.  It will be the only program of this type that represents a true integration of engineering and a world class faculty of health sciences.  Students enter into a common first year that includes foundational engineering courses in math, physics and chemistry, a health sciences course in cellular and molecular biology and a full-year Health Solutions Design Projects course.  This project-based course will deliver engineering principles and apply them towards biomedical design projects.  Beginning in Level II, students pursue one of 2 possible degrees, either a Bachelor of Engineering and Biomedical Engineering (B.Eng.BME) degree or an Honours Bachelor of Health Sciences (Hons. B.H.Sc.) in Health, Engineering Science and Entrepreneurship.

The B.Eng.BME. degree in Engineering and Biomedical Engineering combines the requirements of one of 8 Engineering disciplines (Chemical, Civil, Electrical, Engineering Physics, Materials, Mechanical, Mechatronics, and Software) with requirements specific to the IBEHS program.  Over 5 years (including Level I IBEHS), students pursuing a B.Eng.BME degree will take courses common to IBEHS in addition to courses specific to their chosen engineering discipline.  The common IBEHS courses are offered both by engineering and health sciences, with students taking these courses directly alongside students pursuing the Honours B.H.Sc. in Health, Engineering Science and Entrepreneurship.  Graduates with a B.Eng.BME degree are prepared for careers in the biomedical technology and health sectors, and may also pursue a career in a more traditional engineering field based on their interests and training. Additionally, they will be well equipped to pursue further studies in graduate research in engineering or health sciences, or pursue a career as a health professional.

The Honours BSc Neuroscience program aims to provide students with a rigorous interdisciplinary science education that will enable them to pursue careers in neuroscience research and related fields.

Neuroscience is an inherently interdisciplinary field. Comprising all research related to neurons and nervous systems, neuroscience spans a vast array of topics, from the biophysical and electrochemical properties of nerve cells to the developmental biology of neural circuit formation to the information processing calculations carried out by the brain. To be able to comprehend past and current developments in neuroscience, and to contribute to future developments, students require a broad foundational skill set in biology, chemistry, computer science, mathematics, and physics, coupled with a strong introduction to the core areas of molecular, cellular, and systems neuroscience. The Honours BSc Neuroscience program offers just such a curriculum.

Through lecture, laboratory, and seminar coursework, students will acquire an understanding of fundamental concepts in biology, chemistry, and physics that are foundational to neuroscience, and will develop critical knowledge of three major areas of neuroscience: cellular/molecular, systems/circuits, and behavioural/cognitive neuroscience. Students will be introduced to modern tools and methods for attacking neuroscience problems and will apply their knowledge to critically evaluating the neuroscience literature, analyzing and developing scientific hypotheses and arguments, forming considered scientific judgments, and developing creative approaches to tackling important open questions in neuroscience.

Graduates will be ideally suited to pursue advanced degrees in neuroscience and ultimately to become university professors of neuroscience or to work in the neuroscience-related biotechnology sector. Graduates will also be well suited to enter a wide variety of other professions for which a strong interdisciplinary science foundation is advantageous; these include medical and allied health professions, science teaching, science journalism, and science policy, among others.