The Undergraduate Medical Education (UGME) program at York University is a three-year, competency-based Doctor of Medicine (MD) degree designed to educate clinical and person-centered physicians. The program’s mission is to deliver community-based primary and generalist care grounded in social accountability, interprofessional collaboration, and immersive learning. It is specifically designed to produce Family Physicians and highly needed generalist specialists—including those in pediatrics, general internal medicine, psychiatry, obstetrics and gynecology, and general surgery—to serve diverse populations, particularly in the North Toronto, York Region, South Simcoe, and North Simcoe/Muskoka regions.

Structured around experiential and case-based learning, the curriculum consists of three longitudinal courses that run concurrently across all years: Generalist Health Care, Emerging Concepts and Innovations in Health, and Becoming a Professional. A key feature of the program is the Longitudinal Integrated Clinical Learning Experience (LICLE) in Year 2, which replaces traditional clerkship rotations with urban or rural streams that immerse learners in primary and generalist specialty care to foster continuity in patient interactions. Throughout the program, learners engage with core themes of Foundational Sciences; Health Services and Systems; Equity, Diversity, Inclusion and Practices; and Indigenous Ways of Knowing, Being and Doing.

The Master of Engineering (MEng) degree program in Sustainable Energy Systems is a course-based program from the Department of Mechanical Engineering at the Lassonde School of Engineering, York University. It is designed to enhance knowledge and skills in the sustainable energy systems field for recent science or engineering graduates and industry professionals, focusing on professional development for the job market. It emphasizes industry-informed technical skills, real-world applications, communication, teamwork, policy/regulations, technology commercialization, and project management.

The BEng in Mechatronics at the Lassonde School of Engineering is designed to be a four-year program that exceeds the accreditation requirements of the CEAB (Canadian Engineering Accreditation Board). It builds upon faculty expertise in mechatronics, control, robotics, sensor technology, mechanical engineering, space engineering, electrical and computer engineering, and mechatronics system design and deployment. It utilizes a common core shared by existing engineering programs and incorporates experiential delivery in courses developed specifically for Mechatronics. This integrated model is maintained in the Mechatronics Engineering curriculum, as it provides a suitable basis for upper year courses and provides flexibility for students who need not commit to a particular engineering degree program at admission time.

The program leverages existing co-op infrastructure to provide mandatory work experience terms within the degree requirement. Experiential courses within the Mechatronics program focus on a spiral curriculum model in which concepts are presented repeatedly, but in deepening levels of complexity and in different applications. Within these courses, applications and the design work associated with them will be chosen to emphasize diversity and tasks associated with applications from a range of different cultural and socio-economic domains. The Mechatronics program will work to enhance experiential education, diversity, teamwork, leadership and professionalism in this new engineering offering at York.

The School of Nursing at York University currently offers a Master of Science in Nursing (MScN)-Primary Health Care Nurse Practitioner (PHCNP) Program which combines two components: 1. A master’s degree and 2. The NP component. To allow for applicants with previous master’s degrees to pursue the NP program in Ontario (without needing to repeat a second master’s degree), several Schools of Nursing, which are a part of the nine-school consortium, began offering a Graduate Diploma. Thus, we propose to introduce a Graduate Diploma with the identical curriculum, content, and learning objectives of the current nurse practitioner program that York already delivers as a part of the MScN-PHCNP program, but without the MScN courses. The PHCNP curriculum is developed as a part of the consortium, and as a member of that consortium, York University School of Nursing participates in, but does not solely create or modify its content. Students will engage in clinical placements as they progress through their five clinical courses. Each PHCNP university site has its own clinical placement catchment area, and placement coordinators for each university organize student placements within the university-specific area. Placements include primary care, acute care, long-term care, as well as specialty and sub-specialty medicine. All these activities already occur at York University.

The Advanced Management Diploma (AMD) is a two-term (18 credit) graduate diploma that expands access to high-quality experiential education by enabling more of Schulich’s professional master’s students to graduate having completed an internship. The Diploma features coursework selected from existing courses in Schulich’s professional master programs (9 credits), a choice of professional development course (3 credits), and a graduate placement (6 credits). Students will build their professional skills in the placement course as well as apply and synthesize the management principles they learn within their master’s degree program

As the frequency, intensity, and impact of disasters accelerates around the world, the PhD program in Disaster and Emergency Management (DEM) at York University will prepare the next generation of leaders in DEM. The program is designed to support both the development of innovative academic researchers and the leadership of practitioners on the cutting edge of emergency management.

The PhD program in Disaster and Emergency Management draws on York University’s leading expertise on this topic. The only university in Canada to offer both an undergraduate and graduate degree in DEM, York is also home to the new Emergency Mitigation, Response, Engagement, and Governance Institute (Y-EMERGE) that brings together an interdisciplinary community of disaster and emergency management researchers.

The PhD program is designed to support a diverse community of students as they develop the skills to produce rigorous research and translate this into improved practice. Students will engage with different disciplinary traditions in DEM scholarship through the core program seminar; enhance their skills at teaching and communicating to diverse audiences; and develop dissertations that are both academically rigorous and practically important. PhD students will be encouraged to work closely with real-world emergency management partners and stakeholders, and to engage with issues of equity, vulnerability, and justice both locally and abroad.

The Bachelor of Sport Management (BSM and BSM Honours) program focuses on the managerial and organizational aspects of sport.

Students learn about sport innovation and entrepreneurship alongside studies in sport leadership, sport communications and community relations, sport analytics and e-sport. Students are also introduced to developments in the world of recreational, amateur and professional sport, and develop skills and knowledge relevant to evolving sport management practices.

Global Health, PhD

The PhD Program in the School of Global Health will prepare the next generation of leaders needed to address global health challenges of the 21^st century. The program will cultivate critical and solutions-focused scholarship, enabling students to engage in interdisciplinary, original research that provides a foundation for advancing transformational changes in global health research, practice, and policy.

The program is based within an innovative and exciting research and training environment at the School of Global Health. Here, challenges such as climate change, infectious disease, pandemics, and chronic non-communicable diseases are addressed in light of their intersection with socioeconomic, political, and legal issues, and through partnerships that are rooted in global allyship, respect and anticolonial practice.​

The four-year PhD is uniquely designed to be student-centered, with in-built flexibility and individualization. Every PhD will centre around an independent learning plan comprising student-specific learning objectives and time-bound strategies, including courses and fieldwork. Requirements include a modular course building student skills and capacity for critical and transformative problem-solving (GH 6000), and a seminar course on interdisciplinary approaches and scientific and technological innovations in global health (GH 6100). Other courses are governed by students’ learning plans. PhD projects will begin upon successful completion of a comprehensive examination in year 2, though partnerships with project stakeholders will expectedly begin sooner. Doctoral project products may take the form of monographs, journal article manuscripts, multimodal professional portfolios, or other suitable materials. Mid-career professionals may explicitly address or be inspired by their employers’ needs. Cotutelles with another university and – unique to this program – internal cotutelles between the School of Global Health and another Faculty/department at York University may also be supported.

With explicit focus on interdisciplinarity, critical inquiry, equity, and problem-solving, the PhD program in Global Health is anticipatory of emerging visions of global health. Graduates will be agents of change fulfilling policy, leadership, and advocacy roles in education, research, health systems, government, multilateral organizations and industry, locally, nationally, and internationally.

The Graduate Diploma in Accounting Analytics, a 15-credit, two-term, standalone (Type 3) part-time online program, will be the first of its kind in Eastern Canada, aimed at producing graduates who are well-versed (but not experts) in the interface between the broad areas of accounting (including, financial and managerial accounting, auditing, taxation etc.), information technology, data analytics and data visualization. The proposed program will be cutting-edge, incorporating current best practices in the industry and offering students experiential opportunities. The curriculum of the program will be constantly revised to incorporate the latest trends in and the needs of the accounting industry. The program learning outcomes and the assessment of those outcomes have been developed by Schulich accounting faculty members and instructors, with input from other Schulich and York faculty, alumni, industry experts and senior leaders in the industry including partners in accounting firms.

Students are required to complete GDAN 5600 1.50 Consulting Project. In this course, students will undertake a comprehensive project at an organization and provide data-based, actionable strategic and business insights in response to a client problem. At the conclusion of the project, the group will be required to distil and synthesize these diverse points of view and opinions into a single actionable item that makes business sense, which they will then have to present to the client for implementation.

The proposed Master of Health Industry Administration (MHIA) program is designed to address an unfilled need in post-graduate management education – to increase the available pool of highly capable professionals to fill the growing demand in the burgeoning healthcare industry. Combining Schulich’s strength of high-quality management education with specialized expertise in the field of healthcare administration, the proposed 12-month (3-term) full-time program will be unique in both Ontario and Canada and will offer explicitly designed courses for a changing healthcare industry.

The mission of the program is to prepare students with the leadership and management skills needed to thrive and make a difference in a transformational industry, in both the public and private spheres, and to help build the next generation of healthcare leaders for emerging global challenges and the workforce of tomorrow. Students will receive training in health informatics, supply chain management, epidemiology, quality of healthcare, performance metrics, public policy, and strategy, all in addition to the traditional foundational disciplines such as accounting, finance, marketing, strategy, organizational behavior, and management of information systems.

The MHIA will serve two sets of potential students. Apart from the traditional direct entry undergraduate, the program will be open to healthcare practitioners who are currently working in entry-level facets of healthcare administration but who wish to progress to higher and broader organizational leadership roles in health administration. The MHIA can therefore be seen as an intermediate step on a path of lifelong learning that may, at a later stage, include enrolment in an MBA or EMBA program to complement graduates’ skills with those required for senior and more generalized leadership positions.

Every MHIA student will take a 12-week 3.00 credit capstone course in which they will consult with a real-world organization in teams of five students to address an issue of strategic importance to the organization. The course, titled Strategy Consulting Study in Healthcare (HIMP 6100 3.00), consists of a single-deliverable consulting assignment in which students engage with a real private or public sector healthcare-focused organization to analyze an existing organizational issue and prepare a report containing detailed analysis and recommendations.

Additionally, students may opt to complete a competitive internship with one of the School’s partner organizations.

The MBA program in Leading Technology-Enabled Organizations (MBAt) is designed to develop graduates with managerial and leadership skills and competencies in the context of technology and digital transformation initiatives. It will produce graduates who will bring leading-edge technological and managerial knowledge to develop proactive organizational responses to technological disruptions. Program graduates will also foster silo-breaking intra-organizational collaborations to create innovative solutions to ongoing business challenges. They will champion clarity of business.

The 16-month MBAt program is unique in Canada and will offer explicitly designed courses and experiential education components (mandatory internship in technology leadership, professional development core, and a capstone integrated field study (startup studio/product lab experience)) for students interested in leadership roles in the technology-based industries. The program will require students to complete 49.5 credits over four consecutive terms of full-time study.

The program makes an explicit commitment to experiential learning in the following ways: 1) Every course will commit 30% of the total time to experiential learning initiatives (guest lectures, simulations, case studies, etc.), 2) every course will be encouraged to have an ongoing relationship with an industry leader who will offer experiential insights to the students, 3) the program has a required internship component, and 4) the program will require students to work with real-world clients to develop technology solutions for their business needs and to work with the client to ensure the implementation of these solutions.

The Graduate Diploma in Global Metals and Minerals Management is an innovative, blended-learning program that seeks to develop leaders who can successfully navigate the complexities of an industry that is driven by increased government and legal scrutiny, changing consumer expectations, increasing stakeholder pressures, and emerging societal needs related to a sustainable, low carbon future. Graduates of the GMM Diploma will contribute to the responsible development and use of metals and minerals globally.

The program spans all sectors of the broad metals and minerals value chain, including junior and major mining companies, investors, shareholders, financial institutions, EPC/EPCMs, refineries, smelters, transportation and logistics companies, suppliers, manufacturers of semi-products and consumer products. The GMM program is delivered in a combination of in-person residences, online seminars and workshops, and self-directed asynchronous material such as pre-recorded lectures and readings, making it accessible to future and current leaders from around the globe. An integrated and experiential approach to teaching allows students to connect concepts and frameworks in realistic industry contexts.

MBA students can earn a Graduate Diploma in Global Metals and Mineral Management in conjunction with the MBA degree by completing 16.5 credit hours of required core Diploma courses as well as a 601 Strategy Field Study or a 10-week internship in metals and minerals or a related industry. The Graduate Diploma in GMM is also offered as a standalone graduate diploma for students not registered in a graduate program. This option requires 16.5 credit hours as well as a 10-week internship in the Metals & Minerals or related Industry. The Diploma program is taught over the duration of three semesters.”

The program provides the specialized education in data science to leverage emerging data science technologies for the generation of insights and solutions to challenges organizations face in rapidly changing business and policy environments. Graduating students will learn both the theoretical and applied perspectives of data science technologies and be knowledgeable in their stream subject. They will be effective communicators, able to effectively participate with others in data science projects and conscious of the ethical and social responsibilities of data science. They will not only master the hands-on skills necessary for initial employment, but also become able, creative, curious, entrepreneurial thinkers who can thoughtfully contribute to a world of rapid technological change. A key component of the program is the integration of the acquired knowledge through a capstone experiential learning project in the 4th year”.

The Bachelor of Science in Information Technologies aims at preparing students for a technology-related career in the financial sector. Graduates will have a strong grasp of information and computational technologies that are relevant to the financial domain as well as a strong familiarity with financial concepts. Combined, these competences and skills will allow graduates both to effectively develop software-intensive systems that fully meet the needs of the financial industry and to conceptualize and implement new and innovative information technology-backed financial services and tools.

The curriculum combines courses that can be found in a computing or information technology program, with an emphasis on AI, data analytics, cybersecurity, high-assurance enterprise systems development and distributed systems, with courses found in Finance BA/BSc programs including accounting, finance, financial intermediation and banking, financial transaction systems, capital markets and investing. The program will have a strong professional orientation and will feature an internship component.

The Master of Biotechnology Management is a course-based professional graduate program designed to provide students who hold a Bachelor of Science degree in biology, biological sciences, biotechnology, life science, or a related discipline, and have little/no work experience in biotechnology, with practical interdisciplinary training in biotechnology and management to enhance their competitiveness and employability in the biotechnology management related sectors. Students that complete this program are awarded two credentials upon completion of the program requirements: a Master’s in Biotechnology Management, and a Graduate Diploma in Management.

The program provides students with graduate courses in biotechnology designed in collaboration with industry leaders; practical laboratory training in biotechnology; graduate studies in management offered through the Graduate Diploma in Management; paid internships in biotechnology management; a culminating capstone experience with the opportunity to propose solutions and implementation plans bridging biotechnology and management; courses in science writing and communication; and opportunities for interaction with biotechnology professionals

The Graduate Diploma in Biotechnology (GDB) is a graduate certification designed for students who hold a Bachelor of Science degree in biology, biological sciences, biotechnology, life science, or a related discipline, and have little/no work experience in biotechnology, to enhance their competitiveness and employability in the biotechnology sector.  The program provides students with graduate courses in biotechnology designed in collaboration with industry leaders; practical laboratory training in biotechnology; and opportunities for interaction with biotechnology professionals.  The Graduate Diploma in Biotechnology is designed to increase the available pool of trained talent for the biotechnology industry and strengthen the biotechnology eco-system.

Undergraduate students will learn how to develop and deploy digital systems that satisfy organisational and societal requirements. In addition to a core of knowledge and skills in algorithms, software development, computer systems, security, data management, and project management, they will develop a deep focus in one of three areas: software development, computer security or data science. At the same time students will develop professional and behavioural competencies necessary for life-long career success.

This combination of technical, professional, and behavioural competencies is achieved through a unique work-integrated learning model. Through a wide range of partnerships with employers, students will be in paid employment, with a single employer, from day-one throughout the four years of the program. Employers will be partners in the learning process by virtue of their commitment to provide learning experiences in the workplace that satisfy certain course learning outcomes. Formal, or classroom, learning is focussed on core concepts and theories while learning in the workplace provides practical application and experiential learning, carefully curated to meet learning objectives in partnership with the program. Partner employers commit to allowing student employees twenty five percent of their normal working time to be devoted to studies in the program. As employees, the students perform assigned workplace duties for the remaining seventy five percent of normal working time, some of which is targeted experiences that satisfy course learning objectives.

Courses typically include significant project work, usually implemented through workplace learning opportunities, as well as large-scale projects in the final two years that include professional and behavioural outcomes.

“The Master of Arts in Design Research (MA) is designed to prepare individuals to engage the research needs of contemporary design practice. Our program is distinguished by its emphasis on design research through practice and its interdisciplinary approach to graphic design. Our degrees are built around the application of design research methods: In the first semester we emphasize disciplinary inquiry that can be used to expand the possibilities of how we think about visual communication; and in the second semester we emphasize human-centered methods that attempt to address many of the vexing issues facing society today. Our students learn rigorous processes that question, analyze, and interpret the role of design in contemporary culture and society.

For practicing designers who want to energize their practice, our one year, 3-term program’s applied emphasis allows a student to immediately transfer what they learned into the workplace. The MA shares the same curriculum as the first year of the Master of Design (MDes) program but culminates in a 1-semester Major Research Project or Major Research Paper completed under the guidance and support of a supervisor. The MA program helps students develop the applied research expertise needed in today’s workforce and offers practical and attainable means of developing a strong, forward-thinking contemporary practice. Students sharpen their design skills, gain exposure to design research methods, and learn to articulate the value of design-based innovation”.

The Graduate Program in English is proud to introduce its unique Graduate Diploma in Creative Writing. Focused on developing students’ writing skills, the program trains new scholars across the genres. Workshops introduce the writing of poetry and fiction, the literary essay, personal memoirs, and historical biography. 

All of our Creative courses are open to all students, which means, not that all those who take a creative or literary writing course will go on to complete the diploma, but that all graduate students in English Literature have the opportunity to develop their skills in the writing of a range of distinct literary forms, whether poetic, fictional or those of literary prose, as well as in the critical interpretation of literature. Our diploma program places future writers in the line of writer-critics that extends in English from Coleridge and Henry James to Maggie Nelson and Billy Ray Belcourt.

Core courses include three-credit workshops in fiction and poetry. Admission requires a portfolio establishing a creative practice. Courses in literary nonfiction cover special topics such as personal memoir and food writing. The Capstone Creative Project rounds out the diploma. Completed under the supervision of a CW program member, the project combines a literary-critical essay and creative work in fiction, poetry, literary nonfiction, or a multi-medial approach.

Core courses in fiction, poetry, and literary nonfiction are open to all English graduate students as well as those from other departments and programs.

The Graduate Diploma in Foundations of Canadian Law is designed to provide a deep understanding of Canadian law in the key areas of public and private law. It covers foundational aspects of the Canadian legal landscape, including Canada’s legal history and structure; skills-focused topics, such as legal research and writing; and more specialized topics, through elective courses of your choice. Learn from expert faculty and network with professionals across a variety of industries. The Graduate Diploma in Foundations of Canadian Law opens the doors to better career opportunities in the Canadian legal market and can set the stage for further graduate study.

Undergraduate students will learn about and investigate the development, structure, and function of the brain and nervous system including the ways it can change – whether naturally or through human intervention. York’s Neuroscience program has several unique features. Based on their interests, students choose one of three entry pathways by selecting Biology, Kinesiology & Health Science, or Psychology as their home program. The adventure begins with a solid science curriculum in first year, including a keystone course Frontiers in Neuroscience. This keystone course has been specifically designed to build a cohort of students and familiarize them with the breadth of neuroscience research at York.

Students will be exposed to topics in neuroscience through a combination of new Neuroscience courses and existing courses within three  streams (cellular/molecular, cognitive/behavioural, and systems neuroscience), along with a research-based capstone experience in fourth year – in which students conduct either an individual research project or participate in a team-based research project.  Students will complete a project that has direct relevance to current research in neuroscience, whether on campus or with an industry or hospital partner.

The interdisciplinary nature of York’s program gives students access to renowned and distinguished researchers working in many different areas of neuroscience. The program’s small size encourages collaboration amongst students, faculty members, and community partners and experiential hands-on activities.

By the end of this program, students will have acquired a broad and advanced exposure to cellular/molecular, cognitive/behavioral, and systems neuroscience that will have prepared them to follow a path into post-graduate studies or neuroscience-related careers in hospitals or industry.

Graduate Diploma in Law for Law Enforcement Professionals focuses on the substantive law issues – as contrasted with the legal procedural issues – confronting policing professionals in their day-to-day work. This part-time program is designed to meet the needs of professionals working in the sector.

“The Master of Management in Artificial Intelligence (MMAI) program is designed to prepare individuals to seek and obtain meaningful employment in artificial intelligence (AI)-related management positions, whether in private, public or non-profit organizations. The program addresses a growing need in post-graduate management education for world-class training in the management of practical AI-related business solutions and technologies. The one-year, 3-term program emphasizes equally the teaching of business knowledge and management skills as well as artificial intelligence technologies. The program contains an experiential Artificial Intelligence consulting project (AICP) that spans terms 2 and 3. In term 2, students will define the projects with their clients, collect and analyze relevant qualitative and quantitative data, and develop management-driven Artificial Intelligence solutions to meet concrete business needs. In term 3 the student teams will implement their solutions, thus managing an entire Artificial Intelligence project from planning to implementation. During the AICP students will make extensive use of the newly developed Schulich Deloitte Visual Cognitive Analytics Lab. While teaching key management and technology skills is necessary for initial employment, the ultimate goal is to create critical thinkers and creative leaders in the management of AI.”

The Graduate Diploma in Management (GDM) is a stand-alone, direct-entry graduate program designed to provide recent graduates from non-business programs a summary introduction to topics in management with the aim of improving their employability. The program offers a choice of courses to prepare students to work either in commercial or in not-for-profit and public organizations. The program is designed to cover two needs: 1) introduce graduates from various disciplines to management education, and 2) serve as a pre-requisite to the Master of Science in Management Practice offered by York University. The GDM will provide a flexible offering, including blended and weekday evening/weekend courses to better target young and seasoned professionals who desire to obtain a short graduate degree in management while continuing to work or as a stepping point for another graduate program. The program can be completed in two terms.