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.

The Master of Public Health will train public health and health care professionals, resident physicians, and undergraduates from health related programs who want to enhance their skills and knowledge about population and public health research and practice.  The MPH will include seven core courses, electives and either a practicum or thesis.   The MPH will be offered full time and part time and will offer courses by distance in the future. The MPH builds on the strengths of the Department of Clinical Epidemiology and Biostatistics and the Faculty of Health Sciences at McMaster University.

MPH students will learn to analyze and interpret health and other relevant data and information from a number of sources relevant to policy, planning, evaluation and research in population and public health; investigate issues of population and public health concern; evaluate and utilize evidence to identify options, make decisions and defend their position and consult regarding public health research methods, planning and evaluation, policy development and implementation, and public health program management.

MPH students complete coursework in Foundations of Public Health Research, Epidemiology, Biostatistics, Public Health Research and Public Health Policy.  Two interactive Seminar courses are also required. Graduates of the MPH will be prepared to compete for positions in public health and health care organizations and apply for doctoral work in public health related fields.

The Graduate Diploma in Clinical Epidemiology trains physicians, health policy makers, research staff, and graduate students in allied disciplines who to need to understand, appraise, and use health research evidence.  The four courses of the diploma provide graduate level training in the fundamental concepts and methods of clinical epidemiology but without the research intensive focus of a complete MSc degree.  The diploma is completely online, offering maximum flexibility for working professionals, students or post-graduate trainees already enrolled in another program, from anywhere in the world.

The Graduate Diploma in Clinical Epidemiology (GDCE) builds on the strengths of the internationally respected Health Research Methods Graduate Programs in the Faculty of Health Sciences at McMaster University.  Like the HRM program, the courses are taught by faculty in the Department of Clinical Epidemiology and Biostatistics, a premier destination for graduate study and research in clinical epidemiology.  The four online courses comprising the program are recognized as equivalent to the core HRM courses, and are ideal for applicants with an interest in HRM training without the commitment of a entire MSc degree completed on site.

GDCE students complete coursework in Fundamentals of Health Research and Evaluation Methods, Introduction to Biostatistics, Introduction to Research Methods for Randomized Controlled Trials, and Systematic Review Methods.  Students learn to critically appraise the healthcare literature, apply the fundamentals of health-research designs, including randomized controlled trials, conduct and use research syntheses, and understand the application of biostatistics.  Graduates will gain foundational knowledge in the tenets of evidence-based medicine and a skill set applicable in clinical, policy, management, and research settings.   The graduate diploma is also an opportunity for qualified students to demonstrate their aptitude for training in the HRM MSc program.  The  GDCE courses are normally accepted for credit toward the requirements of the HRM MSc for students who successfully apply to HRM after completing the GDCE.

The Graduate Diploma in Professional Accountancy program is a specialized program which prepares graduates of McMaster’s Commerce program (and MBA program) for the certification of the Chartered Professional Accountant (CPA) designation, the only professional accounting designation in Canada commencing 2015.  The program provides candidates an in-depth learning of the principles and practices of a professional accountant. The curriculum is developed to provide students with the necessary tools and techniques required for the profession. Therefore, the course offerings are designed to match their content with The CPA Competency Map, more specifically the core and elective modules of the CPA Professional Educational Program (PEP).

Graduates of the Honours Commerce program (and MBA program) would have completed the equivalence of the CPA Prerequisite Educational Program (PREP) and met the entry requirements of the CPA PEP.  The Graduate Diploma program further develops candidates’ knowledge in six technical competency areas: financial reporting, strategy and governance, management accounting, audit and assurance, finance, and taxation.  By completing the Graduate Diploma program in the summer term on a full-time basis, candidates will be eligible for direct entry to Capstone 1 (Integrative Module) of the CPA PEP.  They will also be able to complete the certification requirements (Capstone 1 – Integrative Module; Capstone 2 – Evaluation Preparation; and Common Final Evaluation) in five months as compared to the two-year CPA PEP.   With extensive coverage in the six technical competency areas, candidates also have greater opportunities and choices in their career as a professional accountant.

The Biomedical Discovery and Commercialization (BDC) program is multidisciplinary in nature, concentrated in the biomedical sciences and aims to produce graduates with the combined strengths of discovery research skills and business acumen.  The program is a ‘4+1’ Bachelor plus Master program.  It will comprise a four-year undergraduate Bachelor’s degree that begins in level III.  Candidates who successfully graduate from the four-year undergraduate BDC program may then choose to apply for admission to the one-year non-thesis, course-based Master’s program.  Upon successful completion of the degree requirements, candidates will graduate with a Bachelor of Health Sciences degree in BDC and subsequently a Master of Biomedical Discovery and Commercialization. 

An important goal of the BDC program is the exposure to business curriculum in the DeGroote School of Business to complement a strong foundation in the biomedical sciences obtained in the Faculty of Health Sciences.  Further, the program will foster strong connections with the health research business community, through internships and community mentors in the Master’s program.  With this unique combination of skills and knowledge, BDC graduates will be well positioned for employment in the biotechnology, pharmaceutical and other biomedical science sectors of the economy.

Astrobiology, including the related research area “the origins of life,” is an intrinsically interdisciplinary or perhaps more appropriately “transdisciplinary”‘ science. Researchers must possess expertise in specific fields such as astrophysics, planetary science and microbiology, but also must possess the training that allows them to work effectively within multidisciplinary teams.

The Collaborative Program in Astrobiology will involve five participating graduate programs. These are:

• Department of Biochemistry and Biomedical Sciences, Faculty of Health Sciences
• Department of Biology, Faculty of Science
• Department of Chemistry and Chemical Biology, Faculty of Science
• Department of Physics and Astronomy, Faculty of Science
• School of Geography and Earth Sciences, Faculty of Science

Students entering the Collaborative Program (at either the master or doctoral level) must complete requirements for the appropriate graduate degree in their home department or school.

The goal of the program is to offer students a high-quality course of study that will develop and enhance their understanding of the principles and practice of modem finance. In doing so, it will prepare students to deal with complex concepts and the body of knowledge required of modem finance professionals.

Learning outcomes expected from the program include:

1. The ability to apply appropriate principles of valuation to financial assets, including derivatives.
2. The ability to engage in applied research and determine whether firm investment and corporate policies create value.
3. The knowledge required to evaluate financial risk and devise appropriate risk-management strategies.
4. The knowledge required to assess risk-return tradeoffs in investment management.
5. The ability to model financial problems to facilitate decision making.
6. The ability to communicate effectively, both orally and in writing, in a professional setting.
7. Ethical behaviour consistent with academic integrity and appropriate professional judgments.

Central to the program is its intention to offer courses that are taught by active researchers, and in areas that are closely related to their research. In doing so, it aspires to foster critical thinking and a passion for learning among its students. The program is linked to the scholarly interests and activity of members of the Finance and Business Economics Area in the Faculty of Business.

This master’s program leads to the degree Master of Science in Health Science Education for health science clinical educators (such as physicians, nurses, occupational therapists, physiotherapists, midwives and physician assistants), and others who teach in health science education, research and academic clinical care, and who lead in healthcare settings. The program builds on the internationally renowned signature pedagogies in health science education developed and pioneered at McMaster University’s Faculty of Health Sciences (Problem-Based Learning, Self-Directed Learning). The program will be highly accessible through a blended delivery format of online and classroom formats, with a thesis option. The program will act as a strategy to enhance collaborative, patient-centred care by engaging learners in inter- and intra-professional practice; shape the future of education in health science professional programs; and foster health professions leadership and succession planning.

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.

Description to follow.

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.

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.

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 Business and Humanities (IBH) is an interdisciplinary program that capitalizes on the competencies of McMaster University as a comprehensive higher education institution and a leader in innovative interdisciplinary flagship programs.  Acknowledging the exceptional demands of the business environment where leaders face increasingly complex and multi-dimensional problems that require comprehensive and multi-disciplinary knowledge and skills, the IBH program augments Business education offered by the Faculty of Business with the robust liberal arts education offered at the Faculty of Humanities to create a unique undergraduate program that is focused on training responsible leaders and citizens.    With about two-thirds of the content being offered by the Faculty of Business and the balance by the Faculty of Humanities, IBH students will be exposed to a variety of learning opportunities via coursework and co-curricular activities, with an emphasis on responsible leadership and management tactics for our changing global economy. The program features service learning facilitated by strong ties of McMaster University with the community, strong emphasis on sustainable business practices, and an international field trip on social enterprise.

With skills gained from McMaster’s Faculties of Business and Humanities, graduates of the program will have the freedom to carve their own path. Classes will be smaller, and students will benefit from more individual attention from faculty and staff. There will also be opportunities to represent McMaster University at academic conferences and events across Canada and beyond.

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.

The Honours Bachelor of Applied Science in Human Behaviour is an integrated program offered collaboratively by McMaster University and Mohawk College. The program allows undergraduate students to complete rigorous training in basic and applied areas of human behaviour, and optionally receive an additional College qualification as part of their integrated four-year Honours program. The program offers three distinct streams, catering to related student interests and identified community and employment opportunities. Students in all three streams complete a common core set of courses, plus additional courses and training depending on their chosen stream.

The Generalist Program offers a combination of breadth and depth of education in human behaviour beyond the common core topics, that gives students substantial flexibility to customize their degree to focus on subspecialty areas of their choice; capstone experiences focus on science literacy and science communication to a broader audience. The Generalist stream is an excellent preparatory degree for a range of other applied certificate/diploma training, and in itself offers a more applied versus research-focused Honours degree.

The Autism & Behavioural Sciences (ABS) and Early Childhood Education (ECE) Specialist Programs offer structured specialist programs beyond the common core topics, focusing on child autism and ABS therapy, and early childhood education, respectively. Students will be eligible to receive an Ontario College Graduate Certificate (Autism & Behavioural Science) or an Ontario College Diploma (Early Childhood Education) from Mohawk College, in addition to the Hons. B.A.Sc. degree, at the end of their 4-year program. Both the ABS and ECE Specialist streams offer substantial field placement and experiential education components, and will prepare students well for employment in these areas.

This program is designed to increase awareness and understanding of First Nations, Metis, and Inuit histories, cultures, philosophies, and governance.  While the primary focus is on issues relevant to a Canadian context, global Indigenous communities are also examined to assess the wider impacts of colonialism.  With that purpose in mind, course topics include: treaties, sovereignty, ecological knowledge, traditional medicines, spirituality, languages, residential schools, Indigenous women, literature, creative arts, and land claims.

The program incorporates a unique approach to research and learning that is grounded in Indigenous epistemologies and combined with Western modes of scholarship.  Students are encouraged to think critically about the history and current status of Indigenous peoples in Canada and beyond, with the goal to actively engage in creating a more positive future.

The aims of Bachelor of Arts in Justice, Political Philosophy and Law program are to foster a sophisticated understanding of the law and legal institutions that make up the social world in which we live and of the political and moral theories that address the value and justice of these institutions. To these ends, this program offers the student a broad range of courses on law, policy, global politics, political philosophy and moral theory, feminist jurisprudence, human rights, globalization, international law, and war and peace.

In addition, the interdisciplinary core of this program, structured around the themes of Policy and Law, Political and Moral Philosophy, and Human Rights and Global Justice, ensures a rich and integrated learning experience to complement the program’s primary focus. The students in this program will be well-prepared for further studies or careers in law, philosophy, politics, education, human rights or public policy. More broadly, this program should appeal to any student interested in becoming an informed and engaged Canadian and global citizen.

The Bachelor of Professional Communication (Honours) program distinguishes itself in three ways: objective, design and delivery. Its objective is to equip its graduates with an advanced, critical and scholarly understanding of the theory and practice of professional communication in the fields of public relations, metrics, advertising, journalism and marketing communications. It is designed to confer the practical tools, skills, perspectives and industry contacts in communications needed to succeed in the wider world. The program is delivered as a McMaster University-Mohawk College joint initiative, bringing together the strengths of each institution into a single program and offering a rich, integrated learning experience.

Students who complete all of the requirements of the BPC will graduate with two certifications:

• Bachelor of Professional Communication (Honours) Degree (McMaster University)
• Diploma in Digital Communication (Mohawk College)

The program will develop leaders in the practice of professional communication. This joint degree-diploma program will provide students with the skills, knowledge, scholarly insights and engagement with the public interest that will enable them to become ethical, enterprising practitioners whose work is based in theory, evidence and self-examination.

The program is designed in accordance with requirements from actuarial accreditation bodies in order to meet the needs of students seeking to pursue actuarial careers, or careers in financial mathematics.  Financial mathematics is an independent but related subfield of mathematics. A co-op version of the same program will also be offered, which will have the same academic requirements, but will provide the opportunity for students to participate in two eight-month work terms during the five years of the program. The Honours Actuarial and Financial Mathematics program is envisioned to be a small, interactive program. The program places an emphasis on the skills required for a career in the actuarial field, while providing students with a strong background in mathematics, and opportunities for those who wish to further pursue graduate studies.