The Graduate Diploma in Professional Accounting is a specialized program designed for graduates of  York University’s Bachelor of Administrative Studies’ Accounting Stream. The purpose of the diploma is to prepare students for direct entry into the Capstone 1 module of the Chartered Professional Accountants’ Professional Education program (the CPA PEP program).  The diploma program is 12 weeks in length and will be offered twice a year, in the summer and the winter.

The Graduate Diploma consists of five mandatory courses which have been designed to build on the curriculum of the undergraduate Accounting Stream to match the content of the four elective modules of the CPA PEP program.  Accordingly, there is one course in each of the four elective areas: one each in Performance Measurement, Assurance, Tax, and Finance, and a capstone course in Integrative Analysis.  These five courses build on the Accounting Stream’s undergraduate curriculum to further develop the six technical competencies and five enabling competencies described in the CPA Competency Map.  With coverage of all four elective areas, graduates will have more opportunities and choices as they move on in their careers as professional accountants.

Housed in the Graduate Department of Humanities, the Type 2 Graduate Diploma in Comparative Literature is awarded concurrently with York M.A. and Ph.D. degrees. It provides the opportunity for students already enrolled in York graduate programs with literary, cultural, translational and artistic foci to supplement their primary program with rigorous theoretical training and to highlight the comparative, multilingual, cross-cultural nature of their graduate training.

The core requirements for this diploma (a core course, capstone diploma research essay, a general extension of course work, and the language requirement) have been designed to provide students with an understanding of the fundamentals of comparative research methodologies and debates in the discipline of Comparative Literature as well as with experience designing and carrying out research projects in more than one language.

Housed in the Graduate Program in English, the Type 2 Graduate Diploma in World Literature may be awarded in conjunction with M.A. or Ph.D. degrees in English, Humanities, and Translation Studies.

This challenging graduate diploma requires candidates to supplement and extend their M.A. or Ph.D. degree studies by considering them anew, through the perspective of World Literature; it strengthens and highlights the interdisciplinary and cross-cultural nature of their graduate training.

The Graduate Diploma in World Literature thus combines intellectual rigour with administrative flexibility and simplicity. The combination of specific additional requirements (a core course and capstone diploma research essay) with a compulsory cultural theory course and a general extension of course work and research to include a World Literature perspective (in essays, major research papers, theses or dissertations) allows students to adapt the method by which they complete the Diploma to their specific interests and needs. Diploma recipients will know how to define and historically situate the key concepts, methodologies, and theoretical approaches of World Literature studies; describe the fundamental debates, as well as new concerns and developments in the field, and draw connections to other disciplines; design and realize World Literature research projects in essays, major research papers, theses or dissertations; develop research projects that consider world literature from one or more perspectives, including generic, historical, political, cultural, and interdisciplinary.

The objective of the program is to develop students’ academic and intellectual abilities in all fields of professional accountancy practice. The program recognizes that the increased demand for accounting expertise in widening fields of practice calls for the development of accounting practitioners with a diversity of disciplinary backgrounds. The program, therefore, is designed for all holders of four-year undergraduate degrees but is especially attractive for candidates with non-business undergraduate degrees (such as social sciences, science or other types of professional studies) who are attracted to the field of accountancy. It is firmly grounded in the view that today, more than ever before, the widest variety of perspectives is needed when making financial and business decisions. Developing accounting practitioners with non-traditional academic backgrounds is seen, therefore, as an appropriate response to an urgent need to expand the range of perspectives within Canada’s financial services community. Such individuals will be valued highly in the workplace for their ability to bring more socio-culturally-environmentally informed frameworks into business settings.

The program offers a choice of two fields of study: Management Accounting and Financial Accounting. The Financial Accounting stream has been accredited by the Institute of Chartered Accountants of Ontario (ICAO), with the result that those graduates will qualify for immediate entry into the ICAO Professional Program. The MAcc program will only be available on a full-time basis and will span three consecutive terms, starting in May.

The Master of Conference Interpreting (MCI) is a two-year, professionally oriented degree program, comprised entirely of coursework that will provide students with the opportunity to acquire the knowledge, skills and abilities needed to practice in a variety of interpreting markets. The first year of the program, offered entirely online, will be devoted to providing students with a broad base of knowledge, and with the opportunity to practise interpreting as it is conducted in a variety of settings. Those who continue on in the second year of the program will intensify their focus on interpreting specifically in the conference setting, and successful completion of the second year will see them earn the Master of Conference Interpreting.

The Type 2 Graduate Diploma in Language and Literacy Education will be awarded in conjunction with a Master’s (MEd) or Doctoral (PhD) degree in the Graduate Program in Education. The general objectives of the Graduate Diploma are:

1. to develop a complement of future researchers in language and literacy;
2. to afford educators in the areas of language and literacy an opportunity for specialization in this area; and
3. to create a focus within the Graduate Program of Education at York and provide the capacity of educators to develop citizens whose personal, economic and intellectual lives are enhanced by advancing their skills in language and literacy.

The Type 2 Graduate Diploma is wholly integrated within the Graduate Program in Education’s curriculum, and it is integral to the interdisciplinary field of Language, Culture and Teaching, representing a sub-specialization within that field.

This direct entry Diploma program is designed to provide opportunities for graduate-level study of theory and research in language and literacy for practicing teachers, school administrators, people working in community organizations and cultural institutions, and advocacy groups. This program has a unique interdisciplinary field: Language, Culture and Teaching. It also represents a sub-specialization of the field of Language, Culture and Teaching in that it identifies those areas of study which focus specifically on language and literacy.

The general objectives of the Graduate Diploma are:

1. to develop a complement of future researchers in language and literacy;
2. to afford educators in the areas of language and literacy an opportunity for specialization in this area; and
3. to create a focus within the Graduate Program of Education at York and provide the capacity of educators to develop citizens whose personal, economic and intellectual lives are enhanced by advancing their skills in language and literacy.

Students will be granted a Type 1 Graduate Diploma in General Interpreting having successfully completed the coursework of the Master of Conference Interpreting program, but then exiting the MCI program at the end of the first year. This year of study will provide students with a broad base of interpreting knowledge, and with the opportunity to practise interpreting as it is conducted in a variety of settings.

The Type 2 (concurrent) Graduate Diploma in Health Industry Management Program may be awarded in conjunction with a Master of Business Administration degree of the Schulich School of Business. The Schulich School of Business has a unique Health Industry Management specialization building on the strengths of the school. Its definition of “industry” encompasses healthcare (as traditionally defined) including hospitals, pharmaceutical companies, medical device manufacturers, human biotech companies, health charities and a wide variety of health-related support and service organizations. The health industry is highly complex due to the often competing goals of the providers, policy makers, administrators, consumers and citizens. This program is designed to look at the needs and potential solutions to improve health systems.

Description to follow

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.

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.

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.

The increasing proliferation of digital technologies is rapidly creating new opportunities for how artists design, conceptualize, and fabricate contemporary art. More than tools for creating, digital capacities have made way for entirely new processes, and make possible new ways of thinking about objects and their relationships to society. Offered collaboratively by the Departments of Computational Arts and Visual Art and Art History, the BFA in Intermedia immerses students in the critical and creative possibilities that lie at the intersection of art and technology, where they will investigate the unexplored spaces between disciplines and invent new and hybrid forms to render their creative ideas. Through a unique, interdisciplinary curriculum that offers access to cutting-edge hardware and software, students will develop a comprehensive range of skills that combine coding with intensive installation and networked intervention, as well as with painting, drawing, sculpture, and print media in their expanded digital formats, grounded in the rich legacies of art history, cultural studies and critical digital theory. Students in Intermedia will graduate as hybrid artist/researchers, capable of embracing the mechanics of digital production processes and able to anticipate and evolve their skills as new technological innovations emerge.

The International Bachelor of Arts (iBA) in International Studies – Bachelor of Business Administration (BBA) dual credential program is offered by York University (Glendon campus) and the EM Lyon Business School in France. This dual credential undergraduate program combines a business education with a liberal arts education, supported by strong international underpinnings. Students complete two years of study at Glendon and two years at EM Lyon where they experience the expertise and rich curriculum in International Studies as well as Business. Upon successful completion of the program, students are conferred an iBA degree in International Studies from York University and a BBA degree from EM Lyon. The program includes an experiential education component to enhance student learning experience and support the program learning outcomes. Students participate in internships in France, Canada and/or a country where French is an official language. Placements/internships in a Francophone or bilingual environment offer students another opportunity to work in French and to explore cross-cultural business issues. The language of instruction is French and English.

Solutions for 21st-century challenges involve complex systems that no single discipline can fully address. The Mathematical Biology program provides students with an interdisciplinary education in mathematics, computer science, biology, chemistry and health. The program combines educational experiences in these disciplines with plenty of opportunities to develop skills in problem solving, computer programming, mentoring and leadership, communication, and practical and theoretical research. Students will experience the intersection of mathematics and the life sciences first-hand with a final year research project. Ultimately, students will graduate with the tools and knowledge needed to help solve problems of modern life. Career paths include: biomathematician, disease-prevention specialist, pharmaceutical researcher, conservationist.

The B.A. in Educational Studies is for individuals who are seeking to study education as a discipline or who are seeking education-related careers in community organizations, businesses, governmental and non-governmental agencies involved in a wide array of service provision, and cultural institutions such as museums, art galleries and nature conservancies.

The program provides foundational knowledge and skills so that students will be able to understand and analyze education and its role in contemporary society; and, develops students’ skills to enable them to undertake educational work in non-teacher-certification contexts. However, it does not lead to teacher certification.

The newly established Civil Engineering Department within the Lassonde School of Engineering at York University proposes to launch a bachelor of engineering degree in Civil Engineering with an emphasis on developing Renaissance Engineers™. Civil Engineering at York begins from the position that acquiring a breadth of knowledge across the discipline is critical to a fundamental knowledge base that will propel life-long learning, a necessary attitude our graduates will attain in order to navigate the complexities of a changing sector such as that defined by Civil Engineers.  By focusing on exciting applications such as residential and commercial buildings; dams and power stations for electricity generation; transportation infrastructure (roads, railroads, bridges, tunnels, seaports and airports); water and wastewater treatment infrastructure; infrastructure for conveyance of gas, electricity, water and sewage; waste management and environmental protection infrastructure; infrastructure needed for energy and mineral resources exploitation;  asset management, life cycle assessment, smart structural systems, and space structures, our students will not only aspire to their full potential but possess the attributes necessary to realize that potential.

Graduates from our Civil Engineering program can expect to receive training in, not only the traditional areas of Civil Engineering, but rather in new and emerging areas such as sustainability, infrastructure rehabilitation, climate-change-driven engineering and others, with the capacity to provide leadership in each area. Further, students will explore to a wider knowledge space that includes basics of project management and business processes, project financial literacy, technical and non-technical communications, entrepreneurship, ethics, and the basics of legal matters encountered by engineers. We aspire to educate students with a more holistic view beyond the core of their respective discipline, one that nurtures a sensitivity to the needs of society, recognizes the importance of the communication skills, fostering lifelong learning, and experiential education – bridging between theoretical and applied scholarship with an eye to increase opportunities for students to have international experiences.

Students will experience the above educational components from the outset.  These experiences will occur through engineering courses and projects, some in collaboration with other professional schools such as the Schulich School of Business and Osgoode Hall Law School, and other Faculties at York in the later stages of the program. In addition, through experiential education (including opportunities of internships and co-op) and dynamic extracurricular activities, students will develop hands-on knowledge of business, leadership and technology. Civil Engineering will embrace other notions of active learning, by an increased level of project courses, linked courses (through projects and/or teams), and the “flipped” classroom.

The main objective of the program is to educate students to become competent Mechanical Engineer professionals. To be a competent mechanical engineer professional means that the graduates from the program should be able to demonstrate abilities in the following areas, as they are empowered by the program delivery methods and content:

• Acquisition of solid theoretical, practical, and applied knowledge in basic areas of mechanical engineering including but not limited to thermofluids, solid mechanics, design, control and vibrations, manufacturing, and data analysis.
• An appreciation of the wider societal and environmental implications of engineering practice, awareness of ethical obligations/behavior and legal matters (e.g. intellectual property), and a sense of community service. 
• Basic skills related to economics, management, business process and entrepreneurial aspects of the Mechanical Engineering profession.
• Skill sets and attitude that instills continued independent enhancement of knowledge and skills, during, and well beyond the period spent at the York University.
• Skills that allow not only to analyze and solve problems, but also to be able to investigate and define them (e.g. by system level thinking.
• Communication skills (oral, written, and multimedia) that not only allows for an individual to excel in his/her personal pursuits, but also makes the individual an effective team player in mono- as well as multi-cultural settings (the culture is referred to as professional culture as well as how it is understood socially).

The honours minor degree program in Japanese Studies provides comprehensive language education in tandem with foundational knowledge and skills to better understand, analyze and approach issues related to culture and society of Japan from a cross-cultural perspective.

Students will have the opportunity to develop communicative competence and performance in advanced Japanese, cross-cultural understanding of the language and culture of Japan, business and language use, Japanese linguistics, media and language, reading knowledge of classical Japanese, pedagogy for teaching Japanese, skills in translation and interpretation between English and Japanese. The program is augmented by various exchange programs, internship and co-op programs, the Japanese Language Proficiency Test, regional and national speech contests, and other academic and professional opportunities. The program makes use of IT effectively and rigorously to provide students with access to instructional materials on line. This program will particularly emphasizes the value of learning the language and culture of Japan in an increasingly pluralistic and interdependent world. The aim is to educate students to be ‘agents of change’ who will be risk-takers and leaders not only in Canada-Japan relations, but also in global environments. This program will prepare students to be autonomous language learners to develop language skills further; independent thinker and risk-taker with sense of accountability and sensitivity; ability to understand cross-cultural issues and situations; readiness for on-the-job training such as a summer internship program or co-op program in combination with their major programs.

The Global Health program aims to provide foundational knowledge and skills to better understand, analyze and approach issues of global health from an interdisciplinary perspective.

It is expected that students will have the opportunity to develop knowledge, skills, and comprehension of the underlying social and political factors that intersect to influence global health along with the principles of human rights needed to enhance the quality of life and health of those around the world. The goal is to produce graduates equipped with a global perspective to tackle issues of human health and health equity in an increasingly pluralistic, interdependent world. The aim is to produce “agents of change” who will assume leadership positions in healthcare, public health systems, research, education and professional roles in private and not-for-profit sectors: locally, nationally and internationally. This program will particularly emphasize the intrinsic value of health – health as a fundamental human capability essential to enjoy freedom – underscoring a rights perspective on health. However, the program will also deal with the instrumental value of health – health as a condition for and product of development.

The BA/BSc in Global Health aims to develop future leaders with tools to both synthesize knowledge and determine innovative solutions to health issues around the globe with the intent to advance quality of life for under-served populations. In addition to completion of core courses, students will have the opportunity to concentrate their studies in fields of Global E-Health, Global Health Systems and Governance, Global Health Promotion and Disease Management, and Global Health and Environment.

The United States Studies program will provide students with an intellectually coherent program that balances breadth and concentration. At the heart of this program are the disciplines of history, English and political science. The prominence of these three areas of study is reflected in the makeup of both the introductory and capstone courses. These mandatory courses will take an emphatically interdisciplinary approach. In addition, both the introductory and capstone courses will highlight the role of minority, oppressed and “subaltern” groups as well as the U.S. in the World/the World in the U.S.

The program will be multidisciplinary as well as interdisciplinary. The breadth and multidisciplinary nature of U.S. Studies comes from the requirement that students take courses from three areas:  1) literature; 2) history, political science, sociology or social science; and 3) humanities, music, dance, film and art.

Electrical engineering students at the Lassonde School of Engineering will experience a Renaissance Engineering program that combines technical expertise with an entrepreneurial mindset, problem-solving skills, creativity, leadership, social responsibility and a global perspective. Students gain practical experience and industry knowledge through multidisciplinary partnerships with world-renowned law and business schools at York, and opportunities to develop external relationships with business, professional bodies, mentors and the wider engineering community. Students’ learning will be transformed through a state-of-the-art curriculum, innovative teaching and custom-designed new facilities – empowering them to develop the skills they need to help change the world.

The concurrent BA/BEd program will qualify graduates to teach at the kindergarten, primary and junior levels. Graduates will also have the option to enter the job market and the new collaborative teaching team in full-day kindergarten programs as a registered early childhood educator or a certified teacher. Graduates will have in-depth understanding of differentiated instruction and thus will be leaders prepared to make a real difference in the lives of children and their families from diverse backgrounds.

The School of Early Childhood Studies at Ryerson University offers a four-year undergraduate degree (BA) in Early Childhood Studies. It has earned a reputation for graduating early childhood educators who are experts in the theory and application of child development, play-based curriculum instructional methods, special education and assessment in teaching young children in a variety of settings.

The Faculty of Education at York University offers an accredited BEd program. The concurrent BA/BEd program will be housed on the Ryerson campus, with faculty from York teaching BEd courses on site. Students will be required to complete all the courses and practicum requirements outlined by the Faculty of Education at York University, under the auspices of its Ontario College of Teachers accreditation in Initial Teacher Education. Graduates of the concurrent program will receive a BA in ECS from Ryerson University and a BEd from York University.