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.

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 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 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.

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.