This is the first of a series of two courses, which are intended to provide graduate students with practical space systems engineering experience. Through two consecutive courses, students can participate in a real Canadian Space Agency 'MicroSat' mission, gaining a year's worth of training under some of the leading spacecraft designers in North America. This two-term apprenticeship allows students to learn and play an active role in spacecraft design, prototyping, assembly, integration, and test. Depending on the stage of the project when students join, they will be exposed to anything from preliminary subsystem design to actual on-orbit operations of a real satellite. Depending on when the student takes the course, he or she will join a coordinated team involved in spacecraft design, prototyping, assembly, integration or test. Students will be exposed to one or more of the following areas: Systems Engineering; Mission Analysis; Power; Communications; Telemetry/Telecommand; Thermal Control; Structure; Attitude Control; On-Board Computers. This course is open only to students enrolled in the research program at the Space Flight Laboratory.

The second course permits the student to obtain new and in-depth experience in a particular spacecraft area. In addition, the student is exposed to more elements of the project, considerably increasing the value of the student’s training with time. This course builds on experience gained in AER1520H, and broadens the student's understanding of practical spacecraft development. Depending on what the student contributed in AER1520H, the student will take his or her work to the next level of maturity. Course assignments may include the following tasks: Building of Prototypes; Prototype Testing and/or Test Planning; Detailed Design; Assembly, Integration and Test; Launch preparations; On-orbit commissioning of satellites; Satellite operations.

Aerospace is a broad field of technological activity. The course will focus on managing an aerospace enterprise with a specialization in aircraft engineering and production operations. Students in this course will work with industrial partners (examples: DeHavilland Aircraft Canada – Q400 Operations – Downsview, Safran Landing Gear Systems – Ajax, and Bombardier Aerospace – Toronto) on live projects applying the theory learned in the course. Upon course completion, the participants will be able to apply the tools and methods of Aerospace Enterprise Management Sciences and will: gain an understanding and appreciation of the principles and applications relevant to management of the Aerospace Business Enterprise; develop skills necessary to effectively analyze and synthesize the issues aerospace companies must address to scale and advance their capabilities in the marketplace; acquire the analytical skills, tools and methods to scale the enterprise including lean design, lean engineering and manufacturing, voice of customer, process management, integrated product development, group technology, concurrent engineering, program management, phase/milestone, agility, knowledge based engineering, expert systems, and ERP for aerospace environments; learn how to design and build a Lean Aerospace Enterprise Management System from order receipt to shipping, commissioning and ongoing customer support; understand how to apply Lean Engineering and Manufacturing systems that are used in aerospace operations; increase their knowledge and broaden their perspective of the aerospace world to which they will contribute their talents as leaders in aerospace business operations; and understand the various engineering career path options available in the aerospace environment.

This course will provide students with an introduction to the methods, processes, and technologies of air accident investigation: what happens after there is an incident or accident involving airplanes in Canada. The course will begin by explaining what happens at the site of an air accident, and will then provide a concrete demonstration by creating a mock air accident using real aircraft wreckage. Students will use their observations of the accident site and other information that they acquire or derive to understand and report on what has occurred. The course will take students through the full investigative process and culminate in the production of an accident report using the techniques and information they have been given during the course.

A second and third course in plasma physics and fusion energy for the student intending a career in these fields. Numerous problems are assigned from the text "Plasma Physics and Controlled Fusion," Vol. 1 by F. F. Chen, Plenum Press, 1984 (AER1717H) and "The Plasma Boundry of Magnetic Fusion Devices," by P.C. Stangeby, Institute of Physics Publishing, Bristol, U.K., 2000 (AER1720H).

This is a required course for all new MASc students. The course material is based on the student's thesis, and therefore it will vary from student to student. The objective of the course is to ensure that students devote a significant level of effort to their theses during their first year of graduate studies. Students will present a series of seminars based on their research progress and accomplishments.

This course is offered to MEng students only. The projects associated with this course generally involve a professionally oriented design activity. Project topics, related to the aerospace field, are selected in consultation with staff. Work includes project identification and definition, literature survey, assessment of available information, and the design phase. Course mark is based on progress during the term, a final project report, and a seminar presentation.

This course involves reading assigned by a professor to a graduate student on a mutually agreed topic. The student's knowledge is subsequently assessed for course credit. The total work load is consistent with a standard 0.5 FCE lecture course. Students are limited to counting a maximum of one reading course toward their degree requirements.

The Field Course is delivered in a pro-seminar format, with close readings and discussions as its primary engagement. It hosts a series of guests for presentations and discussions on forms of design-research. These discussions are intended to help each student clarify the area of interest for their design-research, as well as the role that methodology plays in Architecture and Landscape Architecture.

By the end of this course, students will be able to:

• Understand various approaches to research in design disciplines,
• Compare and contrast approaches to design-research,
• Understand approaches to conducting research,

The course is the first of a sequence of three courses dedicated to the development of the thesis project. As the first one, this course will introduce and discuss the key steps in the development of a thesis project and guide students through the process of framing the thesis topic and constructing their thesis proposal. The course is delivered in a pro-seminar format, with student presentations and discussions as its primary forms of engagement.

These presentations and discussions are intended to help each student clarify the foundations of their research and establish a methodology. Although, the course is structured to support the development of individual thesis proposal, it is designed to take advantage of collective discussions. Hence, there will be a balance between individual feedback and broad discussion that focuses strategies as well as essential foundational knowledge and approaches.

The course is divided in two parts. In the first one, students will learn key elements of research as a systematic and generalizable knowledge through readings, case studies analysis, and a literature review. In the second week, students will apply what they have learned to draft their thesis proposal. Simply put, the thesis proposal is a document addressing what you want to research, how, why, and to whom. It needs to be projective and address the thesis topic and object with clarity. The final submission for this course will be a thesis proposal to be submitted to potential advisors.

Thesis I asks students to frame the thesis topic and define the foundations of the thesis project.
In particular, students should focus on crafting their thesis proposal by refining further the hypotheses from ALA 4020H: Thesis Prep, and developing an investigation method to test and evaluate them. To revise the original thesis proposal, students will expand the literature review, place the thesis arguments against other positions to highlight the knowledge gaps, and gather case studies to learn from other research projects. After elaborating the thesis arguments through readings and case studies, crafting the research method and strategies will be the following key step.

A successful research method is a framework of action that should provide criteria and instructions about linking the different research parts and assessing their performances.
As a method of inquiry, students and advisors are encouraged to explore hybrid research strategies and test how writing, drawing, prototyping, model-making can intersect design.
Students will submit a booklet at the end of the term, documenting the thesis project progress.

In Thesis II, students will develop and evaluate the thesis foundations through a series of steps as discussed with their thesis advisors and in the thesis seminar. At this stage, the  foundational aspects should be apparent and the research components, making room for the actual development of the thesis project. For example, if the thesis project is about writing a text, Thesis II will be focused on writing the text.

The thesis project concludes with the “defence” of the research outcomes in the form of one artifact like an essay, exhibit, short documentary, series of analytical models and drawings like
maps, series of design explorations through drawings and models. Unless the thesis project is an essay or a text, students will submit a booklet documenting the thesis project, including the work done in Thesis I at the end of the term.

The Colloquium is an introduction to each other and to the faculty, including interests and approaches. In each session we will be joined by a different member of the faculty who will also have suggested readings for that week. The material assembled here is diverse but connected through prevailing interests in bodies in space, whether in terms of biopolitical manipulation or in terms of post-occupancy analysis. Through encounters with some of the key texts in the many disciplines and specialties within the Daniels Faculty, the colloquium will foster connections between some of these specialties and will be a way for students to think laterally about their own work as they begin the program. The focus of the semester will be on the discussions around each week’s reading.

The Research Colloquium is an introduction to each other and to the faculty, including interests and approaches. In each session we will be joined by a different member of the faculty who will also have suggested readings for that week. The material assembled here is diverse but connected through prevailing interests in bodies in space, whether in terms of biopolitical manipulation or in terms of post-occupancy analysis. Through encounters with some of the key texts in the many disciplines and specialties within the Daniels Faculty, the colloquium will foster connections between some of these specialties and will be a way for students to think laterally about their own work as they begin the program. The focus of the semester will be on the discussions around each week’s reading.

Participants will be responsible for several presentations over the course of the semester, weekly postings, and two semester-long projects: an annotated bibliography and a proposal for an academic conference.

By the end of the course, students will be able to:

• critically engage debates across a range of subdisciplines within architecture, landscape, and design;
• clarify their research interests and begin to situate them in broader discursive contexts;
• identify potential inter-disciplinary connections within their area of interests; and
• synthesize and analyze a diverse range of literature.

ALD4040 makes space for individual exploration within an established framework. The course approaches methodology as a way of framing and pursuing research goals and as such, any given large research project must necessarily assemble its specific set of approaches and tools. Moreover, that being aware and deliberate about one’s own approach is necessary to ensure rigorous work.

To get at this, ALD4040 will use a series of case studies to examine how questions of methodology are taken up. The course begins with a survey of how methodology is positioned in a series of PhD programs situated in architecture schools. Following that, each participant will analyze a model dissertation germane to their own topic or approach. Finally, each person will write a book review as a way to take stock of the state of their field. In parallel to these workshop-like exercises, each person will undertake a semester-long study of a genealogy of a particular methodology to be presented at the end of the term.

At the end of the course, participants should be conversant in the methodological debates in their area of focus and should have a better understanding of how methodologies and methods shape the course and outcomes of advanced research. As the range of interests and approaches is diverse, the theoretical component of the course will accumulate through the individual research projects and through triangulation within our weekly discussions.

The practicum generally results in a long research paper. This requirement enables students to conduct independent research on a limited scale at the level of quality expected for a thesis, although the resulting paper is much shorter in length. The research should be comparable to that which results in a publishable article.

Based on a consultation with the student’s supervisor, the practicum may take on one of several forms, including but not limited to:

• A self-contained paper or empirical study of publishable quality that may or may not be a component of thesis work,
• The development of a theoretical model upon which the thesis is to be based,
• A proposal for pilot research in the student’s thesis area that includes a focused literature review, research design, and protocol.

Directed by a student's supervisor, ALD4060H is a period of independent thesis research in preparation for the dissertation proposal. The course is offered in the summer following a PhD student's second year of study.

This course allows students to independently pursue a topic related to their PhD research through in-depth reading in close consultation with a faculty member.

ALD4100H - ALD4125H: Rotating advanced electives on the themes of Architecture, Landscape and Design. For current offerings please see faculty website.

This course intends to provide students with an introduction to the range of methodologies and topics of Ancient and Medieval Philosophy.

This course will provide students with the basic analytic background necessary to evaluate quantitative data in biological anthropology and archaeology. Students will be introduced to foundational statistical concepts and research methods suitable for anthropological exploration. The focus will be on analysing univariate and bivariate data using both nonparametric and parametric statistical techniques, hypothesis testing, and methods of data collection. The goal of this course is for students to learn how to manipulate simple datasets, ask and answer theoretically relevant questions, and choose the appropriate statistical test for a given research problem. Students will have access to a number of biological anthropology and archaeology datasets for class assignments. No prior knowledge of statistics and mathematics is required.

This course will cover many of the multivariate statistical methods used by biological anthropologists and archaeologists such as principal components analysis (PCA), discriminant analysis including formal classification and canonical variate analysis, multivariate analysis of variance (MANOVA), and cluster analysis.

Seminar courses are subject to selected topics. See departmental website for annual offering details.