This course covers advanced biostatistical methods with a focus on applications in kinesiology and health research. Students will explore a range of real-world problems that motivate the introduction of commonly used biostatistical methods. The course covers Exploratory Data Analysis, including data visualization techniques, handling missing data, and reporting summary statistics. It also includes Generalized Linear Models, focusing on methods for analyzing continuous, categorical, and count outcomes. Survival Analysis is discussed, with emphasis on methods for analyzing time-to-event outcomes. Additionally, the course addresses Longitudinal Data Analysis, which involves methods for analyzing repeated measurements over time.

This course is designed for students interested in learning advanced biostatistical methods and gaining hands-on experience by applying them to real-world data. The focus is on practical application rather than in-depth theoretical or mathematical foundations. Previous programming experience for data analysis using R, SAS, or other similar software is preferred but not necessary. Lecture examples will be given using the R language.

The emphasis of this course is on understanding the various paradigms, methods, and types of knowledge that may be used to evaluate programs. Topics will include distinguishing research, assessment and evaluation, the evaluation process, developing an evaluation question, paradigms and models of program evaluation, quality criteria, and ethical considerations in program evaluation. Learning outcomes will be achieved through a combination of lectures, critical discussion, group work, and applied assignments.

This course is intended to provide students with a graduate-level introduction to physical cultural studies (PCS) of health and physical activity from inter- and trans-disciplinary theoretical perspectives. In the process of examining PCS theoretical paradigms, we will pay attention to a range of key thinkers who have contributed to the study of PCS of health and physical activity. We will also introduce anti-oppression scholars whose theoretical and analytical paradigms continue to offer PCS alternative and radical visions for social justice.

The relationships between culture, power, embodiment, the production of knowledge and the conditions under which lives are governed, subjected to practices of normativity, discipline, scientization, (dis)placement, othering, vulnerability, and violence will be examined. We will explore how future of PCS of health and physical activity might benefit from philosophical, social, and political paradigms of resistance, abolition, livingness, responsibility, and reciprocity and from new ways of ordering earthly life.

This course examines research, literature, and applied skills related to the psychology of physical activity, exercise, and health. The course takes a biopsychosocial approach to understanding health behaviour and draws from research and practice in exercise psychology, health psychology, and behavioural medicine.

A variety of topics will be presented and discussed, including but not limited to: physical activity theories, measurement of behaviour, self-concept and body image, identity and schema, affect and emotion, social relationships and support, clinical populations and exercise, quality of life, and behavioural interventions.

This course focuses on the psychological aspects of sport participation, competition, and performance. Main outcomes include: a) developing an awareness of the foundational areas of sport psychology research, theory, and practice; b) critically examining the theory and methods used in sport psychology research; c) understanding the theoretical bases of sport psychology intervention/applications; d) developing skills related to academic writing, presentation, and critical thinking; and e) developing competencies in application of psychological skills to enhance performance and well-being in sport.

The course will consist of faculty-led and student-led sessions, with an emphasis on student participation and discussion of assigned readings. Students will develop skills through case-based learning; presentations; psychological skill program planning, implementation, and evaluation; and reflective learning to develop their understanding of theory-based application of strategies to improve psychological aspects of sport participation, competition, and performance.

The objective of the course is for students to develop a comprehensive knowledge of the neural networks underlying the processes of perception and action from the micro- to the macroscopic levels. Topics include: neural anatomy and physiology, neurotransmitters, cortical and subcortical structures of the central nervous system, and neurophysiological techniques employed to study the structure and function of the human nervous system. Students will then use the principles and theories uncovered during the course to develop an appreciation of neural dysfunctions leading to a cognitive or motor disorder of their choosing.

This course is designed to expose students to methods and instruments used to collect and process data in sport science practice and research. The number of new instruments and technologies to assess athlete performance and risk of injury has grown exponentially from amateur to professional levels; and will continue to grow. It is more important than ever, therefore, that sports sciences researchers and practitioners understand how these instruments and technologies develop signals and how the data are analyzed.

This course will balance the theory of data acquisition and signal processing with the practical application of these instruments and technologies in various settings. Emphasis will be placed on motion analysis, force transducers, and muscle activation. A large practical focus of this course will be on the implementation, collection, and processing of this data. This course will also introduce students to various types of computational modeling. Finally, we will spend time discussing evidenced-based best practices in sport sciences instrumentation with a strong emphasis on instrument and model validation.

The analysis and interpretation of human motion are fundamental aspects of sport science, playing a key role in maximizing human performance, guiding equipment design, identifying musculoskeletal injury risks, and supporting rehabilitation. To advance knowledge in these areas, sport science professionals often need to manage and analyze large human motion datasets in both research and applied settings.

This course will introduce students to the various tools and techniques used to quantify and analyze human motion, emphasizing their biological basis and practical applications in sport science and biomechanics. The course will offer a balanced approach, combining instruction on computational theory and standard conventions with hands-on experience using both open-source and commercially available motion analysis software widely used in industry and research laboratories.

Additionally, we will explore the underlying assumptions built into many motion analysis tools and examine how these simplifications can impact the quantities and interpretations of kinematic and kinetic outcome variables. By the end of this course, students will have developed a strong theoretical and practical foundation, preparing them to effectively and independently analyze complex human motion data in both applied and research contexts.

The field placement experience is designed to provide students with hands-on, practical experience in a professional setting related to their field of study, and to enhance their skills and develop a deeper understanding of their chosen field of work. Students will be placed in organizations where they are expected to complete 300 placement hours under the supervision of experienced professionals, gaining valuable insights into the day-to-day operations of the industry.

Students are expected to actively engage in the placement experience, seek guidance from mentors, and reflect on their personal and professional development throughout the course, culminating in the completion of a final reflection report on the placement and integrating their practical experience with previous theoretical learning in the graduate program. Possible settings include hospitals, clinics, sport and exercise organizations, and community centres. This is a credit/no-credit course.

In this capstone project, students will draw upon a mixture of course and practical experience to develop a comprehensive plan to improve a specific area of practice. This may take the form of a plan for a new or improved program in the field or improved implementation of known best practices.

Students will develop and demonstrate their ability to support, foster, and promote equity, diversity, inclusion, and belonging in professional practice. Students will be guided to use knowledge and skills acquired throughout the program to develop their ideas. Students will have an opportunity to share their final projects in a conference-style atmosphere.

Knowledge media are systems incorporating computer and communications technology that enhance human thinking, creativity, communication, collaboration, and learning. This course explores the research methods that are used in innovative and human-centered design. It demonstrates the use of those research methods in knowledge media design in areas such as communication, collaboration, and learning. The course will provide a foundation for other KMD courses and includes topics in requirements analysis, user research, and human-centered design. The course will also discuss issues in relation to knowledge media design, including social implications of knowledge media; examples and applications of knowledge media; and examples of design thinking.

Knowledge media are systems incorporating computer and communications technology that enhance human thinking, creativity, communication, collaboration, and learning. Examples include the Web, email, instant messaging, blogging systems, knowledge management systems, digital libraries, collaborative virtual environments, video conferencing environments, and webcasting systems.

http://kmdi.utoronto.ca/program/courses/kmd2004h/

Students will be able to customize their experience, by assembling a selection of two (2) modular short courses from in the area of Knowledge Media Design (KMD). Students will be required to pick course modules from the list of available modules on the KMDI Website. Modules will be offered through the graduate units participating in the KMD Collaborative Specialization. Each course module will involve 12 to 18 hr of contact time. Completion of two (2) modules will qualify for one course (0.5 FCE). Students will choose modules in consultation with the Director of the KMD Collaborative Specialization, and the Course Director of each module, to explore personal interests.

Students must attend two KMDI Speaker Series Lectures during one academic year of their degree program. Attendance will be monitored and appear on the transcript as KMD 2100Y (Credit/No Credit). A 250-word written reflection on the highlights from each seminar or lecture is required for the culminating student portfolio.

Students must attend four KMDI Speaker Series Lectures during one academic year of their degree program. Attendance will be monitored and appear on the transcript as KMD 2200Y, (Credit/No Credit). A 250-word written reflection on the highlights from each seminar or lecture is required for the culminating student portfolio.

Under special circumstances students may pursue an independent course of study in some aspect or application of Knowledge Media Design. The course design and curriculum would be determined in consultation with a KMDI Faculty member and the course must be approved by the Program Committee. Students pursuing this option will typically but not always be well-qualified PhD candidates for whom an exemption from the regular KMD2000 series electives is justified. If students have completed one KMD3000H course and request a second Readings in Knowledge Media course, they can receive approval to register for KMD3001H.

Under special circumstances students may pursue an independent course of study in some aspect or application of Knowledge Media Design. The course design and curriculum would be determined in consultation with a KMDI Faculty member and the course must be approved by the Program Committee. Students pursuing this option will typically but not always be well-qualified PhD candidates for whom an exemption from the regular KMD2000 series electives is justified. If students have completed one KMD3000H course and request a second Readings in Knowledge Media course, they can receive approval to register for KMD3001H.

http://kmdi.utoronto.ca/program/courses/kmd4000h/

Building on the inherent characteristics of the subject matter ’nature’, this studio introduces students to landscape architecture as an evolving and encompassing discipline. It will help students develop the methodological, technical, analytical, conceptual and communication skills through readings, lectures, presentations, tutorials, and studio work.

This studio focuses on the relationship between landscape architecture and culture. Together we explore the Landscape or Land as a physical, cognitive, spiritual, and emotional construct. The student experience is enriched through a weekly literary seminar, cultural ceremonies, as well as guest lectures and guided walks to present a wide range of cultural, academic, and professional perspectives. These opportunities to interrogate relationality between environmental, cultural, and aesthetic processes permit students to explore the complexities both temporally and spatially.

This course introduces students to the methods, media, and lexis of design communication, and provides an opportunity to exercise and develop modes of visual representation. Lectures will introduce successful examples of visual design communication, highlighting seminal and contemporary works, examining their root, effectiveness, and influence. These lectures will support class discussions and group critiques surrounding design assignments, giving members of the course an opportunity to practice the techniques and cultivate relationships between observing, conceptualizing, constructing, and communicating.

This visual communications course emphasizes the depiction of the ground and the exploration of phenomenological qualities of place over time. Through drawing, animation, and fabrication students will construct a visual narrative from a selection of culturally and historically significant earthworks such as colonial fortifications and indigenous burial mounds. Over the semester, students will analyze, model, and depict these sites in various scales and phenomenological conditions.

This course examines a variety of modern and contemporary landscape design processes, along with their modes of representation, sociotechnical conditions, and materiality. Our survey will embrace all scales, from ornament to environment: private gardens as well as public parks, urban and regional planning. While concentrating this inquiry on landscape architecture and planning projects from Europe and the Americas that shaped the field over the twentieth century, we will be looking at their design connections with precedents from other time periods and cultural areas as well as other creative practices and academic disciplines. We will contemplate the biophysical and cultural dynamics of such projects, that is, their place and means of production (site, commission, construction), reception (maintenance, appropriation, reproduction), and interpretation (critique, historiography, dissemination as models). The key notion of “precedent” will be given special consideration. It will serve to bridge history with studio work. This year we will put the focus on the practice and theory of park systems and open space networks. We will examine how this legacy evolved over time in different contexts, shifting from socioeconomic and design concerns to ecology and sustainability in urban planning.

This course continues the retrospective history of landscape architecture we initiated in LAN1031. In the latter, we looked at major modern, western landscape design principles and realizations extending from the twenty-first century back to the early twentieth. Emphasis was put on the notion of ‘precedent’ in design processes (including transfer and transformation) and its multiple layers (technical, material, social, political, economic, and so forth). In that regard, whenever relevant, we addressed non-western precedents, cultural contexts, and design traditions. As a sequel to this, the present course adopts a cross-cultural approach that encompasses the concepts, representations, and materialization of landscape designs worldwide, over a period stretching from the 19th century back to the first millennium CE. We will survey landscape design forms of production at all scales, from private gardens and public parks to estate management, environmental technology, and urban planning. Doing so, we will trace landscape design processes and their outcomes, from commission and design to written and visual discourse, reception, and historiography.

This course looks at plants as defining elements in landscape design, both by contemporary as well as historical example. Learning objectives include the identification and use a range of plants, as well as an understanding of the structural strata of vegetation and how species grow individually as well as in associations with one another. In addition to learning about planting in relationship to physical and environmental conditions, cycles of maturation, and the importance of seasonality and the senses, the course will introduce a range of disciplinary discourses and histories.

This course continues to look at plants as defining elements in landscape design, both by contemporary as well as historical example.

Learning objectives include the identification and use a range of plants, as well as an understanding of the structural strata of vegetation and how species grow individually as well as in associations with one another.

In addition to learning about planting in relationship to physical and environmental conditions, cycles of maturation, and the importance of seasonality and the senses; the course will introduce a range of disciplinary discourses and histories.

Field Studies I is devoted to observing, deciphering and documenting complex ecological systems in situ. The course teaches students to ask questions and record observations about the dynamic systems they encounter at immediate scales and in the everyday environment. Readings and discussions connect immediate observations to larger-scale questions about the interaction between human and more-than-human processes.