This course has been completely redesigned for life in our quarantined world. This semester's theme is Self-Leadership (because you can't lead anyone until you can lead yourself (!), and who better to practice your leadership skills on during quarantine than you?!) The class is completed in teams of 4, (but worry not — there are no graded team assignments!). Together your team will work through themes related to self-leadership like self-discipline (why can't I keep my new year's resolutions?), resilience (how can hard times and failures make me stronger?), and motivation (how can I stay engaged when I don't feel like it?). You''ll also embark on three wild self-leadership quests that will challenge you to walk your talk in practical ways. I designed this course to be highly challenging, but stress free. It's full of fun activities and deep, meaningful conversations with your classmates to help get you through life off-campus.

This course is aimed at helping engineering students to combine their knowledge and practical skills with their natural authentic leadership in order to create meaningful work and vibrant lives for themselves, their communities, and society. This course challenges the notion that leadership is a prescribed set of behaviours and allows students to explore their own authentic leadership. During the first half of the course students will use a variety of tools and concepts to explore 'Who Am I,' 'What Am I Fundamentally About' and 'How Do I Show Up' to create the experiences and relationships that I want in my life and work. In the second half of the course students will learn an authentic teaming approach to co-creating meaningful change. Students will identify inspiring possibilities, work through core challenges, and create integrated solutions together as change agents for a vibrant future.

Project management involves both leading people and managing resources to achieve the intended project outcomes and benefits. Leadership is often the difference between project success and failure. The objective of this course is to equip you with the concepts, tools and techniques for effective leadership within a project context. It is also intended to build self-knowledge regarding leadership styles and to provide for opportunities for practice. The course begins with the organizational setting for projects, proceeds through aspects of leading and working with teams, covers the important topic of ethical leadership, and closes with the stakeholder, communication and change management components of leading projects in organizations.

Many disciplines have explored happiness — philosophy, anthropology, psychology, sociology, neurobiology, film, art, and literature — to name a few. Why not engineering? During the first part of the course we will play catch-up, examining the scholarly and creative ways that people have attempted to understand what makes for a happy life. Then we turn our attention to our own domain-expertise, applying engineering concepts like "balance," "flow," "amplitude," "dynamic equilibrium," "momentum," and others to explore the ways that your technical knowledge can contribute to a deep understanding of happiness. This course is designed to challenge you academically as we analyze texts from a variety of disciplines, but it is also designed to challenge you personally to explore happiness as it relates to yourself, your own personal development and your success and fulfillment as an engineer.

Communication skill can be a critical success factor in engineering. Engineering know-how is given added power when communicated with clarity and simplicity in presentations that are thoughtfully planned and effectively executed. In this course, each student will make a large number of short presentations to sharpen their skills and increase their confidence. Students will grapple with capturing the essence of complex subjects and expressing it through key words, data and images. Students will be able to develop a wide range of skills: visual representation of data, systems and mechanisms; structuring and sequencing a talk; managing the tools, equipment and physical and psychological aspects of presentations; delivering speeches with vivid voice and body language; and finally, skills in connecting with an audience and achieving the desired impact.

A growing body of social science research offers clear evidence that emotional intelligence (EQ) plays a crucial role in leadership effectiveness. We know that the most successful managers are able to motivate and achieve best performances through the ability to understand others, and the key to this is to first understand yourself. In this course, you will complete the most scientifically validated EQ assessment available, The Emotional Quotient Inventory (EQ-i) and receive a detailed report that identifies your leadership strengths and targets areas for development. You will acquire an enhanced level of self-knowledge and a deeper awareness of your impact on others. This will form the basis of a personal development plan that will help you improve your leadership effectiveness. In this course we will also examine evidence-based research that links leadership effectiveness to authenticity and mindfulness, both of which can be enhanced through mindfulness training programs. Simply defined, mindfulness is the awareness of one's mental processes and the understanding of how one's mind works. Using case studies, we will discover why companies such as Carlsberg, Google, Sony, and General Electric have trained hundreds of employees in mindfulness.

21st century career management skills and knowledge are critical success factors for engineers, to develop their own careers for the future, and as leaders and project managers, to help develop others' careers. Especially in engineering where career engagement influences innovation and productivity, career management is arguably the most important learning to bridge the gap between an engineering education and an engineer's ability to apply their learning in the real world.

In this course, students will learn about contemporary theories and issues in career development so they can apply their knowledge and skills, to benefit their own careers, and those of their team members, organization, and society. Students will learn an evidence-based framework for career clarification and exploration. Using this framework, students gain career management and job search strategies, increase hope and confidence, expand their network and use practical career management tools. In an increasingly volatile, uncertain, complex, and ambiguous world of work, students will consider career paths, hear and tell career stories, and gain skills to navigate a lifetime of transitions.

We live in a data-driven world, with the total volume of global data projected to be 181 zettabytes by 2025. New ways of measuring and analyzing data in the field of global development are opening the door to a better understanding of global challenges and data-driven innovations have significant economic and societal potential. For example in the healthcare sector, the use of new devices and analytics can improve diagnosis and triage of disease, improve health system efficiency, and reduce costs. However, there have also been many instances of sensing technologies and algorithms that perpetuate or enhance inequalities rather than reducing them.

Through the use of lectures, case studies, readings, and guest speakers working at the health-water-climate nexus of global challenges, students will learn about innovations in sensing, and data analytics that are helping to advance the UN Sustainable Development Goals. They will learn to analyze and assess historical data and data that is currently being collected in the global development and engineering space and will critically examine examples of biases and flaws with the ways we develop sensors/measurements and train algorithms. Students will have a practical opportunity to develop entrepreneurship skills through proposing and researching a sensing or data analytics innovation for tackling global challenges, developing a business case for this innovation, and pitching their solution to their peers.

Behind every engineering feat is a human story. Students will learn to examine this often-overlooked perspective of engineering and its implications for engineering work. Engineering is at its core a human activity geared at helping to attain human goals, which requires the integration of many viewpoints, technical and non-technical. Drawing on perspectives from humanities and social science disciplines (e.g., sociology, anthropology, psychology, history, and political science) students will explore aspects of the human condition as it relates to engineering work: particularly the complexity of individuals, the contexts in which they operate, and how this shapes collaborative work. They will develop an appreciation for and skills to engage in the interdisciplinary work that engineering entails by examining conceptions of engineering, as well as the humanities and social sciences, and their intersections with engineering. Students will integrate these themes in projects that investigate the human stories behind various technologies.

This course will examine leadership in relation to technology and the engineering profession. Topics will include: leadership theories, historic and current leaders, ethical leadership, teaming and networking, productivity and innovation, thinking frameworks, business leadership, and influencing people. Through this course students will explore their own leadership abilities and develop or strengthen their competencies in areas such as managing conflict, team dynamics, running effective meetings, developing others, and creation of vision and mission statements. The course will be delivered through lectures, workshops, readings, and guest speakers.

The objective of this course is to prepare students for the type of teams, processes and decisions used for complex socio-technical engineering design projects. The course will equip students with tools and strategies for leading, following other leaders, in this context. Students will have the opportunity to apply their learning on three hybrid team-individual assignments. The course readings will be sourced from real industry cases and experiences.

There is growing demand (and requirements) within both industry and academia to have engineers, leaders, researchers, and instructors who are versed in equity, diversity and inclusion (EDI) principles and leverage that knowledge to positively influence the development and impact of their work. However, engineers and STEM researchers often feel unsure how to properly navigate these social principles within their technical spaces.

This course is for both working professionals or research academics who operate within engineering industry, research or teaching spaces seeking to develop an understanding of EDI principles and how they may apply to their technical contexts. This course seeks to provide students with space to learn about and develop tools, strategies, and reflections when engaging equity and social considerations within their work.

The field of engineering is moving at a rapid pace, driven by advancements in technology, innovation, and global challenges. Coupling in-class learning with practical experience is demonstrated to be an invaluable tool in preparation for a professional career in engineering. In this graduate-level course, the emphasis is on students to gain a comprehensive understanding of engineering workplace strategies before diving into their co-op term, and building a personal legacy on authentic engineering education experiences.

Through a combination of lectures, self-paced assignments, and collaborative group discussion, students will engage with their peers to understand course materials (including published literature), explore Canadian workplace contexts, and develop the skill set to conceptually design a narrative of experiential learning.

This practicum is a required course for MEng students enrolled in the Extended Full-Time (EFT) Plus Co-op Option. The eight-month work term is an essential part of the EFT Co-op Option, intended to provide an opportunity for students to apply the concepts learned and practiced in simulations created in the TEP1701H course, as well as their technical courses taken as MEng requirements, to a complex problem related to their field.

For the work term, assessment of students will be consistent with the University policy on assessment of student performance in placements (section 7.0). Students will receive a formal statement describing the evaluation process, and the field assessors will be familiar with the University course policies. Students will prepare an interim and final report that will be evaluated by their work term supervisor at the employer, and the student's advisor at the Engineering Career Centre (ECC). After the interim report, a written assessment of the student's progress along with recommended considerations or changes (as appropriate), will be provided by the work term supervisor.

The final work term report will be submitted to the work term supervisor and the ECC advisor within two weeks of completing the work term. Work term supervisors will be asked to complete an evaluation of the student's work at the completion of the work term. The assessment of the student will be based on a rubric that considers how successfully their work was completed as well as the following performance indicators: 1) the student has displayed expertise in at least one area of engineering; 2) professional capacity/autonomy; 3) communication skills.

This course provides training in these areas while focusing on your current research project, simultaneously providing you with future training and immediately applicable strategies to help you complete your thesis research project. Through facilitated activity-based workshops you will develop your research and project management skills, acquire strategies to identify and articulate a research hypothesis, set research goals and plan your research approach (including quantification of results and validation of quantitative metrics), and share research findings via oral, written, and graphical communication.

The course is designed to provide an overview of the theory and practice of community development, including an historical review, an examination of contemporary issues and debates, theories of social change, methodological considerations, and examples of current community development initiatives. Key concepts to be explored are the important definitions of communities, globalization and neoliberalism, differences in the types and styles of participation, the role of voluntary associations, minority groups and community leadership.

The studio introduces the basics of city-making and urban analysis in a set of design exercises. By means of didactic abstractions, the exercises isolate difference aspects of the city-ranging from infrastructure to signage - for scrutiny in a sequence of increasing complexity, culminating in a synthetic design project. The sequence also shifts the emphasis from issues of consolidation in traditional urban cores to dispersion in the post-metropolitan periphery, from city as physical structure to city as a system of communication. Attention is given to problems of representation particular to the complexity and dynamism of urban form and experience.

Urban Design Studio 2 is offered to students who have completed the urban design studio (URD1011Y). Students may select from different options announced at the time of before registration.

This course provides an overview of computing technology relevant to urban design. Students will gain exposure to database systems. geographic information systems (GIS) and computer aided design (CAD). Particular attention will be placed on the integration and movement of data between these technologies to form comprehensive urban information systems. Visualization and hypermedia will be examined as tools for communication, dialogue and decision-making.

This course will present a history of the development of the urban form of the city and the urban region of Toronto from the late eighteenth century to the present. We will explore the characteristic relationships that have grown up over the years between the distinctive topography of the city; it’s pre-settler indigenous patterns, early European settlement, and the evolution over time of its successive infrastructures, including railways, port facilities, expressways, transit lines and pedestrian walkway systems. These characteristic infrastructures will be described in terms of their gradual, systematic impact on the evolving form of the city. At the same time, the architecture of the city will also be described, but this description will demonstrate primarily how buildings became typological in the historical evolution of Toronto. One might say that the buildings will be depicted to the extent that they demonstrate the typical relationships of the city’s building typologies to its emergent urban morphology.

The course has been conceived to be of particular interest to urban design and planning students, but it is open as an elective to students in the architecture and landscape architecture programs as well.