This course explores biology higher education and curriculum design through primary literature review, personal reflections and in-class discussion, ending with application of knowledge in mini-lesson presentations where classmates provide feedback.

In this course, students choose professional workshops and skills that support their career path. The creation of an Independent Pathways Portfolio (IPP) sets the stage for students to have the flexibility to complete professional skills, techniques, and qualifications throughout the entire duration of their program.

Students attend a series of lectures and/or guided discussions with panelists regarding emerging issues that impact wildlife with an emphasis on emerging diseases, threats due to climate change, and mitigation strategies in Canada.

A major research project or practicum is completed and presented by students in the Master of Wildlife Biology program. Projects may involve primary research or the application of knowledge. Professionalism and communication skills in written, oral, and visual formats are also emphasized.

This course introduces students to a variety of field and analytical methods used for species surveys and environmental assessment. Oral, written, and visual communication skills, considering diverse stakeholders, are also emphasized.

This course is designed for students to gain valuable knowledge and hands on experience in wildlife rehabilitation practice through a series of lectures and labs. Students learn about wildlife rehabilitation and the skills necessary to care for sick, injured, or orphaned wildlife. Labs include stabilization techniques, physical examination, feeding (gavage) techniques, technical diagnostic skills, and comparative anatomy that is relevant in wildlife rehabilitation.

This course is designed for students interested in interested in a career working with free-ranging wildlife (specifically with wild canids, ursids, cervids). Students critically examine whether chemical immobilization of a wild animal is required and consider human safety and animal welfare concerns. Students are taught how to safely handle tranquillizing equipment and drugs.

How can physiological and behavioural plasticity help vertebrates cope with human-induced rapid environmental change? What are stress responses, when do they indicate that an animal's coping mechanisms are over-taxed, and does this mean that wild animals 'suffer'? And when and how should we treat wild animals with more compassion?

In this course, students work with an instructor mentor to revise and deliver a unit to an undergraduate course. Students meet with their mentors to discuss the outcomes of the unit, design principles and plans for revision. After delivery, feedback is provided.