Course Description

This experiential course introduces undergraduate science students to the principles of scientific innovation, entrepreneurship, research commercialization, and startup development.

Students will explore how scientific discovery and research can be translated into innovative products, technologies, services, and ventures capable of generating social, environmental, and economic impact. Through a combination of workshops, applied assignments, industry mentorship, and interdisciplinary teamwork, students will learn how scientific innovation moves from early-stage idea development toward commercialization and venture creation.

Throughout the course, students will examine the entrepreneurial process by identifying unmet needs, validating market opportunities, developing value propositions, exploring intellectual property strategies, and building sustainable business models.

Working collaboratively in interdisciplinary teams, students will develop a science-based innovation project and refine their ideas through iterative feedback, customer discovery, market validation, and professional pitch development.

The course emphasizes experiential learning, professional communication, applied problem-solving, and entrepreneurial thinking within scientific and innovation-driven environments.

Learning Outcomes

Upon successful completion of this course, students will be able to:

• Innovation & Entrepreneurship Knowledge
• • Understand the relationship between scientific research, innovation, entrepreneurship, and commercialization pathways.
  • Identify opportunities for transforming scientific ideas into scalable innovations with social, environmental, or economic impact.
  • Understand the startup development lifecycle from ideation to venture development.
• Market Research & Opportunity Assessment
  • Apply market research strategies to evaluate the feasibility and user demand of science-based innovations.
  • Conduct customer discovery and identify unmet needs through evidence-based research methods.
  • Analyze market trends, industry gaps, and competitive landscapes relevant to innovative ventures.
• Intellectual Property & Commercialization
  • Assess intellectual property strategies including patents, copyrights, trademarks, and trade secrets.
  • Conduct patent searches and analyze existing intellectual property landscapes.
  • Evaluate commercialization strategies appropriate for early-stage scientific innovation.
• Professional & Applied Skills
  • Collaborate effectively within interdisciplinary teams to develop innovative startup concepts.
  • Build business models and financial sustainability strategies for science-driven ventures.
  • Communicate complex innovation concepts effectively to both technical and non-technical audiences.
• Communication & Venture Development
  • Design persuasive venture pitches using oral, written, and visual communication strategies.
  • Develop professional confidence through iterative pitch practice and stakeholder feedback.
  • Present innovation concepts to industry professionals, mentors, and external evaluation panels.

Course Components & Project Requirements

Throughout the term, students will participate in workshops, applied assignments, guest lectures, and interdisciplinary team-based project development.

Students will be expected to:

• Participate actively in weekly seminars and workshops.
• Engage with guest speakers from startup, industry, and innovation ecosystems.
• Conduct market research and customer discovery activities.
• Complete intellectual property and patent search exercises.
• Participate in weekly pitch development and presentation practice sessions.
• Work collaboratively in interdisciplinary project teams.
• Develop a science-based innovation project from concept development through final venture pitch.

Course Assessments

Major Assignments

Assignment 1 – Social Innovation Project

Value: 20%

Students will individually design an innovative solution addressing a major social, environmental, or health challenge connected to one or more of the United Nations Sustainable Development Goals (SDGs).

Students will:

• Identify a real-world problem and connect it to relevant SDGs.
• Develop an innovative solution addressing the identified challenge.
• Apply innovation theory frameworks to justify the opportunity.
• Design a minimum viable product (MVP) strategy.
• Develop a scaling strategy focused on long-term impact and sustainability.
• Identify barriers, challenges, and strategies for implementation

Assignment 2 – Market Research & Intellectual Property Search

Value: 10%

Students will apply research strategies introduced during library workshops and intellectual property sessions to evaluate the feasibility and originality of their innovation.

Students will:

• Conduct market research using professional research databases.
• Identify industry trends and consumer demand indicators.
• Conduct patent searches using national and international patent databases.
• Analyze existing patents relevant to their innovation.
• Evaluate the novelty and competitive positioning of their proposed innovation.

Final Project – Venture Development & Investor Pitch

Value: 45%

Students will work in interdisciplinary teams throughout the term to develop a science-based innovation venture.

The final project will integrate all prior course components.

Students will develop:

• Problem Discovery & Customer Discovery Canvas
• Value Proposition Framework
• Market Research & Competitive Landscape Analysis
• Business Model Canvas
• Intellectual Property Strategy
• Financial Planning & Fundraising Strategy
• Venture Growth and Sustainability Plan

Students will deliver a professional pitch presentation to an external panel consisting of industry professionals, startup mentors, and innovation ecosystem partners.

Pitch Development Component

Beginning in Week 3, students will participate in weekly 3-minute pitch practice sessions designed to strengthen communication skills and refine venture development.

Students will receive iterative feedback from classmates, mentors, guest speakers, and instructors and will continuously improve their project presentation throughout the term.

• This course requires completion of, or concurrent registration in, the SCIENCE 1SA1 seminar course. If you have not already completed SCIENCE 1SA1, you must be concurrently registered in the course. SCIENCE 1SA1 is offered during the Fall and Winter terms of the 2026-2027 academic year. You can see the details regarding Science 1SA1 here.
• Registration in Level II or above in a program within the Faculty of Science.
• Interest in innovation, entrepreneurship, research commercialization, or startup development.
• Enrolment open to students from all science disciplines.
• No prior business or entrepreneurship background is required.

The course will follow university academic accommodation policies including all relevant MSAF and SAS procedures as prescribed by the University.

Students will engage with external mentors, startup founders, innovation ecosystem partners, and professionals working within entrepreneurship and research commercialization.

• The Forge at McMaster
• The Clinic
• Industry startup founders and venture capital professionals
• Intellectual property and commercialization specialists

Final presentations will be delivered to a jury panel consisting of industry professionals and innovation leaders.

Important Information: As part of this course, students are required to participate in the Health Innovation Bootcamp delivered in partnership with the Clinic. By submitting an application to or enrolling in this course, students acknowledge and agree to pay the mandatory $50 Bootcamp fee. The Bootcamp consists of six sessions and will take place during regular class time on Tuesdays, from late September to early November.

To apply for this course, please fill out the following form: SCIENCE 2RI3 – Research & Innovation in Science: Startup Development – Fall 2026 – Fill out form

Deadline to apply: August 3rd, 2026

Course Description

This experiential course introduces undergraduate science students to real-world ethical challenges emerging within healthcare systems, healthcare innovation, and organizational decision-making.

Working in collaboration with St. Joseph’s Health System, students will explore complex ethical issues facing healthcare organizations and develop applied solutions to contemporary challenges affecting healthcare delivery, policy development, patient care, and health system innovation.

Students will work directly on challenge-based projects identified by healthcare professionals and institutional partners, examining issues related to healthcare ethics, organizational governance, innovation practices, patient-centered care, and responsible decision-making within complex healthcare environments.

Throughout the course, students will strengthen critical thinking, research, teamwork, professional communication, and problem-solving skills while applying scientific and ethical reasoning to real-world healthcare challenges.

This course emphasizes interdisciplinary collaboration, experiential learning, and applied knowledge translation in partnership with healthcare sector professionals.

Learning Outcomes

Upon successful completion of this course, students will be able to:

• Applied Ethics & Healthcare Systems Knowledge
  • Examine ethical challenges that arise within modern healthcare systems and healthcare innovation practices.
  • Understand the impact of organizational decision-making on patient care, healthcare delivery, and health system outcomes.
  • Analyze ethical tensions related to healthcare policy, innovation, commercialization, and institutional governance.
• Research & Critical Analysis
  • Conduct evidence-based research related to complex healthcare challenges.
  • Critically evaluate competing perspectives surrounding ethical decision-making in healthcare settings.
  • Assess emerging risks and unintended consequences associated with healthcare innovation and policy decisions.
• Professional & Collaborative Skills
  • Work collaboratively within interdisciplinary teams to address complex real-world healthcare challenges.
  • Develop professional communication skills through stakeholder-focused knowledge translation activities.
  • Strengthen problem-solving, project management, and analytical reasoning skills.
• Ethical Reasoning & Knowledge Translation
  • Develop recommendations informed by evidence, ethical reasoning, and professional best practices.
  • Translate complex ethical concepts into accessible educational materials for professional audiences.
  • Reflect critically on the role of ethics, responsibility, and accountability within healthcare systems.

Course Project Focus

Students will work collaboratively on a healthcare ethics challenge identified by St. Joseph’s Healthcare Hamilton.

Current Project Theme: Conflicts of Interest in Healthcare Innovation & Delivery

Students will critically examine:

• Financial conflicts of interest within healthcare systems.
• Familial and personal conflicts affecting healthcare decision-making.
• Ethical concerns emerging from healthcare privatization and commercialization.
• Conflicts arising from innovation partnerships, industry collaborations, and resource scarcity.
• Emerging ethical tensions in acute care, mental health, addictions care, long-term care, home care, and hospice care.

Students will develop evidence-informed recommendations for identifying, mitigating, and managing conflicts of interest within healthcare organizations.

Course Components & Project Requirements

Throughout the course, students will engage in applied project work in collaboration with healthcare professionals and partner mentors.

Students will be expected to:

• Participate in weekly seminars, workshops, and guest speaker sessions.
• Conduct academic and applied research related to healthcare ethics challenges.
• Review literature and policy frameworks relevant to healthcare governance and ethics.
• Work collaboratively within project teams to develop evidence-based recommendations.
• Engage directly with healthcare professionals and organizational mentors.
• Participate in peer feedback sessions and iterative project development.
• Develop professional knowledge translation materials for healthcare audiences.

Tentative Course Assessment

Final Deliverable

Students will create professional educational materials designed for healthcare professionals that focus on identifying, understanding, and addressing conflicts of interest within healthcare systems.

Possible deliverables may include:

• Educational resource toolkit
• Professional training materials
• Policy guidance document
• Healthcare staff educational module
• Institutional awareness framework for conflict identification and mitigation

Deliverables will be developed directly in response to partner needs identified by St. Joseph’s Healthcare Hamilton.

• Registration in Level II or above in a program within the Faculty of Science.
• Interest in healthcare systems, ethics, innovation, research, or professional practice.
• Enrollment subject to instructor approval.
• No prior healthcare experience is required.

The course will follow university academic accommodation policies including all relevant MSAF and SAS procedures as prescribed by the University.

• Students will work directly with healthcare professionals from St. Joseph’s Healthcare Hamilton.
• Course projects will focus on real-world organizational challenges currently faced by healthcare institutions.
• Students will engage in interdisciplinary problem-solving and professional mentorship opportunities.
• Final deliverables may be used by healthcare partners for organizational learning and professional development purposes.

To apply for this course, please fill out the following form: SCIENCE 2XR3 – Project Challenge in collaboration with St. Joseph’s Health System Fall 2026 – Fill …

Deadline to apply: August 3rd, 2026

Course Description

Students will gain practical research experience, as directed by a faculty member, in a wide range of scientific lab/field settings or as part of a faculty member’s research program. During this course, the student will learn introductory research skills/techniques and will use these techniques to make a meaningful contribution to the supervisor’s research program. Students are expected to commit to approximately 5-10 hours per week (on average) for one term. Students will also be required to attend departmental seminars/colloquia of their interest (3 seminars per term).

Click to read the full Course Outline.

Course and Learning Objectives

Given the nature of this course, the exact breakdown of the learning outcomes will vary. Both the student and the academic supervisor must agree on the final learning outcomes to be defined.

At a minimum, in this course, the student will:

• Work in conjunction with the academic supervisor to identify one or more learning outcomes in each of the following categories, with methods of evaluation, and target completion date for each.

• Academic learning and application related to the ideas, concepts, or theories of your field of study.
• Skill development: e.g., oral and written communication, problem-solving, decision-making, teamwork, skills specific to the occupation.
• Personal development: g., career exploration, self-confidence, sensitivity, appreciation of diversity, clarification of values.

• Reflect on their own experiences and relate these experiences to the current literature.

Project Requirements

• Students must keep a journal to record meetings, progress of their work, what was learned in the project, and the nature of the research in general. This is to provide the supervisor with an ongoing record of the students’ progress in the project and aid in evaluation at the end of the project.
• Students must meet with supervisors to schedule regular meetings. At minimum, students are to meet with their supervisor twice a month and are to keep record of these meetings in their journal.
• Students are required to attend all demonstrations, orientations, and training sessions that the supervisor may require.

Course Assessment 

Given the nature of this course, the exact breakdown of the assessment may vary. Both the student and their faculty supervisor must agree on the final breakdown. The assessment below has been used by past students and is suggested: Please note: A reflection essay is mandatory for this course.

The faculty supervisor’s assessment is broken down as follows (or similar):

• Faculty supervisor’s report and evaluation of student’s work – 50%
• Two-page interim/mid-term report – 15%
• Daily log/Journal student keeps a log of their research activities; 20%
• REQUIRED: Final reflection essay (500 words); 15%

Assessments: the supervisor will complete a written assessment of the student’s progress and discuss with the student BEFORE THE DEADLINE TO DROP COURSES WITHOUT PENALTY.

Final grades will be numeric and there is to be no final exam.

• Registration in Level II of a program in the Faculty of Science; and
• Agreement of the academic supervisors; and,
• Approval from the OUR office
• Not open to students with credit or registration in any Level III or IV department- or program-based applied placement, internship, practicum, thesis, or independent study/project course.
• This course is administered by the Office of Undergraduate Research (OUR).

The course will follow MSAF and SAS policies as prescribed by the University.

Step 1: Find a Supervisor.

Step 2: Complete SCIENCE 3RP3 Application Form.

Deadline to Apply: August 3rd, 2026

Due to the large number of applications, only successful applicants will be contacted and given permission to enrol in the course. If you do not hear back by the end of the drop/add period, you have not been chosen. 

Course Description

This experiential course introduces undergraduate science students to advanced synchrotron-based research methods through a project-based interdisciplinary scientific challenge developed in collaboration with the Canadian Light Source.

Students will work collaboratively to design, develop, and execute a research project utilizing synchrotron analytical techniques to investigate real-world scientific questions. Throughout the course, students will gain exposure to advanced scientific instrumentation, research design, experimental planning, scientific communication, and interdisciplinary problem-solving.

Working alongside scientists, technical experts, faculty mentors, and industry professionals, students will develop practical research competencies while strengthening professional skills required for scientific careers. Students will also explore how scientific inquiry can be enriched through respectful engagement with Indigenous perspectives, traditional knowledge systems, and interdisciplinary approaches to scientific discovery.

Students should anticipate active participation in workshops, collaborative project development, assigned training modules, and an intensive field-based research experience at the Canadian Light Source facility during the term.

This course is offered as a pilot experiential learning opportunity with limited enrolment.

Learning Outcomes

Upon successful completion of this course, students will be able to:

• Scientific Research & Technical Skills
  • Develop foundational knowledge of synchrotron science and advanced analytical techniques used in scientific research.
  • Apply x-ray spectroscopy and synchrotron-based analytical methods to multidisciplinary scientific research questions.
  • Design and execute a scientific experiment utilizing advanced research instrumentation.
• Research Development & Inquiry
  • Formulate research questions and design an appropriate experimental methodology.
  • Conduct background research and gather scientific literature relevant to project development.
  • Collect, interpret, and analyze scientific data generated through experimental work.
• Professional & Collaborative Skills
  • Strengthen professional competencies including communication, teamwork, organization, project management, and critical thinking.
  • Collaborate effectively within interdisciplinary research teams and external professional environments.
  • Communicate scientific findings to technical and non-technical audiences through written and oral presentation formats.
• Reflection & Broader Perspectives
  • Critically reflect on experiential learning and professional development as emerging scientists.
  • Explore the relationship between Western scientific approaches and Indigenous Ways of Knowing in scientific research and discovery.
  • Develop awareness of ethical, cultural, and societal dimensions of scientific practice.

Course Components & Project Requirements

Students will work collaboratively throughout the term to develop and execute a research project in preparation for synchrotron beamtime experimentation.

Students will be expected to:

• Participate in weekly seminars, workshops, and guest lectures.
• Complete all required safety certification modules provided by the Canadian Light Source.
• Work collaboratively in interdisciplinary project teams.
• Develop and submit a formal research project plan for experimental approval.
• Participate in mentorship sessions with faculty members, scientists, and technical experts.
• Travel to the Canadian Light Source facility (selected students) to conduct beamline experimentation.
• Document learning progress and research development throughout the course.

Tentative Course Assessment

Tentative Course Schedule

• Registration in Level II or above in a program within the Faculty of Science.
• Completion of at least one introductory science course relevant to the student’s discipline.
• Demonstrated interest in scientific research and experiential learning.
• Enrollment subject to application review and instructor approval.

Due to limited enrollment capacity, students may be required to complete a pre-registration application process.

The course will follow university academic accommodation policies including all relevant MSAF and SAS procedures as prescribed by the University.

• Enrollment limited to approximately 8–10 students.
• Course includes collaboration with scientists and mentors from the Canadian Light Source.
• Students may have the opportunity to travel to Saskatoon, Saskatchewan for beamline experimentation.
• Participation in travel-based experiential learning activities may be required for selected project teams.
• Students will engage with interdisciplinary scientific inquiry alongside professional researchers and technical specialists.

To apply for this course, please fill out the following form: SCIENCE 3XR3 – Synchrotron Science Research Experience – Canadian Light Source – Fall 2026 – Fill o…

Deadline to apply: August 3rd, 2026