涩里番
Program Location
Start Term
Fall Semesters
Program Type
Coursework or Project
Schedule
Full-Time/Part-Time
Credits
48 Credits
Average Duration
2 Years
Learn about major theories and practices in inclusive education, emphasizing practical applications in schools, communities, and other settings to develop contemporary, research-based inclusive practices for teaching, learning, and assessment. Gain skills in resourceful thinking, collaboration, and scientific communication to better prepare yourself for a career in academic or research settings, professional psychology, innovative teaching, curriculum/program development, or other career trajectories. Students in this program have access to the 涩里番 Psychoeducational and Counselling Clinic and the Departmental Assessment Materials Resource Centre to enhance their studies with hands-on experiences under experienced mentors.
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Read more about the two program formats by selecting from the tabs below:
Master of Education Educational Psychology (Non-Thesis): Inclusive Education
Full Program Details from the Course Catalogue
Educational Psychology (Non-Thesis) (M.Ed.): Inclusive Education (48 credits)
Offered by: Educational & Counselling Psych听(Faculty of Education) 听听
Degree: Master of Education
Program credit weight: 48
Program Description
The M.Ed. in Educational Psychology: Non-Thesis-Inclusive Education focuses on the major theories and practices in the field of inclusive education, including diversity in development, and ecological models of teaching, learning, and assessment. Application in school, community, and other settings to develop inclusive practices.
Required Courses (30 credits)
| Course | Title | Credits |
|---|---|---|
| EDPE 502 | Theories of Human Development. | 3 |
Theories of Human Development. Terms offered: Fall 2025 Life course developmental theories to form a foundation for policy and for empirical and applied work with diverse groups, including disability and other equity-seeking groups. | ||
| EDPE 575 | Statistics for Practitioners. | 3 |
Statistics for Practitioners. Terms offered: Winter 2026 Understanding and interpreting basic statistical procedures used in basic and applied research, including graphs, measures of central tendency and variability, hypothesis testing, and correlations, t-tests, and basic ANOVA designs. | ||
| EDPE 602 | Uses of Research Findings in Education. | 3 |
Uses of Research Findings in Education. Terms offered: Fall 2025 Basic concepts of educational research for the student who is likely to be a regular consumer of research but only an occasional generator of research and will be able to use common tools of information retrieval. | ||
| EDPE 635 | Theories of Learning and Instruction. | 3 |
Theories of Learning and Instruction. Terms offered: Winter 2026 An analysis of the relationship between theory and research about learning and teaching from a historical perspective. | ||
| EDPI 543 | Family, School and Community. | 3 |
Family, School and Community. Terms offered: Fall 2025 Focus on the examination of three important systems in a child鈥檚 life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being. | ||
| EDPI 642 | Inclusion: Past, Present and Future. | 3 |
Inclusion: Past, Present and Future. Terms offered: Fall 2025 Provides a critical analysis of the concept of inclusion with a particular focus on disability within historical, political, and educational contexts and equity seeking groups. | ||
| EDPI 645 | Assessment For Effective Intervention. | 3 |
Assessment For Effective Intervention. Terms offered: Winter 2026 Exploration of practice-based models and approaches to assessment. It emphasises the application of theoretically sound models of assessment to guide interventions for students in inclusive contexts. | ||
| EDPI 654 | Instruction/Curriculum Adaptation. | 3 |
Instruction/Curriculum Adaptation. Terms offered: Winter 2026 Adapting instruction and curriculum for students with special needs; developing individualized programs and methods; building curriculum that addresses both academic and social needs of students. | ||
| EDPI 665 | Teaching of Reading. | 3 |
Teaching of Reading. Terms offered: Fall 2025 Reviews contemporary research on reading acquisition and associated language development with a focus on research and theory as the basis for examining current evidence-based practices for supporting learning in diverse classrooms. | ||
| EDPI 667 | Promoting Social and Emotional Well-Being. | 3 |
Promoting Social and Emotional Well-Being. Terms offered: Winter 2026 Promotion of social emotional well-being in students, classrooms, schools and communities; examination of teacher skills in promoting social emotional learning, classroom management and climate; social emotional literacy skills and behaviours; mental, emotional and behavioural health and their relationship to academic achievement and fostering of positive development. | ||
听Complementary Courses (18 credits)
18 credits from the following:
| Course | Title | Credits |
|---|---|---|
| EDPC 501 | Facilitating Relationships . | 3 |
Facilitating Relationships . Terms offered: Fall 2025 Components of effective interpersonal relationships and how to facilitate them in a variety of contexts. | ||
| EDPC 502 | Group Processes and Diversity. | 3 |
Group Processes and Diversity. Terms offered: Fall 2025 Theories and exploration of group development and processes, including an examination of research, and how intersectional and universal design have implications for group work. | ||
| EDPC 503 | Intersectional Relationships and Sexualities. | 3 |
Intersectional Relationships and Sexualities. Terms offered: Fall 2025 Situated in sexuality studies and education this course explores intra and interpersonal relationships through examining the intersections of sexuality with a diversity of identities, expressions and communities. The course addresses the ways in which current and emerging technologies influence and inform understandings of sexuality and the resulting effect on how people negotiate sexual relationships. | ||
| EDPC 504 | Communication and Critical Conflict Resolution . | 3 |
Communication and Critical Conflict Resolution . Terms offered: Winter 2026 Applying a social justice framework this course will give students the opportunity to develop the critical communication skills necessary when addressing difficult dialogues and conflict. | ||
| EDPC 505 | Crisis Intervention Processes. | 3 |
Crisis Intervention Processes. Terms offered: Fall 2025 General overview of symptoms for different crises and how different professionals can intervene and refer, including ethical and professional issues. | ||
| EDPC 507 | Advocacy, Outreach and Leadership. | 3 |
Advocacy, Outreach and Leadership. Terms offered: Winter 2026 Exploration of the roles of advocacy, outreach and leadership in developing inclusive and accessible environments, including the complex interactions between individuals and the diversity of systems in which they live. | ||
| EDPC 540 | Social Responsibility and Relationships in Digital Age. | 3 |
Social Responsibility and Relationships in Digital Age. Terms offered: Summer 2025, Winter 2026 The complex way in which living in a digital age affects social relationships and its influences across generations in everyday lives. | ||
| EDPC 542 | Leadership and Support Roles of the Teacher. | 3 |
Leadership and Support Roles of the Teacher. Terms offered: this course is not currently offered. Theory and practice in inclusive teacher leadership and support for all members of the school community. Leading and supporting interpersonal communication, group dynamics, self-care and resilience, and classroom management in diverse educational and community settings. | ||
| EDPC 562 | Career as a Lifelong Process. | 3 |
Career as a Lifelong Process. Terms offered: Winter 2026 Career exploration for teachers, students and others across the lifespan. Creating inclusive and safe working environments, valuing diversity, career awareness, career growth and development, career decision-making, transferable skills, and school-to-work transitions for all. | ||
| EDPE 515 | Gender Identity Development. | 3 |
Gender Identity Development. Terms offered: Fall 2025 Theoretical models and empirical findings relevant to the development of gender identity. Special attention is given to the influence of peers in school settings. Psychological, physiological, parental, peer and cultural influences on gender identity. | ||
| EDPE 595 | Seminar in Special Topics 1 . | 3 |
Seminar in Special Topics 1 . Terms offered: this course is not currently offered. The content of the seminar will vary from year to year and will be announced prior to registration. The seminar may be given by a single instructor or by a group, as the occasion warrants. | ||
| EDPE 596 | Seminar in Special Topics 2. | 3 |
Seminar in Special Topics 2. Terms offered: this course is not currently offered. Seminar in selected topics in Educational and Counselling Psychology. The topic will vary from year and will be announced prior to registration. | ||
| EDPE 640 | Emerging Technologies for Educational Change. | 3 |
Emerging Technologies for Educational Change. Terms offered: Fall 2025 Interdisciplinary learning theories; working with and evaluating emerging digital technologies and interfaces that impact teaching and learning. | ||
| EDPE 699D1 | Special Activity. | 6 |
Special Activity. Terms offered: Fall 2025 A project relevant to improving educational practice. It may be an internship, a research project, or an innovation in teaching supervised by the student's advisor and with the approval of the department. It is completed by the submission of a project report, monograph, or production. | ||
| EDPE 699D2 | Special Activity. | 6 |
Special Activity. Terms offered: Winter 2026 A project relevant to improving educational practice. It may be an internship, a research project, or an innovation in teaching supervised by the student's advisor and with the approval of the department. It is completed by the submission of a project report, monograph, or production. | ||
| EDPI 526 | Supporting Students' Strengths and Talents. | 3 |
Supporting Students' Strengths and Talents. Terms offered: Winter 2026 The psychology and practice of supporting the strengths and talents of all students across educational and community settings . Strength and talent-based programs and activities, assessments to discover student strengths and talents, classroom adaptations, application of strength and talent-based approaches to curriculum design. | ||
| EDPI 527 | Creativity and its Cultivation. | 3 |
Creativity and its Cultivation. Terms offered: Fall 2025 Recent research, theory, and educational practice concerning creativity, with special attention to creativity in students and educational settings. | ||
| EDPI 539 | Field Work 1. | 3 |
Field Work 1. Terms offered: Fall 2025 Supervised experience in an approved relevant educational setting. | ||
| EDPI 540 | Field Work 2. | 3 |
Field Work 2. Terms offered: Fall 2025, Winter 2026 Supervised experience in an approved relevant educational setting. | ||
| EDPI 656D1 | Community-Based Field Work . | 3 |
Community-Based Field Work . Terms offered: Fall 2025 Participation in a supervised community-based professional setting. Provides opportunity to expand on experiences working with people being served by the program/site in a variety of settings. Students complete a minimum of 150 hours per term at an approved field work site. | ||
| EDPI 656D2 | Community-Based Field Work. | 3 |
Community-Based Field Work. Terms offered: Winter 2026 See EDPI 656D1 for course description. | ||
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Eligibility (Admission Criteria)
Applicants should meet the following requirements:
- Possess an听undergraduate degree听in a field that is听relevant to the proposed studies in Educational Psychology.
- A听minimum CGPA of 3.0 out of 4.0 over the final two years of full-time study.听International applicants can look up听grade equivalencies on 涩里番鈥檚 Future Graduate Students website.
- Proficiency in English.听Applicants to graduate studies whose mother tongue is not English and who have not obtained an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction, or from a recognized institution in Canada or the US (anglophone or francophone), must submit documented proof of proficiency in oral and written English.听
听
Application Process & Required Documents
All applications are done through听. The application steps and instructional video are on the University's听Future Graduate Students website. The following documents must be part of your application: (Note that all uploaded documents to the portal must be in PDF format.)
- A complete听application form听(accompanied by your application fee payment). Please indicate your听Concentration Choice听as Inclusive Education in the form.
- A copy of your听unofficial transcripts听from all previous university-level studies (undergraduate and graduate).听 Official transcripts are required to be submitted by听those who gain admission to the program. (Instructions on sending official transcripts will be sent upon acceptance.)
- 听The听涩里番 ECP Counselling Psychology Curriculum Vitae Form.
- Letters of Reference:听Within the online application, applicants must provide valid institutional e-mail addresses for听three (3) references. 涩里番 will contact the referees directly to submit their letters of reference.
- Personal Statement听(2-page maximum, double-spaced) in APA style. Please include the following information:
- Previous experience: Describe your past and current research, educational, extra-curricular, work, as they relate to your intended program of study.
- Career objectives:听How admission to this program will bring you closer to achieving your career goals.
- Optional topics:听Your personal trajectory, personal challenges along your scholastic journey, experiences or challenges you've encountered related to identity. Note that students who identify as being part of a minority group are encouraged to self-identify to facilitate access to any applicable financial aid and/or awards, as part of听涩里番's Equity, diversity, and inclusion (EDI) mandate. All personal data submitted will be kept confidential and used only for operational decision-making.
- English Language Proficiency Test Score (if applicable):听Please arrange for test scores (TOEFL, IELTS) to be sent to 涩里番 directly from the testing agency. You must indicate the 涩里番 institution code: 0935.
听
Application Deadlines
- Fall Admission: December 1
听
What to expect after submitting your application:
- Recommended candidates will receive听a "Recommendation of Acceptance" email by April, confirming听that their application has been reviewed and is being transmitted to 涩里番's Graduate and Postdoctoral Studies (GPS).
- Successful candidates will be contacted via email with an official offer of admission.听Candidates are then required to confirm their acceptance via their听. Kindly note that acceptance deferrals are not typically granted except under extraordinary circumstances.
Master of Education Educational Psychology (Project): Inclusive Education
Full Program Details from the Course Catalogue
Educational Psychology (Non-Thesis) (M.Ed.): Inclusive Education: Project (48 credits)
Offered by: Educational & Counselling Psych听(Faculty of Education) 听 听
Degree: Master of Education
Program credit weight: 48
Program Description
The M.Ed. in Educational Psychology: Non-Thesis-Inclusive Education-Project focuses on the major theories and practices in the field of inclusive education, including diversity in development, and ecological models of teaching, learning, and assessment. Application in school, community, and other settings to develop inclusive practices. Provides an opportunity to focus on an issue in the field of inclusive education by completing a research project.
Required Courses (42 credits)
| Course | Title | Credits |
|---|---|---|
| EDPE 502 | Theories of Human Development. | 3 |
Theories of Human Development. Terms offered: Fall 2025 Life course developmental theories to form a foundation for policy and for empirical and applied work with diverse groups, including disability and other equity-seeking groups. | ||
| EDPE 575 | Statistics for Practitioners. | 3 |
Statistics for Practitioners. Terms offered: Winter 2026 Understanding and interpreting basic statistical procedures used in basic and applied research, including graphs, measures of central tendency and variability, hypothesis testing, and correlations, t-tests, and basic ANOVA designs. | ||
| EDPE 602 | Uses of Research Findings in Education. | 3 |
Uses of Research Findings in Education. Terms offered: Fall 2025 Basic concepts of educational research for the student who is likely to be a regular consumer of research but only an occasional generator of research and will be able to use common tools of information retrieval. | ||
| EDPE 635 | Theories of Learning and Instruction. | 3 |
Theories of Learning and Instruction. Terms offered: Winter 2026 An analysis of the relationship between theory and research about learning and teaching from a historical perspective. | ||
| EDPI 543 | Family, School and Community. | 3 |
Family, School and Community. Terms offered: Fall 2025 Focus on the examination of three important systems in a child鈥檚 life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being. | ||
| EDPI 642 | Inclusion: Past, Present and Future. | 3 |
Inclusion: Past, Present and Future. Terms offered: Fall 2025 Provides a critical analysis of the concept of inclusion with a particular focus on disability within historical, political, and educational contexts and equity seeking groups. | ||
| EDPI 645 | Assessment For Effective Intervention. | 3 |
Assessment For Effective Intervention. Terms offered: Winter 2026 Exploration of practice-based models and approaches to assessment. It emphasises the application of theoretically sound models of assessment to guide interventions for students in inclusive contexts. | ||
| EDPI 654 | Instruction/Curriculum Adaptation. | 3 |
Instruction/Curriculum Adaptation. Terms offered: Winter 2026 Adapting instruction and curriculum for students with special needs; developing individualized programs and methods; building curriculum that addresses both academic and social needs of students. | ||
| EDPI 665 | Teaching of Reading. | 3 |
Teaching of Reading. Terms offered: Fall 2025 Reviews contemporary research on reading acquisition and associated language development with a focus on research and theory as the basis for examining current evidence-based practices for supporting learning in diverse classrooms. | ||
| EDPI 667 | Promoting Social and Emotional Well-Being. | 3 |
Promoting Social and Emotional Well-Being. Terms offered: Winter 2026 Promotion of social emotional well-being in students, classrooms, schools and communities; examination of teacher skills in promoting social emotional learning, classroom management and climate; social emotional literacy skills and behaviours; mental, emotional and behavioural health and their relationship to academic achievement and fostering of positive development. | ||
| EDPI 691 | Research Project 1. | 3 |
Research Project 1. Terms offered: Winter 2026 Literature survey and research planning. | ||
| EDPI 692 | Research Project 2. | 3 |
Research Project 2. Terms offered: Winter 2026 Preparation of research proposal and commencement of research under supervision of a research director. | ||
| EDPI 693 | Research Project 3. | 3 |
Research Project 3. Terms offered: Winter 2026 Continuation of research begun in Research Project 2 under supervision of a research director. | ||
| EDPI 694 | Research Project 4. | 3 |
Research Project 4. Terms offered: Winter 2026 Completion of research and analysis and submission of completed research project. | ||
Complementary Courses (6 credits)
6 credits from the following:
| Course | Title | Credits |
|---|---|---|
| EDPC 501 | Facilitating Relationships . | 3 |
Facilitating Relationships . Terms offered: Fall 2025 Components of effective interpersonal relationships and how to facilitate them in a variety of contexts. | ||
| EDPC 502 | Group Processes and Diversity. | 3 |
Group Processes and Diversity. Terms offered: Fall 2025 Theories and exploration of group development and processes, including an examination of research, and how intersectional and universal design have implications for group work. | ||
| EDPC 503 | Intersectional Relationships and Sexualities. | 3 |
Intersectional Relationships and Sexualities. Terms offered: Fall 2025 Situated in sexuality studies and education this course explores intra and interpersonal relationships through examining the intersections of sexuality with a diversity of identities, expressions and communities. The course addresses the ways in which current and emerging technologies influence and inform understandings of sexuality and the resulting effect on how people negotiate sexual relationships. | ||
| EDPC 504 | Communication and Critical Conflict Resolution . | 3 |
Communication and Critical Conflict Resolution . Terms offered: Winter 2026 Applying a social justice framework this course will give students the opportunity to develop the critical communication skills necessary when addressing difficult dialogues and conflict. | ||
| EDPC 505 | Crisis Intervention Processes. | 3 |
Crisis Intervention Processes. Terms offered: Fall 2025 General overview of symptoms for different crises and how different professionals can intervene and refer, including ethical and professional issues. | ||
| EDPC 507 | Advocacy, Outreach and Leadership. | 3 |
Advocacy, Outreach and Leadership. Terms offered: Winter 2026 Exploration of the roles of advocacy, outreach and leadership in developing inclusive and accessible environments, including the complex interactions between individuals and the diversity of systems in which they live. | ||
| EDPC 540 | Social Responsibility and Relationships in Digital Age. | 3 |
Social Responsibility and Relationships in Digital Age. Terms offered: Summer 2025, Winter 2026 The complex way in which living in a digital age affects social relationships and its influences across generations in everyday lives. | ||
| EDPC 542 | Leadership and Support Roles of the Teacher. | 3 |
Leadership and Support Roles of the Teacher. Terms offered: this course is not currently offered. Theory and practice in inclusive teacher leadership and support for all members of the school community. Leading and supporting interpersonal communication, group dynamics, self-care and resilience, and classroom management in diverse educational and community settings. | ||
| EDPC 562 | Career as a Lifelong Process. | 3 |
Career as a Lifelong Process. Terms offered: Winter 2026 Career exploration for teachers, students and others across the lifespan. Creating inclusive and safe working environments, valuing diversity, career awareness, career growth and development, career decision-making, transferable skills, and school-to-work transitions for all. | ||
| EDPE 515 | Gender Identity Development. | 3 |
Gender Identity Development. Terms offered: Fall 2025 Theoretical models and empirical findings relevant to the development of gender identity. Special attention is given to the influence of peers in school settings. Psychological, physiological, parental, peer and cultural influences on gender identity. | ||
| EDPE 595 | Seminar in Special Topics 1 . | 3 |
Seminar in Special Topics 1 . Terms offered: this course is not currently offered. The content of the seminar will vary from year to year and will be announced prior to registration. The seminar may be given by a single instructor or by a group, as the occasion warrants. | ||
| EDPE 596 | Seminar in Special Topics 2. | 3 |
Seminar in Special Topics 2. Terms offered: this course is not currently offered. Seminar in selected topics in Educational and Counselling Psychology. The topic will vary from year and will be announced prior to registration. | ||
| EDPE 640 | Emerging Technologies for Educational Change. | 3 |
Emerging Technologies for Educational Change. Terms offered: Fall 2025 Interdisciplinary learning theories; working with and evaluating emerging digital technologies and interfaces that impact teaching and learning. | ||
| EDPE 676 | Intermediate Statistics. | 3 |
Intermediate Statistics. Terms offered: Fall 2025 Concepts and procedures of conducting basic descriptive and inferential statistics, including analysis of variance, correlation, and regression models. Provides experience with data-analysis tools. | ||
| EDPE 687 | Qualitative Methods in Educational Psychology. | 3 |
Qualitative Methods in Educational Psychology. Terms offered: Winter 2026 The logics of design and selection of phenomenology, grounded theory, ethnography, case study and mixed design methods with emphasis on data analysis in light of issues of research purpose, epistemology, reliability and validity. | ||
| EDPI 526 | Supporting Students' Strengths and Talents. | 3 |
Supporting Students' Strengths and Talents. Terms offered: Winter 2026 The psychology and practice of supporting the strengths and talents of all students across educational and community settings . Strength and talent-based programs and activities, assessments to discover student strengths and talents, classroom adaptations, application of strength and talent-based approaches to curriculum design. | ||
| EDPI 527 | Creativity and its Cultivation. | 3 |
Creativity and its Cultivation. Terms offered: Fall 2025 Recent research, theory, and educational practice concerning creativity, with special attention to creativity in students and educational settings. | ||
| EDPI 539 | Field Work 1. | 3 |
Field Work 1. Terms offered: Fall 2025 Supervised experience in an approved relevant educational setting. | ||
| EDPI 540 | Field Work 2. | 3 |
Field Work 2. Terms offered: Fall 2025, Winter 2026 Supervised experience in an approved relevant educational setting. | ||
听
Graduate Supervision
(Note that individual supervisors may list further details, such as when they are taking new students and application instructions in the Graduate Supervision section at the bottom of their individual profile pages.)
听
Eligibility (Admission Criteria)
Applicants should meet the following requirements:
- Possess an听undergraduate degree听in a field that is听relevant to the proposed studies in Educational Psychology.
- A听minimum CGPA of 3.0 out of 4.0 over the final two years of full-time study.听International applicants can look up听grade equivalencies on 涩里番鈥檚 Future Graduate Students website.
- Proficiency in English.听Applicants to graduate studies whose mother tongue is not English and who have not obtained an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction, or from a recognized institution in Canada or the US (anglophone or francophone), must submit documented proof of proficiency in oral and written English.
听
Application Process & Required Documents
All applications are done through听. The application steps and instructional video are on the University's听Future Graduate Students website. The following documents must be part of your application: (Note that all uploaded documents to the portal must be in PDF format.)
- A complete听application form听(accompanied by your application fee payment). Please indicate your听Concentration Choice听as Inclusive Education in the form.
- A copy of your听unofficial transcripts听from all previous university-level studies (undergraduate and graduate).听 Official transcripts are required to be submitted by听those who gain admission to the program. (Instructions on sending official transcripts will be sent upon acceptance.)
- 听The听涩里番 ECP Counselling Psychology Curriculum Vitae Form.
- Letters of Reference:听Within the online application, applicants must provide valid institutional e-mail addresses for听three (3) references. 涩里番 will contact the referees directly to submit their letters of reference.
- Statement of Research Interest and Preferred Supervisor(s): Within the online application, applicants are required to concisely outline their proposed area(s) of research interest should they be admitted to this program听(250-word maximum). Applicants will also be required to list the name(s)听of one (1) or more听Educational Psychology M.Ed. Supervisors, in order of preference, who they would like to supervise their area of research interest(s). Applicants should ensure their preferred supervisor has listed expertise in their chosen area of research interest.
- Personal Statement听(2-page maximum, double-spaced) in APA style. Please include the following information:
- Previous experience: Describe your past and current research, educational, extra-curricular, work, as they relate to your intended program of study.
- Career objectives:听How admission to this program will bring you closer to achieving your career goals.
- Optional topics:听Your personal trajectory, personal challenges along your scholastic journey, experiences or challenges you've encountered related to identity. Note that students who identify as being part of a minority group are encouraged to self-identify to facilitate access to any applicable financial aid and/or awards, as part of听涩里番's Equity, diversity, and inclusion (EDI) mandate. All personal data submitted will be kept confidential and used only for operational decision-making.
- English Language Proficiency Test Score (if applicable):听Please arrange for test scores (TOEFL, IELTS) to be sent to 涩里番 directly from the testing agency. You must indicate the 涩里番 institution code: 0935.
听
Application Deadlines
- Fall Admission: December 1
听
What to expect after submitting your application:
- Recommended candidates will receive听a "Recommendation of Acceptance" email by April, confirming听that their application has been reviewed and is being transmitted to 涩里番's Graduate and Postdoctoral Studies (GPS).
- Successful candidates will be contacted via email with an official offer of admission.听Candidates are then required to confirm their acceptance via their听. Kindly note that acceptance deferrals are not typically granted except under extraordinary circumstances.
听
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