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Music (Schulich School of Music)

Programs | Application Procedures and Deadlines

Schulich School of Music

Location

  • Schulich School of Music
  • Strathcona Music Building
  • 555 Sherbrooke Street West
  • Montreal QC H3A 1E3
  • Canada

About Schulich School of Music

The Schulich School of Music of McGill University is internationally renowned for its leadership in combining professional conservatory-style musical training, humanities-based scholarship, and scientific-technological research at the highest levels. Its programs encourage musicians and music researchers alike to push boundaries and explore new possibilities. The School’s facilities are a physical affirmation of our commitment and belief in the future of music, artists, creators, and researchers, and they encourage multimedia productions and trans-disciplinary collaborations. Among the most notable facilities are:

  • a music library that houses one of the most important academic music collections in Canada;
  • four concert halls;
  • the Digital Composition Studio;
  • sound recording studios;
  • the Centre for Interdisciplinary Research in Music, Media and Technology (CIRMMT);
  • as well as a research network that links the Faculty with other University departments and research institutes.

Nestled in the heart of the city, the School also draws on the rich cultural life of Montreal—a bilingual city with a celebrated symphony orchestra, dozens of annual festivals, and hundreds of live music venues hosting world-class concerts.

The Master of Arts degree (M.A.) is available as a thesis option in Music Education, Music Technology, Musicology (with an option in Gender and Women’s Studies), and Theory (with an option in Gender and Women’s Studies), and as a non-thesis option in Music Education, Musicology, and Theory.

The Master of Music degree (M.Mus.) is available in Composition, Performance, and Sound Recording. Specializations offered within the performance option are: piano, guitar, orchestral instruments (including orchestral training), organ and church music, conducting, collaborative piano, opera and voice, early music, and jazz.

The Graduate Diploma in Professional Performance is open to accomplished professional musicians, singers, or established chamber ensembles wishing one year of in-depth studies to complete a specific project.

The Doctor of Music degree (D.Mus.) is offered in Composition and Performance Studies while the Doctor of Philosophy degree (Ph.D.) is available in Composition, Music – Gender and Women’s Studies, Music Education, Musicology, Music Technology, Sound Recording, and Theory. Interdisciplinary studies are encouraged.

Funding

The Schulich School of Music has several sources of funding for graduate students.

Entrance Excellence Scholarships for highly ranked graduate students (including Schulich Scholarships, Max Stern Fellowships, and McGill Excellence Fellowships) typically range in value from $1,500 to $15,000; some two- and three-year multi-year packages are available at the master's and doctoral levels, respectively (see www.mcgill.ca/gps/funding/students-postdocs). A limited number of one-year differential fee waivers are also available for the most highly ranked incoming international students. The Scholarships and Student Aid Office offers information and options for out-of-province, American, and other international students (see www.mcgill.ca/studentaid).

In-course students may compete for a small number of Excellence Scholarships awarded annually to recognize excellence in academic and performance achievement.

The Schulich School of Music also has a renowned mentoring program that helps students develop applications for a wide variety of external funding for national, international, and university competitions (CIRMMT Research, DAAD, Fulbright, NSERC, NSERC Discovery, Connection grants, SSHRC, Vanier, etc.). Some provide for multi-year funding, others funding for individual projects.

Opportunities for funding through Work Study and as paid assistants also provide professional training. Positions for teaching assistantships are advertized each semester by departmental announcement. Typically there are few, if any, positions available for students in their first year of study. Other types of positions can include: invigilators, apprentice writers for program notes, sound recording technicians, library assistants, stage hands, Opera Studio, and front-of-house staff, among others. Posts are advertized through the Music Research and Performance Departments at the beginning of each semester and through the Work Study website.

A variety of research assistantships in selected areas are also available. Inquiries should be directed to the Director of Graduate Studies and the Associate Dean for Research (see www.mcgill.ca/music/people-research/staff-directory).

Opportunities for paid performances in the community for soloists, choristers, chamber ensembles, organists, orchestral and jazz musicians, and piano collaborators are facilitated through the Booking Office (see www.mcgill.ca/music/people-research/staff-directory).

The Schulich School of Music also provides travel funding for conferences and special performance and research initiatives. Graduate students may apply once per academic year; see www.mcgill.ca/music/student-resources/grads-postdocs/forms.

Master's Programs

Master of Music (M.Mus.); Music — Composition (Thesis) (45 credits)

Students in the M.Mus. program develop their own individual voices through private instruction with some of Canada’s most accomplished composers, all of whom have distinguished themselves through high-profile commissions, performances, recordings, and awards. The faculty members' diverse interests ensure that students will find a suitable mentor/supervisor. The resources of the Digital Composition Studios also offer students an opportunity to work with a wide range of cutting-edge approaches to music technology, including mixed works, interactive composition, gestural controllers, acousmatic works, multichannel audio, computer-assisted composition, and more. Students also benefit from international new music festivals and conferences co-sponsored by the Schulich School of Music, a visiting artist series, and high-quality performances, readings, and recordings of their works by some of the school’s most esteemed ensembles (e.g., McGill Symphony Orchestra, McGill Contemporary Music Ensemble, etc.) and advanced performers. Commissioning opportunities exist through an established composer-in-residence program and through student-initiated performer-composer and interdisciplinary collaborations.

Graduates have continued their studies at the doctoral level and then gone on to win prestigious awards (e.g., Jules Leger Prize); they also have successful careers in composition, film, literature, conducting, and teaching.

Master of Arts (M.A.); Music — Music Education (Thesis) (45 credits)

This program provides an opportunity for studio- and classroom-based teachers, and music educators working in other community settings, to explore current issues in music education and to implement their own research studies. Seminars develop facility in a breadth of research methodologies and examine pertinent research developments in different fields, while simultaneously providing opportunities to link with other departments such as the faculties of Education, Cognitive Psychology, and Physiology. Ties with The Centre for Interdisciplinary Research in Music, Media, and Technology (CIRMMT), and Teaching and Learning Services provide a strong supportive network for interdisciplinary and multilingual research. Experienced faculty publishes regularly in the field’s leading journals in areas such as musical development, music perception, world and community-based music education, philosophical issues in music education, performance anxiety, music performance adjudication, technological applications, and the physiological bases of musical performance.

Graduates of the program continue on to doctoral studies and pursue teaching careers around the world in various settings.

Master of Arts (M.A.); Music — Music Technology (Thesis) (45 credits)

The M.A. in Music Technology is the only program of its kind in the world to apply cutting-edge scientific research to music and music making. Students are accepted from a wide range of musical backgrounds. Research goals are tied to the work of the area’s five faculty members and include the development of new and flexible strategies for sound analysis, real-time processing, synthesis and gestural control, instrument design, melodic pattern recognition, auditory display, music information retrieval, and symbolic manipulation of formal music representations, as well as the psychoacoustics of musical sounds and structures, among others. Students’ research is supported by the six laboratories forming the large multidisciplinary research infrastructure of The Centre for Interdisciplinary Research in Music, Media and Technology (CIRMMT), and almost unlimited technological resources (e.g., computing power, storage, measuring devices including several motion-capture systems). The Digital Composition Studio and state-of-the-art recording and acoustic environments provide opportunities to collaborate with accomplished performers and researchers in other music disciplines.

Graduates hold commercial positions related to media technologies (e.g., gaming and audio industries) and continue their studies at the doctoral level in preparation for academic careers.

Master of Arts (M.A.); Music — Musicology (Thesis) (45 credits)

This program is for students interested in developing research projects that bridge traditional methodologies with new critical approaches in musicology. The area’s humanistic orientation emphasizes the importance of political, social, and literary history, while also encouraging students to develop their skills in musical analysis, their sensitivity to different styles and performance practices, and their awareness of issues in aesthetics. Students receive guidance from leading scholars whose internationally acclaimed research ranges from medieval and renaissance music to the popular music of today. Collaborations with students from other areas and the doctoral program in seminars facilitate out-of-the-box thinking; opportunities to explore interdisciplinary research topics also exist through links with other departments, the Institute for the Public Life of Art and Ideas, and the Centre for Interdisciplinary Research in Music, Media, and Technology. The area also provides valuable pedagogical training through teaching assistantships in undergraduate music history courses.

Graduates often continue their studies at the doctoral level at McGill and other major North American universities; others pursue careers in teaching, arts management, music business, journalism, and archival curation, among others.

Master of Arts (M.A.); Music — Musicology (Thesis) — Gender and Women's Studies (45 credits)

This program is open to students who qualify for the M.A. in Musicology (thesis option) who are interested in cross-disciplinary research that focuses on issues centrally related to gender, sexuality, feminist theory, and/or women’s studies. Musicology requirements are augmented by participation in a Graduate Feminism Symposium that engages with a diverse array of critical and empirical perspectives. The program draws on the resources of the McGill Institute for Gender, Sexuality, and Feminist Studies that includes faculty and graduate students from across the University. Supporting music faculty has interests in opera, film studies, aesthetics, theory of performance, and popular/jazz studies.

Master of Music (M.Mus.); Sound Recording (Non-Thesis) (60 credits)

This internationally renowned program is a course-based, professional training program designed for musicians who wish to develop the skills required in the music recording and media industries. It is based on the German Tonmeister program and offers extensive, hands-on opportunities to record a broad spectrum of solo recitals, large opera, and symphonic repertoire with soloists and choirs, and complex Jazz Band and pop idioms. McGill’s professional-quality facilities provide state-of-the-art equipment for research and the recording of any size of ensemble in high-resolution multichannel audio and high-definition video, and include a variety of audio recording studios equipped for surround recording, four concert hall recording spaces, a technical ear training lab, an orchestral film scoring stage, an opera studio, and post-production and editing suites. The Faculty includes prominent researchers as well as award-winning recording engineers and producers in the fields of music production, television, and film sound familiar with cutting-edge technologies and new developments. The program also has close ties with industry that facilitate opportunities for internships.

Graduates are leaders in the field working in highly respected studios around the world and winning both creative and scientific international competitions.

Master of Arts (M.A.); Music — Theory (Thesis) (45 credits)

The M.A. in Theory is for students interested in exploring how specific pieces of music are put together and how this understanding may be generalized to relate to the way other pieces of music are composed. Music theory and elective seminars develop expertise in various analytical models and familiarity with the critical issues that define the discipline as a basis for developing individual research projects. Collaborations with students from other areas and the doctoral program in seminar discussions facilitate out-of-the-box thinking; opportunities to explore interdisciplinary research topics in perception and cognition exist through collaborations with music researchers from the Centre for Interdisciplinary Research in Music, Media and Technology. The area also provides valuable pedagogical training through teaching assistantships in undergraduate theory courses. The Faculty has a breadth of experience in early music theory, formal functions, Schenkerian analysis, mathematical models, theories of rhythm and meter, serialism, and popular music analysis.

Graduates have been accepted into doctoral programs at McGill, Yale, Eastman, Harvard, Columbia, Oxford, and Cambridge, among others.

Master of Arts (M.A.); Music — Theory (Thesis) — Gender and Women's Studies (45 credits)

This program is open to students who qualify for the M.A. in Theory (thesis option) who are interested in cross-disciplinary research that focuses on issues centrally related to gender, sexuality, feminist theory, and/or women’s studies. Theory requirements are augmented by participation in a Graduate Feminism Symposium that engages with a diverse array of critical and empirical perspectives. The program draws on the resources of the McGill Institute for Gender, Sexuality, and Feminist Studies that includes faculty and graduate students from across the University.

Master of Arts (M.A.): Music — Music Education (Non-Thesis) (45 credits),

Master of Arts (M.A.); Music — Musicology (Non-Thesis) (45 credits), and

Master of Arts (M.A.); Music — Theory (Non-Thesis) (45 credits)

This course-based program has options in music education, musicology, and theory. Seminars provide breadth of disciplinary knowledge and understanding of research methodologies and critical issues. Expertise in two areas is developed through two written papers. Students receive guidance from leading scholars whose internationally acclaimed research covers a broad spectrum of topics central to each discipline. Collaborations with students from other areas and the doctoral program in seminars facilitate outside-the-box thinking.

The option in Music Education provides an opportunity for studio-, classroom-, and community-based music educators to read, understand, and apply research studies in different fields to their own practices.

The option in Musicology is for students interested in a humanistic orientation to topics in music history and musicology that bridges traditional methodologies with new critical approaches.

The option in Theory develops skill with different analytical models and the ways in which they may be used to explore how specific pieces of music are put together.

Some graduates continue to doctoral studies; others pursue careers in teaching, arts management, music business, journalism, and librarianship, among others.

Master of Music (M.Mus.); Performance: Jazz Performance (Thesis) (45 credits)

The M.Mus. in Jazz Performance is flexibly designed to offer specialization in Jazz Composition, Jazz Performance, and Jazz Orchestra training. All students take courses in jazz pedagogy, composition, and arranging, and benefit from close interaction with a diverse, creative, and professionally active faculty. A recital and a CD recording of original music are the principal thesis requirements. Our outstanding ensembles include the McGill Jazz Orchestra, the ten-piece McGill Chamber Ensemble, two more jazz orchestras, a saxophone ensemble, and over twenty jazz combos. Teaching opportunities vary from year to year, but are generally available in Jazz Theory, Jazz Ear Training, Jazz Orchestra 3, Jazz Improvisation, and Jazz Combo. Montreal’s vibrant jazz scene also provides rich opportunities for performance and musical engagement.

Graduates have active touring careers, teach in university jazz programs, and have produced recordings that have earned Juno awards.

Master of Music (M.Mus.); Performance: Early Music (Thesis) (45 credits)

Established in 1975, this program is the longest-standing Early Music program in North America. It offers early music specialists interested in historical performance practices a rich variety of performing experiences, including 15–20 chamber ensembles (vocal, madrigal, viol, and recorder consorts, etc.), the Cappella Antica, and the Baroque Orchestra. McGill is also the only North American music faculty to produce a fully staged performance of an early opera every year. Recent productions include: Handel’s Alcina, Agrippina, and Imeneo, Lully’s Thésée, and Purcell’s Dido and Aeneas. Faculty are prominently involved in Montreal’s internationally acclaimed Early Music community. The Schulich School of Music also owns a large collection of early instruments that is available to students.

Graduates perform with Montreal-based early music ensembles, including, among others, Les Violons du Roy and the Arion Baroque Orchestra, as well as Aradia and Tafelmusik in Toronto, and various ensembles in Europe (e.g., Concerto Palatino, Centre de musique baroque de Versailles).

Master of Music (M.Mus.); Performance: Orchestral Instruments and Guitar (Thesis) (45 credits)

The premiere orchestral training program in Canada, this program is for talented instrumental musicians and guitarists wishing to hone their artistry and expressive, interpretative skills in a flexibly designed curriculum rich in performance opportunities. Ensembles emulate professional settings, and include five orchestras—two full orchestras (the renowned McGill Symphony Orchestra and the McGill Sinfonetta), one opera orchestra, one baroque orchestra, and one contemporary music ensemble—as well as one large wind symphony and one guitar ensemble. Opportunities for chamber music also abound. String players benefit from a rigorous string quartet training program and trail-blazing pedagogical approaches. Brass and wind musicians also perform a wide range of large ensemble repertoire for their instruments; percussionists perform, tour, and record with the esteemed McGill Percussion Ensemble. Thesis recitals foster individual creativity and diversity by offering a range of options important for orchestral musicians—orchestral excerpt exams run like orchestral auditions, chamber music recitals, and concerto competitions—as well as solo recitals, sound recording, and interdisciplinary projects including collaborations with composers and the Digital Composition Studio, among others.

There is a focus on healthy performance and a broad range of seminars that ground performance practice in the broader humanistic and scientific contexts of music and artistic research-creation. Ensemble conductors are world-class; faculty include the concertmasters and principal players of major Canadian orchestras, including the Montreal Symphony Orchestra; percussion instructors have international profiles and a breadth of experience in world and contemporary repertoires.

Graduates have secured positions in orchestras throughout North and South America, and in Europe, and with the Canadian Opera Company, Ensemble Moderne, and others.

Master of Music (M.Mus.); Performance: Collaborative Piano (Thesis) (45 credits)

Students in this program develop their artistry as collaborative musicians in vocal, instrumental, and opera repetiteur settings. The program is not a chamber music program in that it prepares pianists to assume coaching responsibilities as well as collaborate with other musicians. Candidates need to have excellent technique and interpretative skills, sight-reading abilities, and previous collaborative experience. The program is flexibly defined to allow students to specialize or gain experience in a variety of settings and with a broad cross-section of vocal, instrumental, orchestral, and theatrical repertoire. Concert recitals, choral ensembles, studio lessons with high-quality performers, and opera productions provide professional settings in which students master their craft. Faculty includes internationally renowned collaborative pianists, vocal coaches, conductors, and stage directors.

Graduates pursue careers as collaborative pianists, accompanists, opera repetiteurs, studio teachers, and coaches.

Master of Music (M.Mus.); Performance: Piano (Thesis) (45 credits)

The M.Mus in Piano develops artistic expression and interpretative skills by immersing the advanced pianist in a vibrant musical environment that blends performance training with humanities-based scholarship. The flexibly designed program revolves around an integrated piano seminar involving all studios and includes collaborative opportunities in instrumental, vocal, and contemporary music performance at a high level, piano pedagogy, and performance practice through fortepiano/harpsichord study as options. Recital options include solo and chamber music performance, sound recording, and interdisciplinary projects, including collaborations with strong composition students and the Digital Composition Studio. Dynamic faculty performs internationally and has diverse teaching, coaching, and adjudicating experience in a broad range of solo, chamber, and concerto repertoires.

Graduates often continue their studies at the doctoral level, have been selected for national/international competitions, and pursue careers as collaborative pianists, opera coaches, and as independent studio teachers.

Master of Music (M.Mus.); Performance: Organ and Church Music (Thesis) (45 credits)

This program provides talented organists and church music scholars with an opportunity to hone their artistry and interpretive skills. The flexibly designed program combines performance with seminars in historically informed performance practice, music and liturgy, counterpoint, improvisation, continuo playing, and choral conducting, among other options. Thesis performance options allow for creativity and diversity by including options for solo and chamber music recitals, concerto performances, recording projects, church music projects, and opportunities for interdisciplinary research and collaborations with strong composers and other departments. Students benefit from excellent facilities that include practice organs built by Beckerath, Casavant, Tsuji, Wilhelm, and Wolff, as well as the famous French classical organ in Redpath Hall. A number of assistantships are available in downtown churches with some of Montreal’s most distinguished church musicians.

Graduates have won prizes in major national and international competitions and pursue church music careers around the world.

Master of Music (M.Mus.); Performance: Conducting (Thesis) (45 credits)

Students in this program specialize in orchestral, wind, or choral conducting. Enrolment is limited to outstanding candidates having highly developed musical skills in voice, instrumental, or piano performance. The program provides for concentrated podium time, interactions with world-class conductors, score study, and the development of rehearsal technique. A range of seminars provides for the in-depth study of performance practice and the development of analytical skills with leading scholars in musicology and theory. Thesis performance projects involve concert recitals with various Schulich School of Music ensembles.

Some graduates continue on to doctoral studies; others pursue conducting and teaching positions in schools, orchestras, and as opera assistants.

Master of Music (M.Mus.); Performance: Opera and Voice (Thesis) (45 credits)

The M.Mus in Opera and Voice develops vocal growth and artistic expression by immersing students in a vibrant musical environment that blends performance training with humanities-based scholarship. The flexibly designed program provides the option for students to specialize in opera performance or to develop artistry in a variety of solo and operatic repertoires.

There are three opera productions every year, including one Early Music opera with period instruments. Other performance opportunities include solo recitals, studio concerts, Cappella Antica, oratorios, chamber music ensembles, master classes with leading artists in the field, recording projects, and interdisciplinary collaborations. Performance opportunities emulate professional contexts, including rehearsals in a first-class opera studio and individual repertoire coaching with internationally renowned coaching staff. Voice faculty, stage directors, and set designers are outstanding soloists and creative artists involved with major companies, opera programs, and festivals the world over. McGill singers are selected to participate in various professional young artist programs and have won major national and international auditions including the MET auditions and NATSAA.

Recent graduates perform with orchestras and opera companies in Canada, as well as companies in the United States, Germany, France, Italy, Spain, United Kingdom, and Eastern Europe.

Graduate Diploma

Graduate Diploma in Professional Performance (30 credits)

This is a new, one-year postgraduate diploma providing concentrated study for three types of extremely accomplished musicians: the emerging or professional singer, emerging or established chamber ensemble (including jazz combos, piano collaborations), and the individual artist preparing for competition, audition, concerto performance, tour, recording project, etc. The flexibly designed program assumes a high level of performance (doctoral/professional) and involves intensive coaching, performance, and repertoire study/research tied to the artist’s or chamber ensemble’s professional goals, and a media project. Singers have voice coaching and training in movement and acting, with performance opportunities linked to McGill Opera productions. Ensembles develop individual artistry as well as group identity, with respect to sound, communication, skills, and performance practice.

The first graduates of the program, the Cecilia String Quartet, won the 2010 International Banff String Quartet Competition and were prizewinners at the Bordeaux 2010 International Chamber Music Competition.

Doctoral Programs

Doctor of Music (D.Mus.); Music — Composition

Students in this program create extended original works of art that push the boundaries of the discipline. Composers refine their musical language and artistic voice through private instruction with some of Canada’s most accomplished composers, all of whom have distinguished themselves through high-profile commissions, performances, recordings, and awards. The faculty members have diverse interests that ensure composers will find a suitable mentor.

The resources of the Digital Composition Studios also offer composers an opportunity to work with a wide range of cutting-edge approaches to music technology. Students benefit from international new music festivals and conferences co-sponsored by the Schulich School of Music, a visiting artist series, and high-quality performances, readings, and recordings of their works by some of the school’s most esteemed ensembles and advanced performers. Commissioning opportunities exist through an established composer-in-residence program and through student-initiated, performer-composer and interdisciplinary collaborations.

Graduates have won prestigious awards (e.g., Jules Leger Prize, SOCAN competition) and have successful careers in university teaching, (freelance) composition, film, literature, and conducting.

Doctor of Music (D.Mus.); Music — Performance Studies

This program is for the inspired artist/scholar interested in expanding horizons. Students perform at a professional or near-professional level, are curious, and have research interests linked to their artistic practice. A broad range of seminars explore performance practice in the broader humanistic and scientific contexts of music, while encouraging the critical thinking and the fertile exchange of ideas that promote new ways of engaging with music. Two performance (recital/recording) projects extend repertoire interests. Comprehensive examinations develop credentials in three areas of expertise in preparation for teaching careers, while articulating the background and critical issues surrounding students' thesis work. The latter consists of a lecture/recital and a paper (including a recording of the recital). The artistic research may assume a variety of forms from the study of scores, works, and contextual influences through the analysis of performance itself and the creation of new works.

Students benefit from exceptional mentoring by internationally renowned coaches, the research expertise of faculty from the Department of Music Research, master classes, opportunities to collaborate with strong composition students, and the rich performance life of the Schulich School of Music and Montreal. Students win major fellowships (SSHRC, Fulbright, FRQSC, Canada Council).

Graduates have won major national and international competitions and pursue teaching and performing careers in a wide variety of contexts globally.

Ph.D. in Music

Students in the Ph.D. program pursue original research that makes a significant contribution to the fields of Composition, Music Education, Musicology, Music Technology, Sound Recording, and Theory. Seminars, a doctoral colloquium, visiting lecturer series, and international conferences provide forums for students from different areas to interact by encouraging the critical thinking and fertile exchange of ideas that promote new ways of engaging with music through listening, performing, cutting-edge technologies, and analytical methods.

Opportunities for inter- and cross-disciplinary collaborations exist through:

Supportive faculty recognized internationally as leaders in their respective disciplines mentor students from admission through job placements. Travel funding exists for students to present papers at conferences; many students win external scholarships (SSHRC, FRQSC, Vanier, Rhodes Scholar, etc.) and national and international awards; students gain valuable pedagogical or technological training through teaching and lab assistantships.

Graduates pursue careers in academia, industry, composition, and various other arts-related fields.

Doctor of Philosophy (Ph.D.); Music — (Composition, Music Education, Musicology, Music Technology, Sound Recording, Theory)

The thesis for the Ph.D. in composition involves the creation of an original large-scale work and research that increases our understanding of music and musical processes. Students in music education investigate a broad spectrum of critical issues through a variety of quantitative and qualitative methodologies. The Musicology area adopts a humanistic orientation that bridges traditional methodologies with new critical approaches. Research in Music Technology and Sound Recording can lead to patents, among other outcomes and benefits from unlimited technological resources. Theorists engage with all repertoires and analytical methods.

Doctor of Philosophy (Ph.D.); Music — Gender and Women's Studies

This program is open to doctoral students who are interested in cross-disciplinary research that focuses on issues centrally related to gender, sexuality, feminist theory, and/or women’s studies. Music requirements are augmented by participation in a Research Methods course and a Graduate Feminism Symposium that engages with a diverse array of critical and empirical perspectives. The program draws on the resources of the McGill Institute for Gender, Sexuality, and Feminist Studies that includes faculty and graduate students from across the University. Supporting music faculty has interests in Opera, film studies, aesthetics, theory of performance, and popular/jazz studies.

Taken from Programs, Courses and University Regulations 2015-2016 (last updated Jul. 24, 2015).

Schulich School of Music Admission Requirements and Application Procedures

Admission Requirements

Master’s Degrees

Applicants for the master's degree must hold a B.Mus. or a B.A. degree with a Major or Honours in music including considerable work done in the area of specialization.

Applicants found to be deficient in their background preparation may be required to take certain additional undergraduate courses.

All applicants (except those for Performance, Musicology, and Sound Recording) will be required to take placement examinations.

All M.Mus. applicants will be required to take a live audition. Conducting and female voice applicants will be required to submit screening material for pre-selection. Following a review of these materials, selected applicants will be invited to attend a live audition; see www.mcgill.ca/music/admissions/graduate/auditions.

Specific admission and document requirements for each program are outlined at www.mcgill.ca/music/admissions/graduate.

Graduate Diploma in Professional Performance

Applicants for the Graduate Diploma are typically highly accomplished performers who hold an M.Mus. or a B.Mus. degree with equivalent professional experience. All musicians are required to submit screening material (see D.Mus. audition list for repertoire and level at www.mcgill.ca/music/admissions/graduate/auditions) and a statement of the proposed performance project (that may be completed within one year) by the application deadlines. Only the most advanced applicants will be invited to pass a live entrance audition. Chamber ensembles must apply and complete diploma requirements as a formed ensemble.

D.Mus. Degree

Applicants for the D.Mus. degree in Composition must hold an M.Mus. degree in Composition, or its equivalent, and must submit scores and/or recordings of their compositions at the time of application.

Applicants for the D.Mus. degree in Performance Studies must hold an M.Mus. degree in Performance, or its equivalent, and are required to submit screening material, samples of written work, and a statement of proposed artistic research interests by the specified application deadlines. Only the most advanced applicants with artistic research interests will be invited to pass a live entrance audition and interview.

Ph.D. Degree

Applicants for the Ph.D. degree in Composition must hold an M.Mus. in Composition or equivalent and must submit scores and/or recordings of their compositions at the time of application, and a written description (no more than two pages) of the research path(s) they wish to follow.

Applicants for the Ph.D. degree in Music Education, Music Technology, Musicology, Sound Recording, Music – Gender and Women's Studies, or Theory must hold a master's or a bachelor's degree equivalent to a McGill degree, in Music Technology, Music Education, Musicology, Theory, or Sound Recording. Applicants with a bachelor's degree will normally be admitted to the M.A. program for the first year and may apply for admittance to the Ph.D. program after the completion of one full year of graduate coursework. Qualified applicants who have already completed an appropriate master's degree will be admitted to the second year of the Ph.D. program.

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See Application Procedures for detailed application procedures.

Additional Requirements

The items and clarifications below are additional requirements set by this department:

  • $63.48 audition fee for Performance degrees

Application Deadlines

The application deadlines listed here are set by the Schulich School of Music and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate McGill departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program.

Canadian International Special/Exchange/Visiting
Fall: Dec. 1 Fall: Dec. 1 Fall: Dec. 1
Winter: N/A Winter: N/A Winter: N/A
Summer: N/A Summer: N/A Summer: N/A

Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.

Taken from Programs, Courses and University Regulations 2015-2016 (last updated Jul. 24, 2015).

Integrated Studies in Education

Programs | Application Procedures and Deadlines

Integrated Studies in Education

Location

  • Department of Integrated Studies in Education
  • Education Building, Room 244
  • 3700 McTavish Street
  • Montreal QC H3A 1Y2
  • Canada
  • Graduate Programs (Graduate Certificate, M.A., MATL, and Ph.D.):
  • Education Building, Room 244
  • Telephone: 514-398-4527 (Ph.D./M.A.: ext. 09133; MATL/Graduate Certificates: ext. 094476)
  • Fax: 514-398-4529

The administrative office is open Monday to Friday from 9:30 a.m. to 4:00 p.m.

About Integrated Studies in Education

The Department offers graduate students the opportunity to enhance their knowledge related to specific areas of inquiry in the field of education through our M.A. degrees (thesis or non-thesis options), including our MATL leading to teacher certification, Ph.D. in Educational Studies, and graduate certificates. The Department offers the following programs:

Four graduate certificates (15 credits):

  • Graduate Certificate in Educational Leadership 1
  • Graduate Certificate in Educational Leadership 2
  • Graduate Certificate in Teaching English as a Second Language
  • Certificat d’études supérieures en pédagogie de l’immersion française

Three M.A. Thesis and Non-Thesis degree programs (45 credits) in the following areas:

  • Education and Society
  • Educational Leadership
  • Second Language Education

The Department offers an M.A. in Teaching and Learning (MATL) (60 credits) in the following areas:

  • Social Sciences
  • English Language Arts
  • Science and Technology
  • Mathematics
  • English or French Second Language
    Note: The French Second Language program is currently not offered.

The Department also offers a Ph.D. in Educational Studies.

Master of Arts in Education and Society

The M.A. in Education and Society consists of a 45-credit thesis or non-thesis program. The program focuses on two main fields of study—Culture and Values in Education and Teaching, Learning, and Curriculum—reflect distinct but overlapping areas of educational inquiry. Study in Culture and Values in Education may focus on critical theory, philosophy, art and aesthetics, race/class/gender issues in education, or international and comparative education. The Teaching, Learning, and Curriculum focus emphasizes current perspectives on pedagogy and curriculum, teacher education, in-and-out-of-school learning, practitioner research, and classroom practice. The program brings to bear diverse applied theoretical perspectives, including philosophy, sociology, cultural studies, policy studies, gender studies, critical pedagogy, and multi-literacies. Graduates of the program go onto doctoral programs or work in education and non-profit settings. Many in-service teachers take this program for professional development.

Master of Arts (M.A.); Education and Society (Thesis) (45 credits)

The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research. The balance of the program is coursework.

Master of Arts (M.A.); Education and Society (Thesis) — Gender and Women's Studies (45 credits)

The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.

Master of Arts (M.A.); Education and Society (Thesis) — Mathematics and Science Education (45 credits)

This MA concentration emphasizes research in mathematics and science education, including a specific focus on teacher education in the area of math and science. Graduates will gain sufficient research experience to conduct empirical research in math and science education and sufficient teacher education experience to assume roles as teacher educators in university or other settings. The program includes targeted opportunities for candidates to develop skills, knowledge, and practices specific to teaching and learning mathematics and science, mathematics and science teacher preparation, and research in both of these areas.

Master of Arts (M.A.); Education and Society (Non-Thesis) (45 credits)

The M.A. non-thesis option consists mostly of coursework, but includes a project worth 6 credits. This option is less research-oriented than the thesis option and suitable for practitioners interested in professional development with a theoretical orientation.

Master of Arts (M.A.); Education and Society (Non-Thesis) — Gender and Women's Studies (45 credits)

The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.

Master of Arts (M.A.); Education and Society (Non-Thesis) — Jewish Education (45 credits)

This program is designed to offer a graduate-level point of entry into the teaching profession for students who typically will have completed a B.A. with a minor or major in Jewish Studies. The M.A. will not provide (Quebec Government) Ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche (MEESR) teacher certification (in Quebec, certification is at the B.Ed. level), but at the present time, Jewish schools may hire non-certified teachers of Jewish Studies at their discretion.

Students interested in doing a research-focused M.A. in the area of Jewish education should follow one of the other graduate degree offerings within the area of Education and Society.

Master of Arts in Educational Leadership

The M.A. in Educational Leadership consists of a 45-credit thesis or non-thesis program. This program is designed to prepare leaders in the field of education, and in other centres of formal or informal learning, who are committed to personal and institutional improvement. The program fosters the ongoing development of reflective practitioners who have a sense of educational action, the capacity to anticipate needs, the ability to exercise professional judgment within the realities of policy frameworks, and the ability to both lead and support institutional and organizational change at all levels. A central theme of the program is the impact of policy on educational practice at local, national, and international levels.

Local and international students are practising and aspiring school principals and leaders from other organizations. Graduates fulfil Quebec Ministry requirements for school leadership and find positions as school leaders, as well as opportunities in other managerial settings.

Master of Arts (M.A.); Educational Leadership (Thesis) (45 credits)

The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research. The balance of the program is coursework.

Master of Arts (M.A.); Educational Leadership (Thesis) — Gender and Women's Studies (45 credits)

The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.

Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Coursework (45 credits)

The M.A. non-thesis option, consisting entirely of coursework, is less research-oriented and suitable for practitioners interested in professional development with a theoretical orientation.

Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project (45 credits)

The M.A. non-thesis option – Project consists of both coursework and a project, which is worth 12 credits of the total program. It is less research-oriented than the thesis option and suitable for practitioners interested in professional development with a theoretical orientation.

Master of Arts (M.A.); Educational Leadership (Non-Thesis) — Project — Gender and Women's Studies (45 credits)

The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the project must be on a topic centrally relating to issues of gender and/or women’s studies.

Master of Arts in Second Language Education

The M.A. in Second Language Education consists of a 45-credit thesis or non-thesis program. It provides an overview of the state of the art in second-language acquisition, assessment and evaluation, and research methods, including quantitative and qualitative approaches. The program covers a wide range of current topics in applied linguistics and offers opportunities to specialize in educational sociolinguistics, curricular/methods and program planning areas (for example, content-based second-language teaching or “immersion”), language testing, language policy and planning, and critical applied linguistics. Graduates may go on to doctoral work in applied linguistics. They may also seek employment at ministry, school board, or other sites of active research on second languages. Many graduates also continue active careers in school contexts as second-language teaching practitioners, program administrators, or evaluators.

From a range of pedagogical, linguistic, cognitive, political, and sociocultural perspectives, this program combines theoretical and applied studies of how second and foreign languages are learned and used.

Master of Arts (M.A.); Second Language Education (Thesis) (45 credits)

The M.A. thesis option is a research-oriented degree in which approximately half of the program consists of thesis research. The balance of the program is coursework.

Master of Arts (M.A.); Second Language Education (Thesis) — Gender and Women's Studies (45 credits)

The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the M.A. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.

Master of Arts (M.A.); Second Language Education (Non-Thesis) (45 credits)

The M.A. non-thesis option, consisting entirely of coursework, is less research-oriented and suitable for practitioners interested in professional development with a theoretical orientation.

Master of Arts in Teaching and Learning (MATL)

The M.A. in Teaching and Learning is a professional program leading to Quebec teacher certification for those already holding an undergraduate degree in a MEESR-identified teachable subject area (Mathematics, Science & Technology, Social Sciences, English, TESL, TFSL). This 60-credit degree program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Throughout the MATL, emphasis will be on the attainment of the QEP professional competencies, and evidence of mastery of these will be demonstrated in order for students to successfully complete the program. Upon completion, students are recommended to the MEESR for certification.

Master of Arts (M.A.) in Teaching and Learning — English or French Second Language (60 credits)

This program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MEESR for certification to teach English or French Second Language.

Note: The French Second Language program is currently not offered.
Master of Arts (M.A.) in Teaching and Learning — English Language Arts Option (60 credits)

This program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MEESR for certification to teach English Language Arts.

Master of Arts (M.A.) in Teaching and Learning — Mathematics Option (60 credits)

This program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MEESR for certification to teach Mathematics.

Master of Arts (M.A.) in Teaching and Learning — Social Sciences Option (60 credits)

This program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MEESR for certification to teach Social Sciences.

Master of Arts (M.A.) in Teaching and Learning — Science and Technology Option (60 credits)

This program is comprised of 45 credits of coursework, coupled with 15 credits of internship. Upon completion, students are recommended to the MEESR for certification to teach Science and Technology.

Doctor of Philosophy in Educational Studies

The Ph.D. in Educational Studies prepares graduates for careers in a variety of education-related fields. The Ph.D.’s core areas are curriculum and literacy, cultural and international studies in education, educational leadership, and second-language education. The program has been designed to ensure flexibility, and students experience both multidisciplinary and discipline-specific research opportunities. The program begins with a set of common courses and proceeds to specialization through advanced coursework and dissertation topics focused on areas of expertise that are supported by the research interests of current faculty members. Graduates find work as researchers, teachers, consultants, curriculum developers, and administrators in a wide range of settings, including universities, school boards, government agencies, and international NGOs.

Doctor of Philosophy (Ph.D.); Educational Studies

The Ph.D. in Educational Studies provides an integrative perspective on education by drawing on a range of related disciplines and research orientations. Students develop scholarly and innovative expertise in at least one of three contexts of inquiry and awareness of all three:

  1. the broad context of culture and society;
  2. the international, national, and local contexts of educational leadership and policy studies; and
  3. the more specific contexts of schools and other sites of teaching and learning.

Students begin with a set of common core courses and proceed to specialization through advanced coursework and dissertation topics focused on areas of expertise that are supported by the research interests of current faculty members.

Doctor of Philosophy (Ph.D.); Educational Studies — Gender and Women's Studies

The graduate option in Gender and Women’s Studies is an interdisciplinary program for students who meet the degree requirements in a participating unit who wish to earn 6 credits of approved coursework focusing on gender and women’s studies, and issues in feminist research and methods. In the graduate option in Gender and Women’s Studies, the Ph.D. thesis must be on a topic centrally relating to issues of gender and/or women’s studies.

Doctor of Philosophy (Ph.D.); Educational Studies — Language Acquisition

Students must satisfy all program requirements for the Ph.D. in Educational Studies. The Ph.D. thesis must be on a topic relating to language acquisition, approved by the LAP committee.

Doctor of Philosophy (Ph.D.); Educational Studies — Mathematics and Science Education

This Ph.D. concentration emphasizes research in mathematics and science education, including a specific focus on teacher education in the area of math and science. Graduates will gain sufficient research experience to conduct empirical research in math and science education and sufficient teacher education experience to assume roles as teacher educators in university or other settings. The program includes targeted opportunities for candidates to develop skills, knowledge, and practices specific to teaching and learning mathematics and science, mathematics and science teacher preparation, and research in both of these areas. Applicants for the Ph.D. concentration in mathematics and science education would be expected to already have a Master's degree that included educational research.

Graduate Certificates

Graduate Certificate in Educational Leadership 1 (15 credits)

This program addresses the needs of experienced and aspiring school leaders who are taking increased responsibility for the students and communities they serve. The management of schools is increasingly seen as making a major contribution to the learning and personal development of students. The professional development of school leaders, educational reform, and school partnership form the basis for the program. Course selection to be approved by Graduate Certificate Program Director.

Graduate Certificate in Educational Leadership 2 (15 credits)

This program explores more deeply leadership theory and educational issues and applications in a practicum. Candidates for the Graduate Certificate in Educational Leadership 2 should normally have completed the first certificate. In combination, the two certificates allow school administrators to acquire the 30 graduate credits in the field of educational leadership required by the MEESR. Course selection to be approved by Graduate Certificate Program Director.

No course taken in Certificate 1 can be repeated in Certificate 2.

Graduate Certificate; Teaching English as a Second Language (15 credits)

This program is designed as professional development for in-service teachers and candidates with a background in education, language studies, linguistics, or a related field, or as preparation for application to our M.A. in Second Language Education. The five courses that comprise the certificate provide a solid background and offer in-depth study in the field of second-language education from a range of perspectives and with a focus on research and applications to teaching. Please note that this certificate does not lead to teacher certification. The Graduate Certificate in TESL is designed to be available to students worldwide. Courses are offered in a combination of online and face-to-face formats, and are sequenced in such a way that students can complete the certificate in one year. The maximum time for completion is three years. The first three courses are offered online, and can be undertaken anywhere an Internet connection is available. The final two courses are offered face-to-face in the Summer semester either on-site at McGill or at off-site locations with collaborative partners, if numbers warrant.

Certificat d’études supérieures en pédagogie de l'immersion française (15 crédits)

Le certificat d’études supérieures en pédagogie de l’immersion française vise à faire la formation des enseignants en immersion française tout en abordant les défis pédagogiques reliés à l'enseignement ciblé conjointement sur la langue et le contenu. Ce certificat est destiné à la formation aux enseignants des niveaux primaire et secondaire. À cette fin, il amène d'abord l'étudiant à comprendre les causes à la fois linguistiques et cognitives des difficultés qu'éprouvent les élèves en immersion. Il propose ensuite une variété de stratégies d'enseignement propices à répondre à ces difficultés et de situations d'apprentissage étayées par les enseignants de manière à dépasser le cloisonnement entre langue et contenu. Il comporte cinq cours obligatoires. La réussite d'un test de français est obligatoire lors de la demande d'admission.

Taken from Programs, Courses and University Regulations 2015-2016 (last updated Jul. 14, 2015).

Integrated Studies in Education Admission Requirements and Application Procedures

Admission Requirements

Graduate Certificates, M.A., and Ph.D. Programs

  1. Applicants to the Certificate and M.A. programs must hold a bachelor's degree from a recognized university. A minimum standing equivalent to a CGPA of 3.0/4.0, or 3.2/4.0 for the last two full-time academic years, is required. A concentration of courses related to the area chosen for graduate work is usually required. (See #5 below.)

    Applicants to the Ph.D. program must hold an M.A. in Education or a recognized equivalent degree from a recognized university. The applicant's record should indicate high academic standing (a minimum CGPA of 3.0/4.0) and evidence of research competence in the proposed area of doctoral research.

  2. Applicants to the Certificate and M.A. programs must submit:
    • A current curriculum vitae
    • A letter of intent specifying academic and professional experience and interests (specifically, research interests for the Thesis option or project interests for the Non-Thesis Project option)

    Applicants to the Ph.D. in Educational Studies program must submit:

    • A current curriculum vitae
    • A letter of intent identifying the applicant's proposed research topic, potential supervisor, and expected professional direction. Please note that it is the Ph.D. applicant's responsibility to secure a supervisor as part of the admission process.
    • A four- to five-page summary of the proposed research topic identifying the applicant's main research questions, the research trends that have led to the questions, ways in which the research could be conducted, and relevant references
  3. Applicants must submit two letters of recommendation, at least one of which must be from a university-level instructor; the other may be from an administrator in an educationally relevant context.
  4. Applicants to graduate studies whose mother tongue is not English, and who have not completed an undergraduate or graduate degree from a recognized foreign institution where English is the language of instruction or from a recognized Canadian institution (anglophone or francophone), must meet one of the following English proficiency criteria:
    • IELTS with a minimum overall band of 7.0 with a minimum writing score of 7.0; or
    • TOEFL:
      • iBT (Internet-based test) – total score of 92 with a minimum score of 22 each for the Writing and Speaking sections and a minimum of 20 each for the Reading and Listening sections
      • PBT (paper-based test) – 580

    The Department reserves the right to evaluate the applicant's language proficiency before initial registration.

  5. Further requirements applicable to specific options:

    Graduate Certificates in Educational Leadership 1 and 2 – Normally, applicants are required to have at least two years of relevant educational experience (in leadership roles or related professional experience).

    Graduate Certificate in Teaching English as a Second Language – Applicants are required to pass a written and oral English language proficiency test set by the Department.

    Master of Arts in Second Language Education – Normally, applicants are required to have a minimum of 36 credits including a combination of relevant courses in education and language studies. Applicants are required to have at least two years of relevant professional experience in education.

    Master of Arts in Educational Leadership – Normally, applicants are required to have at least two years of relevant leadership experience (teaching or related professional experience).

    Master of Arts in Teaching and Learning (MATL) (Non-Thesis) – Please see the Departmental website for additional admission requirements. Applicants to the MATL TESL option are required to pass a written and oral English language proficiency test set by the Department.

    Certificat d’études supérieures en pédagogie de l’immersion française – Applicants are required to pass a written and oral French language proficiency test set by the Department.

    Applicants are required to have experience in educational settings (formal or informal).

Application Procedures

McGill’s online application form for graduate program candidates is available at www.mcgill.ca/gradapplicants/apply.

See Application Procedures for detailed application procedures.

Additional Requirements

The items and clarifications below are additional requirements set by this department:

  • Curriculum Vitae
  • Personal Statement
  • Research Proposal (for Ph.D. applicants)
  • Ph.D. applicants must secure a Thesis Supervisor as part of the application process.

Application Deadlines

The application deadlines listed here are set by the Department of Integrated Studies in Education and may be revised at any time. Applicants must verify all deadlines and documentation requirements well in advance on the appropriate McGill departmental website; please consult the list at www.mcgill.ca/gps/contact/graduate-program or www.mcgill.ca/dise/grad.

Integrated Studies in Education (M.A. - Second Language Education, M.A. - Educational Leadership, M.A. - Education and Society, Ph.D.)
Canadian International Special/Exchange/Visiting
Fall: Jan. 15 Fall: Jan. 15 Fall: Jan. 15
Winter: N/A Winter: N/A Winter: N/A
Summer: N/A Summer: N/A Summer: N/A
Integrated Studies in Education (MATL)
Canadian International Special/Exchange/Visiting
Fall: N/A Fall: N/A Fall: N/A
Winter: N/A Winter: N/A Winter: N/A
Summer: Jan. 15 Summer: Dec. 15 Summer: N/A
Integrated Studies in Education (Certificate in Educational Leadership)
Canadian International Special/Exchange/Visiting
Fall: March 1 Fall: Feb. 1 Fall: N/A
Winter: Oct. 15 Winter: Sept. 15 Winter: N/A
Summer: N/A Summer: N/A Summer: N/A
Integrated Studies in Education (Certificat d'études supérieures en pédagogie de l’immersion française)
Canadian International Special/Exchange/Visiting
Fall: May 15 Fall: Feb. 1 Fall: N/A
Winter: Oct. 15 Winter: Sept. 15 Winter: N/A
Summer: N/A Summer: N/A Summer: N/A
Integrated Studies in Education (Certifcate in Teaching English as a Second Language)
Canadian International Special/Exchange/Visiting
Fall: May 15 Fall: Feb. 1 Fall: N/A
Winter: N/A Winter: N/A Winter: N/A
Summer: N/A Summer: N/A Summer: N/A

Admission to graduate studies is competitive; accordingly, late and/or incomplete applications are considered only as time and space permit.

Taken from Programs, Courses and University Regulations 2015-2016 (last updated Jul. 14, 2015).

Grad certificate application dates:

Grad Cert Educational Leadership