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However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Regular Admission Requirements
Mature Student Admission Requirements
If you are 19 years of age or older and have been out of high school for a minimum of one year at time of application, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements.
Program Progression Requirements
Program progression requirements are not due within 15 days of applying and should be submitted after you start classes.
| English Language Assessment | Minimum Scores for Certificates, Diplomas and Advanced Diplomas, and Post Graduate Certificates, Post-graduate Diplomas | Minimum Scores for Bachelor Degrees and Creative Communication (excluding Nursing) | Minimum Scores for Applicable Health Related Programs*** |
|---|---|---|---|
| CAEL Online or In-Person | Overall band score of 60 | Overall band score of 70 and Writing of 60 | Overall band score of 70 and Writing of 60†† |
| IELTS Academic Level | Overall 6.0 and No band below 5.5 | Overall 6.5 and No band below 6.0 | Overall 7.0 and No band below 6.5 |
| Password Skills | Overall 6.0 and No band below 5.5 | Overall 6.5 and No band below 6.0 | Overall 7.0 and No band below 6.5†† |
| LINC Certificate | 7 | 8 | Successful completion of Communication for Health Care Professions†† |
| Duolingo Language Test† | 115 and above+ with a min. of 95 in each section | 125 and above with a min. of 100 in each section | N/A†† |
| New English for Academic and Professional Purposes | Successful completion of the program 5 (min 70%) | Successful completion of the program 5 (min 70%) | N/A†† |
| PTE | 54 overall Min 50 in each skill |
60 overall Min 55 in each skill band |
N/A†† |
| TOEFL-ibt Academic Level | 80 (20L, 20S, 19R, 21W) |
90 (22L, 22S, 22R, 24W) |
98 (24L, 23S, 24R, 27W) |
| Academic English Program for University and College Entrance Program (AEPUCE) | Successful Completion | Successful Completion | N/A†† |
| CELBAN | N/A | N/A | 8, 8, 8, 7†† |
†The Duolingo Language Test will no longer be an approved English proficiency test for applications to the Bachelor of Nursing and Allied Health Programs
††These English Language Assessments will not be accepted by Medical Laboratory Sciences
***Applicable Health Related Programs:
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 25, 2025 | Apply Now |
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
This foundational intermediate advanced American Sign Language (ASL) language development class is designed to increase student’s proficiency in intermediate advanced ASL communication skills. The course will emphasize comprehension and execution of conversation skills within various common daily contexts. Students will also be given opportunities to develop vocabulary and grammatical features including structure, classifiers, and appropriate spatial use. Additional emphasis will be placed on cultural awareness and student’s insight into the culture and community of Deaf people.
This course surveys the history and culture of Deaf people and the Deaf community with a focus on evolving attitudes toward Deaf people and sign languages through history. Students will look at communication and language issues in the Deaf community as a linguistic and cultural minority, the impact of educational options for Deaf children, perspectives on legislative and political concerns of the Deaf community, and the impacts of technology. In addition, students will examine positive and negative effects of social organizations in the Deaf community and the contemporary values and factors that shape and define the Deaf community.
This foundational intermediate American Sign Language (ASL) language lab is designed to practice and apply the fundamental elements of ASL that are taught in Intermediate ASL 1 including comprehension and execution of conversation skills within various common daily contexts, vocabulary development and appropriate use of grammatical features including structure, classifiers, and appropriate spatial use. Emphasis will be placed on progressive development of intermediate expressive and receptive skills through a variety of activities.
This introductory theory course provides an overview of the field of ASL-English Interpreting, including such topics as the profession’s history, contemporary issues, social perspectives, roles, responsibilities, ethical and professional practices. We will also look at theories and models of interpretation, and the skills applied while interpreting. Through a variety of activities, students will practice some of these skills including public speaking, how to develop and strengthen vocal awareness in areas such as affect, register, and prosody, and reflection on aspects that will influence and guide an interpretation.
This course will build on student’s intermediate advanced American Sign Language (ASL) communication skills, comprehension, and execution of conversation skills within various common daily contexts. To communicate effectively in ASL, students need to be aware of conversation regulators that Deaf people use during conversations. Emphasis is placed on the student’s skill development and demonstration of comprehension and being able to communicate with statements, correct usage of signs and grammatical features, directionality, descriptions, and classifiers with the ability to initiate, conduct, and draw conversations to a natural close in ASL. Development of student insight will continue into the culture and community of Deaf people.
This intermediate American Sign Language (ASL) language lab is designed to continue to develop the practice and application of the elements of ASL that are taught in Intermediate ASL 2. This lab continues to further increase comprehension and execution of conversation skills within various common daily contexts, vocabulary development and appropriate use of grammatical features including structure, classifiers, and appropriate spatial use. Emphasis will be placed on progressive development of intermediate expressive and receptive skills through a variety of activities with more complex ASL through a variety of activities. Students will have directed practice with materials that emphasize receptive and expressive conversational practice.
This foundational course offers students the opportunity to learn about interacting in culturally diverse settings with a special focus placed on the Deaf community. Learning about a new culture often presents challenges for participants who are unaware of differing or conflicting cultural expectations from a student’s own cultural perspective. This course will offer students the opportunity to prepare for cross-cultural encounters with the primary focus being between Deaf and non-Deaf people. Topics will include cross-cultural theory, the enculturation process, oppression, feedback, and conflict resolution.
This foundational pre-interpreting course gives students the opportunity to learn cognitive processing skills that are the underlying fundamental aspects of the interpreting process. Students will have the opportunity to learn to identify implicit and explicit meaning within a source message while determining intent, register and cultural elements in the overall message. Special focus will be given to the development of specific pre-interpreting cognitive processes working from English to English, and ASL to ASL, through a combination of lecture, discussion, skill-building activities, and lab work.
This course will explore ASL-English Interpreting through discussion and analysis of a variety of topics pertaining to professional ASL-English Interpreters. The CASLI Code of Ethics and Guidelines for Professional Conduct will be examined and used as a guiding lens to explore personal and professional Self-Care, workplace roles and expectations in the workplace, employment preparation, business skills and interpreting on an educational team.
Immersive approaches to learning ASL are essential for gaining fluency and becoming effective ASL communicators. Through interactive activities and conversations using everyday expressions and phrases to discuss familiar contexts students will develop communicative language abilities in ASL. Students will apply information they have learned to spontaneous communication, where the students will be able to enhance their ASL grammatical accuracy and understanding of cultural competence through interactions in ASL. Students’ experiential learning will be delivered through field trips and community-based involvement to give students an authentic experience and a glimpse of the Deaf community and the language used within it.
Students will explore the foundational ethics of interpreting via processes that employ best practice guidelines that are known to produce good outcomes if followed. Students will evaluate the decision-making required in work as interpreters keeping in harmony with CASLI’s Code of Ethics and Guidelines for Professional Conduct. The ethical analysis will be practiced using a holistic perspective considering impacts to consumers, colleagues, the profession, and self, using current and structured frameworks. A reflective learning practice will be developed and encouraged through situational analysis and ongoing professional development.
This course allows students who have mastered pre-interpreting skills in Pre-Interpreting Skills 2, to reinforce and extend their abilities to include consecutive interpreting from ASL to English and English to ASL. Students will review pre-interpreting skills in addition to learning strategies for self-monitoring, and repair techniques. With strong ASL and English fluency skills, students will have opportunities to focus on developing their interpreting skills during in-class simulated and live consecutive interactions. Students will plan and prepare for both mock and live consecutive interpreting assignments, while considering ethical aspects of their work.
This course is the first in a series of three courses that looks at foundational interpreting practices. The course will provide an overview of workplaces interpreters commonly work as well as how their roles differ depending on the workplace. Special attention will be given to settings such as education, employment, health, legal, meetings, performing arts, recreational, social, and spiritual settings. Through various activities as well as observations with interpreter practitioners’ students will examine aspects of these settings and how the role of the interpreter can vary to meet the needs of the settings, consumers, and employers. Professional demeanor and effective communication will also be examined.
This course provides students the opportunity to apply their foundational pre-interpreting skills to reformulate and transfer a source message in English to ASL, and ASL to English. Exercises are designed to strengthen pre-interpreting skills to develop competencies that are required for both consecutive and simultaneous interpreting. Students will have the opportunity to develop the ability to work between ASL and English with proficiency in analyzing the implicit and explicit meaning of the message and developing message transfer skills that incorporate intent, register and cultural elements. This course will be a combination of lecture, discussion, skill-building activities, and lab work.
This is the second ethics course in a series designed to strengthen the interpreting student’s foundational understanding and practice of Ethical conduct. Building on the tools, techniques, and strategies explored in Ethical Practices 1, students will continue to examine ethical decision-making and practice professional reflection while implementing a best practice approach that incorporate guidelines that are known to produce good outcomes if followed. A focus will be placed on situational analysis, supervisor and peer consultation, and ethical dialogue about interpreting work.
This course is the second in a series of three courses that looks at further advancing interpreting practices. In this course students will apply theories and techniques to various interpreting settings to demonstrate professional and ethical conduct during practical and seminar experiences. Students will also accompany trained interpreter practitioners, who are CASLI-MAVLI members, to take part in several interpreting assignments in a variety of settings. Students will apply their skills to prepare for these assignments, apply observation techniques to learn from the interpreted assignment and interpreters, as well as discuss, analyze, and synthesize their experiences throughout.
This advanced ASL language course is designed to continue to enhance the study of ASL through opportunities to increase their skills regarding spatial agreements, non-manual signals, and differentiation and application of registers. This course provides students with an in-depth exploration of ASL lexicon, grammar, and techniques to make transitions between ideas through exposure to a variety of ASL models and styles. Students explore the meaning of content as it is revealed in context and will develop the ability to communicate respectfully in a Deaf culture setting.
In this course, students who have mastered pre-interpreting skills and advanced skills in consecutive interpreting will reinforce and extend their abilities to include simultaneous interpreting from ASL to English and English to ASL. Students will learn to co-interpret as a team and to give and receive feedback. The course is built on readings, discussion, practice, and self-analysis. With strong ASL and English fluency skills, students will have opportunities to focus on developing their interpreting skills during in-class simulated and live simultaneous interactions. Students will plan and prepare for both mock and live simultaneous interpreting assignments, while considering ethical aspects of their work.
This course will continue to explore ASL-English Interpreting through the discussion and analysis of various topics and roles pertaining to professional ASL-English Interpreters. The CASLI Code of Ethics and Guidelines for Professional Conduct will be used as a guiding lens to examine DeafBlind, Video Relay Interpreting, Deaf Interpreters and Designated Interpreting.
This course will help students further consolidate the knowledge and skills developed in Ethical Practices 1 & 2 to engage students in further exploration of ethical issues including audism, majority and minority group relations and becoming an ally in the context of the interpreter working between two cultural and linguistic groups. Students will also further develop skills that will enable them as future professional interpreters to identify ethical dilemmas, predict outcomes of various courses of action and propose resolutions that are in harmony with CASLI’s Code of Ethics and Guidelines for Professional Conduct.
This advanced level course is the third in a series of three courses that looks at interpreting practices. This pre-practicum course prepares students for their practicum placements and provides them opportunities to continue observations with professional interpreters, and to practice professional skills in selected host sites under supervision. Students will establish goals and prepare for assignments as if they are a working interpreter. They will identify and examine the strategies interpreters use to interpret in a more meaning-based manner and interpret part of the interpreting assignment when appropriate. Students will integrate and reflect upon their experiences with their peers in a seminar setting.
This course progresses from common concrete communications, communicative events and interactions to language usage expressing abstract ideas. Emphasis is on the comprehension and production of increasingly complex linguistic structure focusing on dialogues and conversational expressions and cultural features of the language and community. This course will also give students the tools needed to improve reading and production of fingerspelling and numbers and offer an increased comprehension of complex rules and patterns of ASL fingerspelling and number systems.
In this course, students will increase ASL fluency in subject areas commonly found in a variety of Interpreter settings. Through various activities, students will have the opportunity to strengthen their ASL comprehension skills and advance abilities with ASL structure, receptive skills, and expressive skills pertaining to the interpreting settings covered in this course. Students will also have the opportunity to learn how to effectively receive, accept and incorporate feedback from Deaf consumers. Written English to ASL translation will be strengthened through various activities.
This course provides an introduction to literature in ASL. Students will have the opportunity to watch ASL literature and engage in discussions about various works. The literature includes poetry, narratives, Deaf humour, Deaf folklore, and other genres that have been passed from one generation to another by culturally Deaf people. Emphasis will be placed on elements of ASL that include ASL Semantics, classifiers, and role shifting.
This advanced level course emphasizes the consolidation of the fundamental interpreting skills, and consecutive and simultaneous interpreting skills in preparation for practicum. This course is designed for students who have advanced skills in both consecutive and simultaneous interpreting. Students will be given opportunities to participate in a variety of simulated live interpretations that will take place both in and out of the classroom. Students will practice adjusting and working between consecutive and simultaneous interpretations as needed to meet each interpreted scenario’s needs. In addition to the practical component of this course, students will continue to analyze and assess their own interpretation skills to monitor and establish a personal skill development plan.
In this advanced level course common errors and miscues that occur in ASL- English Interpretations will be examined. Special emphasis will be placed on instruction and discussion of models of interpreting and various methods of analysis to examine an interpretation. Students will have opportunities to apply these theories and models to their own interpreted work to develop and strengthen skills to identify possible causes for miscues and identify or develop strategies to improve their interpretations. Students will also have opportunities to build on their critical feedback skills for both them and their peers.
Students’ advanced ASL fluency will continue to expand by exploring additional areas pertaining to subject areas commonly found in a variety of Interpreter settings. Through various activities and simulated live interpreting scenarios, students will have the opportunity to continue to strengthen their ASL comprehension skills and advancing abilities with ASL structure, receptive skills, and expressive skills pertaining to the interpreting settings covered in this course. Students will continue to strengthen translation skills through various activities.
Everyone communicates, but are they doing it well? Communicative competence takes practice and self-awareness. In this foundational course, students will learn through discovery and project-based activities to practice approaching situations critically and collaboratively. By developing their communication skills, students will improve their interpersonal ability, intercultural competence, and digital fluency to prepare for success in the workplace and beyond. The strategies students will gain in this course will be useful throughout their program and in their chosen industry.
This course is intended to familiarize students with some of the current issues facing Indigenous children, youth and families in Manitoba. The themes of historical context and cultural humility in helping skills are the foundational theories. We will work toward embracing an Indigenous worldview in our practice and develop culturally respectful anti-oppressive child and youth care practice. Topics in the course include the impact of colonization and residential schools, the child welfare system, past and present, racism and prejudice and individual practitioner self-awareness.
This work-integrated practicum course provides students with opportunities to apply their advanced interpreting skills and ethical decision-making processes, during daily interpreting activities as a member of an interpreting team. Under the supervision and mentorship of a host site supervisor, students will be expected to execute entry-level interpreting skills. Outside of the host site, students will further discuss, analyze, and synthesize their practicum experiences with their peers and AEIP faculty during seminars. In addition to the practical component of this course, students will continue to analyze and assess their own interpretation skills to monitor and establish short-term and long-term personal skill development plans.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.