国际学生入学条件
You may scan a copy of your official paper or electronic transcript provided to you from your institution's Registrar. Do not upload your institution's web-based academic record or a document stating it is not an official transcript. Make sure that all critical and identifying marks have been scanned and are legible. These include the institution's name, your name, the names of your courses, and the grades you have received. It is important that you scan both the front and back of your transcript as we will need to be able to review the information provided on the back of your transcript concerning credit hours, the institution's grading scale, etc. Please ensure that your file is in Word (.doc) or PDF format.
For admission, we expect a minimum TOEFL score of 90 (IBT) or IELTS score of 6.5 for admission. Further, TOEFL scores of 20 or greater in Listening, Writing, Speaking, and Reading subsections are required. Some departments may require higher minimum scores.
Students who anticipate appointment as Graduate Teaching Assistants are expected to have scored 25 or greater on the TOEFL Speaking subtest. GTA appointment of a student scoring 20-24 on the Speaking subtest should be justified explicitly within the particular academic unit, appointment of a student scoring below 20 on the Speaking subtest requires justification with the Graduate School.
International applicants are exempt from demonstrating English proficiency if they have graduated from an accredited university where English is the language of instruction or if they are U.S. permanent residents (green card holders). International applicants may demonstrate English proficiency by submitting scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). A minimum TOEFL score of 577 on the paper-based test (PBT) or 90 on the internet-based test (iBT) is required for consideration of the application.
Now that almost everything is computerized, so are the GRE General Test and the GMAT. We no longer administer the paper tests at Virginia Tech. The closest testing centers to Virginia Tech are in Roanoke.
The minimum cumulative grade point average for admission is 3.0 or better, but that requirement may be waived depending on the applicant's professional experience and accomplishments as identified through a holistic review of your application.
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雅思考试总分
6.5
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雅思考试指南
- 雅思总分:6.5
- 托福网考总分:90
- 托福笔试总分:577
- 其他语言考试:NA
CRICOS代码:
申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
计划目标:学生将能够识别,理解和应用科学方法的基本概念(观察,预测和实验/干预),因为它与社区和临床环境中的人类营养,食物和体育活动有关设置。教师在社区和临床环境中研究和调查人类营养,食物和体育锻炼行为。研究重点:针对临床,社区和公共卫生场所的体育锻炼,饮食习惯和/或营养摄入量,探索和实施适当的行为评估策略,评估行为营养和体育锻炼政策,计划和实践方法的影响,翻译向公众提供饮食和身体活动指南,利用个人,社会和身体环境特征在个人,社区和/或公共健康级别促进或抑制健康饮食和身体活动。
Our mission is to discover, translate, and disseminate health-related advances in the nutrition, food, and exercise sciences. The work of the faculty and graduate students in the Department of Human Nutrition, Foods and Exercise (HNFE) contributes significantly to scientific progress through molecular and clinical advances leading to prevention and improved treatment of obesity and chronic diseases, behavioral discoveries that lead to effective intervention programs for youth and adults, and interdisciplinary research teams who speed the translation of scientific discoveries to effective therapeutic and public health interventions that will benefit Virginians and the nation. We provide exceptional training for our students focusing on the preparation of future professionals who are knowledgeable, committed to life-long learning, ethical, culturally sensitive, and able to work collaboratively as well as independently. Training in the use of rigorous scientific inquiry is the cornerstone of the HNFE graduate program. We foster innovation across all three Virginia Tech missions areas - teaching, research, and outreach - by (1) supporting programs that promote sustainability and community viability and encouraging student participation in research and extension, (2) designing, developing, and implementing programs and policies through a participatory and shared effort between the HNFE research and teaching community, and (3) utilizing our teaching and research expertise to improve the health across diverse populations.
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