SPANISH- INSTITUTE established 1955 (The Institute
Foundation, Inc.) |
accredited by the Accreditation Council for |
ESL-Plus Course of Study
accredited by the Commission on English Language Program Accreditation (CEA) |
licensed by the New
York State Education Department |
|
authorized
under federal law to enroll non-immigrant alien students |
|
|
|
school
catalog
(with student policies and procedures)
a
not-for-profit, equal educational opportunity institution
215 West 43 Street l Times Square l
Voice: 212.840.7111 l fax: 212.719.5922 l
wireless
internet "Wi-Fi Hotspot" throughout!
~ aDSL2 downloads up to 15mps
http://facebook.com/SpanishAmericanInstitute
SKYPE: "StudentClub"
|
|
Frank J. Ferraro, Director Eméritas (d.
2005) David
Schiffman, Director Emeritus Robert
Connelly, Dean of Students Emeritus |
volume 29 / Summer 2013 09/18/2013 8:21:36 PM printing |
TABLE OF CONTENTS
School and Faculty Affiliations
Faculty Student-Services Associates
Intensive
English Language Division
Statement of Policy on Discrimination
Suspension/Termination For School-Rule Violations
Student/Faculty Campus Security Report
Importance
of Health Insurance
“Why Health Insurance Is Important”
Where Do You Get Health Insurance?
Policy on
Dissemination of Information
9480 English As A Second Language/480 (480 hours)
5960 English As A Second Language/960 (960 hours)
7020 Computerized Office Management (1600 hours)
8010 Computer-Assisted Accounting (1600 hours)
IV. Course of Study Requirements
- F-1 Student Visa Applicants
Course of Study Requirements for F-1 Student Visa
Applicants with ESL-Plus (1920 hours)
200 Keyboarding For Information Processing (48 hours)
201 Keyboarding (Basic Course) (120 hours)
202 Keyboarding (Advanced Course) (120 hours)
203 Keyboarding (Expert Course) (80 hours)
205 Machine Transcription (30 hours)
235 Introduction to MS Word (80 hours)
300 Business Management (120 hours)
301 Business Mathematics (24 hours)
302 Accounting (First Course) (120 hours)
303 Accounting (Intermediate Course) (120 hours)
304 Accounting (Advanced I) (60 hours)
305 Accounting (Advanced II) (60 hours)
310 Import-Export Management (80 hours)
401 Office Practice (160 hours)
402 Electronic Calculators (48 hours)
404 Business Communications (72 hours)
500 English
Literacy (120 hours)
501 English As A Second Language I-VI (120 hours [each
level])
502 Business English
(120 hours)
503 Advanced Reading & Writing (120 hours)
604 High School Equivalency Diploma Preparation (120 hours)
605 Pre-GED Foundation for GED Preparation (80 hours)
610 TOEFL Exam Preparation (80 hours)
925 Database Management (80 hours)
940 Introduction to Microsoft Windows (80 hours)
955 Using the Internet (80 hours)
960 Using Microsoft Access (80 hours)
965 Using Microsoft PowerPoint (80 hours)
975 Using Adobe PhotoShop (160 hours)
980 Using Microsoft FrontPage (160 hours)
990 Introduction to the MAC (80 classes)
995 Switching to the Mac
80 classes
1000 Using Apple
iMovie 80 classes
VI. ADMISSIONS & FINANCIAL
AID
Admissions Procedures For Programs
Limits of Study for B-2 Nonimmigrants
Student Visa Applications
(Form / I-20)
Financial Aid Refund Distribution Policy
Financial Aid Repayment Distribution Policy
Student Loan Pro-Rata Refund Clause
"Fair Use" Duplication of Copyrighted Classroom
Material Guidelines
Make-Up Assignments / Tests / Academic Dismissal
Maintaining Satisfactory Progress
Effect on Satisfactory Academic Progress for Transfer
Hours
Effect on Satisfactory Academic Progress of Program
Changes
Effect on Satisfactory Academic Progress of Additional
Credential
Academic Warning and Probation
Assessment Procedures Used To Determine ESL Placement
Assessment Procedures To Determine ESL Level-To-Level
Progression
Assessment Procedures To Determine Completion Of ESL-Plus
Bi-Monthly Individual Reports of Results
Academic Warning / Probation Appeal Procedure
Program Graduation Requirements
Course Certificates of Completion
Course of Study Requirements for F-1 ESL-Plus Student
Visa Applicants
· Free and Low Cost Gyms,
Health Clubs and Pools
Free Flu, Tetanus, Pneumococcal, Hepatitis B Shots
“English through the
Arts” ~ Request for Proposals
Welcome to the
Spanish-American Institute! We are proud
that since 1955 the Institute has contributed to the educational advancement of
over 100,000 students from all over the world.
While the requirements of business have changed greatly over the
decades, the Institute remains dedicated to the success of
The Institute offers
students opportunities to prepare for entry-level employment in a variety of
fields including Accounting and Computer Applications. Computer applications courses include Word
Processing, Excel, Access, and PhotoShop among others. The Institute also offers a wide array of
courses in English as a Second Language from beginning through advanced levels. Graduates are awarded Certificates of
Completion for courses and Diplomas or Certificates for programs. Program graduates of business programs may
make use of our employment assistance service.
We offer day and evening
courses five days a week from 9:15 a.m. to 9:14 p.m. so that students can take
classes that fit their schedules. As you
review this catalog, you will learn even more about the Spanish-American
Institute.
If you would like
additional information, please call or visit and tour our facilities. The
office at 215 West 43 Street Times Square,
The Spanish-American
Institute's mission is to provide effective English language and business skills
training to individuals seeking entry-level office employment, job advancement,
further non-academic studies, personal enjoyment or cultural enrichment.
Philosophy - The Institute serves a largely foreign-born
population which faces a double challenge:
·
to acquire
entry-level office skills in keyboarding, accounting, computer operation and
·
to improve
English language ability.
The Institute believes
that students who can anticipate progress on both fronts from the start of
classes are more likely to begin and to successfully complete training. Courses and programs at the Spanish-American
Institute permit an individual to pursue these two goals simultaneously.
Objectives -The Institute implements this philosophy through:
·
the establishment
and maintenance of an effective faculty,
·
the development
of business, computer, and language courses and programs, and
·
the integration
of a varied English as a Second Language course sequence.
The Spanish-American Institute was founded
in 1955 by Frank J. Ferraro, President, and David Schiffman, Vice President. In 1996, it was donated by their successors
to The Institute Foundation, Inc., a not-for-profit, equal educational
opportunity institution.
The Spanish-American Institute is located
in the heart of
By Subway. The A, B, CC,
D, E, F, SS, N, RR, 1, 2, 3, and 7 subway lines have express stops at Times
Square. The 4, 5, and 6 East Side trains
connect to
Local Bus Service. Numerous City
buses stop at Times Square.
Express Bus. Many areas outside
From
By Car. While parking
is available at area garages and some students "car-pool" with family
and friends, mass transit offers such abundant, varied and inexpensive
transportation that few choose to drive.
The Institute moved to
its present custom-designed, fully air-conditioned facility on the second floor
at 215 West 43 Street,
Computer, keyboarding,
accounting, Internet, and TOEFL students have access to modern computer
equipment, software, and printers.
English language classes have access to TV/DVD and CD players for
audiovisual language learning and reinforcement.
The Institute is a
clock-hour, continuous enrollment institution.
All courses and programs are designed so that students can enroll in any
class at any time during the year and progress systematically through each
class. Students are tested regularly and
must pass required tests to maintain good academic standing.
New students are admitted
to classes on the second Monday of each month.
When the second Monday is a school holiday, new students are admitted on
Tuesday. Exceptions may be made upon consultation
with the Dean of Admissions.
The Spanish-American Institute is authorized under federal law to
enroll non-immigrant, alien students. It was
registered as a
The Institute is
accredited to award certificates and diplomas by:
The Accrediting Council for
202-336-6780 www.acics.org
The Accrediting Council
for
Commission on English Language Program Accreditation
The Commission on
English Language Program Accreditation (CEA) was founded in 1999 by English
language professionals as a specialized accrediting agency. The purpose
was to provide a means for improving the quality of English language teaching
and administration through accepted standards. CEA conducts accreditation
reviews in the
In September 2003, CEA
was recognized by the U.S. Secretary of Education as a national accrediting
agency for English language programs and institutions. This recognition gave
CEA the distinction of being the only specialized accrediting agency for
English language programs and institutions in the
The ESL-Plus Course of Study at the
Spanish-American Institute was accredited by CEA in December 2012.
You can learn more about CEA on their website. There you will
also find the standards for CEA
accreditation.
Institute administration, or faculty maintain affiliations with many
community, civic, and educational organizations including:
NYS Association of Student Financial Aid
Administrators
Teachers of English as a Second Language
Association (TESOL)
The Time Square Business Improvement
District
The Institute Foundation, Inc., a not‑for‑profit
|
BA,
Fordham |
|
Paul C. Schiffman,
Dean of Students/TAP Certifying Officer BS Ed., |
|
Caryn T.
Davis, Dean of Academic Affairs, MA, TESOL,
New School; BA, |
|
Thomas S.
Schwenke, Dean of Administrative Services MA, |
|
Mark |
|
|
|
Frank J.
Ferraro, Founding Director (d.2005), MA, |
|
David
Schiffman, Director Emeritus, MA, |
|
Robert
Connelly, Dean of Students Emeritus, BA, |
|
Ildelisa Lopez |
|
|
Degree/Institution
Awarding Degree |
Teaching
Specialization |
|
|
|
|
|
Drissa Compaore |
BS, |
Faculty Student-Services
Associate |
|
Dilyara Engulatova |
Ph.D., MA, Tashkent State Institute of Transportation BBA in Accounting, Tashkent Institute of Railway
Engineering |
Faculty Student-Services
Associate |
|
Christian
Gallardo |
BS, |
Faculty Student-Services
Associate |
|
Angie Gomez |
BBA, Pontificia Universidad
Catolica Madre Y Maestra |
Faculty Student-Services
Associate |
|
Francina
Gomez |
BBA, Pontificia Universidad
Catolica Madre Y Maestra |
Faculty Student-Services
Associate |
|
Lyudmila Klavsen |
MS, Izhevsk Institute of
Mechanical Engineering |
Faculty Student-Services
Associate |
|
Maria A. Machado |
BA, UNITAU, |
Faculty Student-Services
Associate |
|
Karina Rodriguez |
BS,
Pontificia Universidad Catolica Madre Y Maestra |
Faculty Student-Services
Associate |
|
Benjamin Tagnan |
BS, University de Ouagodougou |
Faculty Student-Services
Associate Business Communications |
|
Carmen Vargas |
BS, |
Faculty Student-Services
Associate |
|
|
BS, Tashkent Institute of Highway Engineering |
Faculty Student-Services
Associate |
|
|
Degree/Institution Awarding Degree |
Department |
|
Libertad Grajo |
BS, Manuel L. Quezon
University |
English |
|
Enrique Nibeyro |
MS, BS, |
Computer Studies |
|
|
Degree/Institution
Awarding Degree |
Department |
|
Freddie
Ann Bush |
MS, BS, |
Business |
|
Dr.
Nori Panganiban |
EdD, MA, BS, |
English |
|
|
Degree/Institution Awarding Degree |
Teaching Specialization |
|
Galyna Andryushchenko |
BS, |
English as a Second Language |
|
|
BS, |
English as a Second
Language |
|
Evdokia Azoidou |
BA, |
English as a Second
Language |
|
Tetiana Bobrysheva |
BEd, |
English
as a Second Language |
|
Olesya Brazhnikova |
BS, |
English
as a Second Language |
|
Freddie Ann Bush |
MS, BS, |
English as a Second
Language |
|
Eligio Castillo |
BA, La |
English as a Second
Language |
|
Ana M. Diaz |
BS, Univ. Autonoma Santo Domingo |
Computer Applications,
Business Education, English as a Second Language |
|
Gladys Diaz |
BS, Univ. Autonoma Santo Domingo |
English as a Second
Language |
|
Iliyana Dimitrova |
BEd., University of Velikotarnova, Bulgaria |
English as a Second
Language |
|
Dr. Leonila Dolina |
Ph.D., MA, BS, |
English as a Second
Language |
|
Leonila Loreen Dolina
Ruck |
BSN, United |
English as a Second
Language |
|
Dr. Dilyara Engulatova |
Ph.D., MA, Tashkent State Institute of Transportation BBA in Accounting,
Tashkent Institute of Railway Engineering |
"English through the Arts" Coordinator |
|
Christian Gallardo |
BS, |
English as a
Second Language Marketing &
Management General Academic |
|
Ilya Gogin |
BA, MA Linguistics and
Education |
English as a Second
Language |
|
Libertad Grajo |
BS, Manuel L. Quezon University |
English as a Second
Language |
|
|
BS, Far Eastern
University |
Computer Applications English as a Second
Language |
|
|
BS, |
English as a Second
Language |
|
Madina Marzhokhova |
BS, |
Computer Applications English as a Second
Language |
|
|
MS, BS, |
English as a Second
Language |
|
Semen Mere-Mere |
BA, |
English as a Second
Language |
|
Enrique Nibeyro |
BS, |
Computer Applications |
|
Vicenta Ortiz |
BA, |
English as a Second
Language |
|
Dr.
Nori Panganiban |
EdD, MA, BS, |
Business Education,
English as a Second Language |
|
Emiliano Ramos |
BS, Mapua Institute of
Technology |
English as a Second
Language |
|
|
BS, Univ. Autonoma Santo Domingo |
Accounting |
|
Mark S. Schwenke |
|
Computer Applications English as a Second
Language |
|
Svetlana Sergeeva |
MA, BA, |
English as a Second
Language |
|
Alumna Tuldanes |
BS Education, |
English as a Second
Language |
Advisory Board members represent
education, community, and business. They
advise the Institute on community needs and business trends considered in the
design and implementation of our programs.
This input keeps the Institute "in touch" with new
developments. The Advisory Board is part
of our continuing effort to improve and maintain the quality of the training
for its students. Advisory Boards
members for 2012-2013 are:
Steven Corwin, Corwin
Accounting Services
Dr.
Harvey Glick, CPA
Jeffrey Gural, President,
Newmark & Company Real Estate
Donald Ross, Esquire,
Malkin and Ross
Kenneth Zimmerman,
Chateaux Software Development Corp.
Please be advised that some information in this catalog may have
changed after printing. If you have any
questions, please check with a school Dean to determine if there are any
changes in the courses/curricula, the teaching personnel, or other information
listed in the catalog.
The Spanish-American Institute does not discriminate on the basis
of age, color, religion, creed, disability, marital status, veteran status,
national origin, race, gender, or sexual orientation in its employment
practices or in the educational programs and activities it operates. Inquiries
concerning this policy of equal opportunity and affirmative action should be
referred to the Institute’s Affirmative Action Officer,
Dante V. Ferraro, 215 West 43 Street, Manhattan, NY 10036-3913,
212-840-7111 (ext. 2800), fax: 212‑719‑5922, e‑mail:
Table 1 Institution RETENTION AND PLACEMENT RATES
Program * |
Retention Rate** |
Placement Rate
*** |
||||
2009-10 |
2010-11 |
2011-12 |
2009-10 |
2010-11 |
2011-12 |
|
Institution |
89.0% |
95.6% |
93.3% |
100% |
0% |
0% |
Table 2 RETENTION AND PLACEMENT RATES By Program
Program * |
Retention Rate** |
Placement Rate *** |
||||
2009-10 |
2010-11 |
2011-12 |
2009-10 |
2010-11 |
2011-12 |
|
Computer-Assisted Accounting (8010) |
0%(1) |
100% |
100% |
0% |
0% |
0% |
Computerized Office Management (7020) |
53.7% |
34% |
33.3% |
0% |
0% |
0% |
English As A Second Language (5480) |
70.9% |
91.8% |
75.4% |
0% (2) |
0% (2) |
0% (2) |
Accounting (8002) |
100% |
No
Enrollment |
No
Enrollment |
100% |
No
Enrollment |
No
Enrollment |
English As A Second Language (5960) |
No
Enrollment |
No
Enrollment |
No
Enrollment |
No
Enrollment |
No
Enrollment |
No
Enrollment |
(1) There was an enrollment of one student in Computer
Assisted accounting in 2009.
(2) Enrollment consisted of F-1 Student visa holders
not eligible for employment
* Source: ACICS Annual Institutional Data Reports
(Reporting year: July 1 to June 30)
** Retention Rate as calculated by ACICS formula
(Total Enrollment – Withdrawn / Total Enrollment = Retention Rate) Calculate Your Institution's Retention and Placement
Rates
*** Placement Rate as calculated by ACICS formula
(Placed in Field + Place in Related Field / Graduates and Completers –
Unavailable for Work) Calculate Your Institution's Retention and Placement
Rates
Table 3 GRADUATION RATES
Programs * |
2009-10 |
2010-11 |
2011-12 |
Computer-Assisted
Accounting (8010) |
0% |
No prior enrollment.
No candidates eligible for graduation |
No prior enrollment candidates eligible for
graduation |
Computerized
Office Management (7020) |
0% |
0% |
0% |
English As
A Second Language (5480) |
38.3% |
83.3% |
64.4% |
Accounting
(8002) |
100% |
No Enrollment |
No Enrollment |
English As
A Second Language (5960) |
No Enrollment |
No Enrollment |
No Enrollment |
* Source:
ACICS Annual Institutional Data Reports
Students enrolled in business
programs wishing placement assistance should register with the Dean of Students
at least two weeks prior to the completion of their program. While placement assistance is available, the
Institute does not promise or guarantee employment to any student or graduate.
The Institute maintains
an "open door" policy regarding the personal and academic guidance of
its students. Students seeking advice on
personal or academic matters have access to both administration and
faculty. The Administration will
formally meet with students when deemed necessary to discuss academic, attendance,
or school rules and policies issues.
Institute policies
prohibit substance abuse among all members of the school community. Faculty and administration encourage students
to recognize the dangers of substance abuse and to stay free of abuse.
Professional information and counseling
sources are available in the Institute's office and resource centers.
The Institute supports
the principle of transfer and the award of credit for previous academic
work. School personnel are ready to
assist graduates seeking admission to other institutions in requesting credit
for courses or programs completed at the Institute.
Students seeking transfer
credit to other institutions and programs should keep in mind that each institution
is responsible for determining its own policies and practices with regard to
transfer and award of credit. There are
at least three considerations that may affect transfer:
·
Educational
quality of the institution from which the student transfers. Accreditation
by the Association of Independent Schools and Colleges or a similar accrediting
body indicates that an institution meets certain minimum standards.
·
Comparability of the nature, content, and level of previous
academic work to that offered by the receiving institution.
·
Appropriateness
and applicability of previous academic work to the programs offered by the receiving institution in light of the
student's educational goals.
Students and faculty have
access to academic resource materials in several ways:
·
The Spanish-American Institute Library
houses over 450 print volumes, including encyclopedias and other reference
materials.
·
Automated catalogs and databases
provide electronic access to the Spanish-American Institute Library catalog and
those of other libraries and access to periodical databases, many with
full-text articles.
·
The Bookstore
provides faculty with audio-visual equipment and language laboratory tapes for
classroom use.
·
The Student
Lounge contains current publications such as The Wall Street Journal, Time
Magazine, and other magazines and periodicals.
·
Computer
workstations provide Internet access.
The Student Lounge is
available during school hours to students and faculty who wish to study or
"snack" before or after class.
Students are not permitted in the Student Lounge during those hours when
they are scheduled for classes. The
Lounge contains current issues of newspapers and magazines, discount ticket
vouchers to current Broadway shows and amusement parks, and "read-cycle"
books which students may take with them.
Each student is issued a
Student ID Card the first day of class.
Students should carry this card with them at all times. Persons unable to identify themselves as
students of the Institute may be asked to leave the school. Many social and cultural institutions that
offer special student discounts accept the Institute's student ID card.
The Institute's Bookstore maintains a supply of textbooks, workbooks,
materials and supplies required for course and program assignments. Students may also purchase light snacks in
the Bookstore. The Bookstore is
maintained for the convenience of the student body. While students are required to have the
necessary texts, materials, etc., before starting classes, they may obtain them
from outside sources, if they so desire.
Students and Instructors are responsible for cooperating in:
·
maintaining a professional and orderly atmosphere in the
classroom,
·
insuring that the necessary supplies and equipment are
available by requesting them of the administration and staff, and
·
following Institute procedures for reporting equipment in
need of repair and for ordering teaching supplies through a Dean or the
President..
Students and all
employees (including administrative staff) who have concerns, dissatisfactions,
or complaints are encouraged to bring them to the Institute's attention as
promptly as possible. Problems involving
classroom matters should first be discussed directly with the faculty member
involved. Questions about administrative
policies or non-academic matters should be discussed with a Faculty
Student-Services Associate.
Concerns unresolved with
a Faculty Student-Services Associate may be discussed with the Dean of
Students. Dissatisfactions unresolved
with the Dean of Students should be presented to the President.
Remaining issues may be
submitted in writing to the Board of Directors.
The submission should describe the problem in detail, include any
available documentation, and be signed by the student or employee. The Board will make appropriate inquiries and
recommend a resolution within thirty (30) days of receiving the written concern
and will notify the student or employee of those findings.
At no time shall a final
determination be made by a person or persons directly involved in the complaint
itself. Students and employees are
assured that no adverse action will be taken against anyone expressing a concern
through this mechanism.
A student or employee who is not satisfied with the Institute's
complaint resolution and who has reason to believe that the institution has
acted contrary to its published standards or that conditions at the institution
appear to jeopardize the quality of the instructional programs or the general
welfare of its students may file a written complaint with the New York State
Education Department. Any person who
believes he or she has been aggrieved by the institution on or after May 4,
1994, may file a written complaint with the Department within two years of the
alleged incident, as follows:
The person should first try
to resolve the complaint directly with the institution by following the
internal complaint procedures described above.
Copies of all documents and correspondence should be kept.
If
a person is unable to resolve the complaint with the institution or believes
that the institution has not properly addressed the concerns, he or she may
request a complaint form by telephoning the Postsecondary Complaint Registry or
writing to the New York Education Department, Postsecondary Complaint Registry,
116 West 32 Street, 14th Floor, New York, NY
10001, 212-643-4760 / Fax: 212-643-4765.
The
Postsecondary Complaint Registry Form should be completed, signed and sent to
the above address. The completed form should indicate the resolution being
sought and any efforts that have been made to resolve the complaint through the
institution's internal complaint processes.
Copies of all relevant documents should be included.
After receiving the completed
form, the Department will notify the complainant of its receipt and make any
necessary request for further information. When appropriate, the Department
will also advise the institution that a complaint has been made and, when
appropriate, the nature of the complaint.
The complainant will also be notified of the name of the evaluator
assigned to address the specific complaint.
The evaluator may contact the complainant for additional information.
The Department will make
every effort to address and resolve complaints within ninety days from receipt
of the complaint form.
Some complaints may fall
within the jurisdiction of an agency or organization other than the State
Education Department. These complaints will be referred to the entity with
appropriate jurisdiction. When a complaint concerns a matter that falls solely
within the jurisdiction of the institution, the complainant will be notified
and the Department will refer the complaint to the institution in question and
request that the matter receive a review and response.
Upon conclusion of the
Department's complaint review or upon the disposition of the complaint by
referral to another agency or organization, or to the institution, the
Department will issue a written notice to the complainant describing the
resolution of the complaint. The complainant may contact the Department
evaluator directly for follow-up information or for additional assistance.
In addition, students and employees may
contact the Institute’s accrediting body, the Accrediting Council for
Independent Colleges and Schools, 750 First Street, NE, Suite 980, Washington,
DC 20002-4242, Telephone: 202-336-6780,
Fax: 202-842-2593.
Classroom and office facilities
are wired for T-1 Internet access. The
entire school facility provides wireless access to the Internet.
In accordance with New
York City Law, smoking is not permitted in the Institute or in any indoor
public building areas.
Food and beverage consumption is discouraged in classrooms. The Student Lounge and
Students are expected to
conduct themselves properly in classes and about the school area. Movement between classes should be
orderly. Students must report promptly
to classes when the bell rings. There
should be mutual respect among students and teachers at all times.
A student's failure to behave properly may result in expulsion after a
hearing before appropriate administrative personnel. Students dismissed due to improper conduct,
poor attendance, failing progress, or tuition arrears are not relieved of
financial obligations as specified in the Enrollment Agreement. Such dismissal does not affect the
computation of the applicable refund calculation.
As required for participation in Title IV Federal Financial Aid
Programs, the Spanish-American Institute provides the following Campus Security
Report to students, prospective students, and faculty and staff.
Campus Security
Policies. All areas of the school are under the
constant supervision of the school President and Deans, administrative
personnel, and faculty members. Each is
familiar with the procedures to follow in responding to emergencies and crime
situations. Every effort is made to
minimize the risk of crime.
Procedure for Reporting Emergencies and Crimes. In the event of an emergency or crime, students should
contact the nearest faculty member or administrative support person and/or the
Institute President's office.
Procedure for
Responding to Reports of Emergencies & Crimes. All
faculty and staff members will notify the office immediately when appraised of
such situations. The President or his
designee will notify the police, medical personnel, or other appropriate
agencies. In the event of an emergency
or crime requires immediate action, all faculty and administrative personnel
will respond by calling one or more of the following numbers:
Police, Fire, and Medical
Emergencies |
911 |
Building Security |
212-302-5764 212-354-2206 212-354-3181 |
1000 |
212.523.4000 |
In the event of fire,
follow the exit procedures listed for fires on posted signs. Fire extinguishers are located throughout the
school. All school personnel are
familiar with fire and exit procedures.
Policy Regarding Alcohol and Drug-Related Violations. In accordance with Federal regulations stipulated by
the Drug Free Act of 1988, the drug and alcohol policy of the Spanish-American
Institute is as follows:
·
The unlawful
manufacture, distribution, dispensation, possession, or use of alcohol,
narcotics, or illicit drugs, or the consumption of alcohol by persons under the
State legal age is prohibited on Institute premises.
·
Any student or
employee discovered to be violating these rules is subject to suspension and/or
dismissal. Such action will be taken
independently of any criminal action that may arise from a violation of civil
law governing these areas.
·
Reinstatement of
suspended students or employees will not occur until the Institute can
ascertain by professional documentation that the student or employee has
undergone counseling and treatment and is free from any drug or alcohol
addiction.
Information Programs
Available.
If you or someone you
know needs help with drug and/or alcohol or if you would like information,
please refer to the Institute's Drug and Alcohol Handbook or contact the school
office or one of the following agencies:
·
Narcotics
Anonymous Regional Helpline ~ 212-929-6262
·
Alcoholics
Anonymous Intergroup Hotline ~ 212-647-1680
Campus Crime Statistics.
As required for
participation in Title IV Federal Financial Aid Programs, the Spanish American
Institute is providing the following report of campus crime statistics for the
last three years:
·
August 1, 20010-July 31, 2011,
·
August 1,2011-July
31,2012, and..
·
August 1, 2012-July 31, 2013.
Criminal Offenses |
|
a.
Murder/Non-negligent manslaughter |
0 |
b. Forcible
sex offenses (including forcible rape) |
0 |
c.
Non-forcible sex offenses |
0 |
d. Robbery |
0 |
e. Aggravated
assault |
0 |
f. Burglary |
0 |
g. Motor
vehicle theft |
0 |
h. Arson |
0 |
i. Negligent
manslaughter |
0 |
Housing is an intensely personal decision. Make your selection with care. Use good common sense and sound consumer
practices when making your housing choices:
·
verify all information
before you make reservations;
·
try to obtain
references through friends and family;
·
never pay in cash
- - - use a credit card or check.
·
be sure to get a
receipt
·
reserve for a
short, trial period before committing for a long-term housing arrangement directly
The Institute does not conduct "home stay" operations. It does not provide, recommend or contract
with others for student housing services.
It does not collect fees for housing services.
While the Institute does not require students to obtain medical care
insurance or recommend a specific plan, it is important for students to realize that
medical care expenses can jeopardize a student's financial status and ability
to maintain full-time student status in good standing.
Having
health insurance is also important because coverage helps people get timely
medical care and improves their lives and health. Without health insurance people:
·
receive less medical care and less timely care. (Overall, uninsured people get about half as
much care as the privately insured—even
taking into account free care received from providers).
· have worse health outcomes. (Uninsured people are sicker and more apt to die prematurely than their insured counterparts. Conversely, having health coverage is associated with better health-related outcomes).
The following
article provides more detailed information on why it is important to consider
getting a health insurance.
http://www.urban.org/uploadedPDF/411569_importance_of_insurance.pdf
There are many insurance companies that offer
health insurance for international students studying in the
It is important to understand the terminology
used when discussing health insurance. The following link provides a glossary
of health insurance terminology: http://www.naic.org/documents/index_health_reform_glossary.pdf
The Institute will use, as appropriate,
all reasonable means to communicate policies, procedures, academic
status, and updates to the public, students, staff and administration. This includes email, SMS text messaging,
regular post office mail, memos, meetings, school website, social media, bulletin
boards and shared network drives.
Students, faculty, staff and administrators for their part will assist
in this effort by making every reasonable effort to keep the Institute updated
on changes to their e-mail addresses, home addresses, and cell phone and
land-line phone numbers.
DURATION
OPTIONS: Each course is
from Monday to Friday inclusive.
24 months / 1 hours daily |
8 months / 3
hours daily |
4.8 months / 5 hours daily |
12 months / 2
hours daily |
6 months / 4
hours daily |
4 months / 6 hours daily |
OBJECTIVES: 1.) perform
more effectively on present job using improved English language skills; 2.) obtain employment using skills learned
previously which could not be utilized due to a lack of English language
skills; or 3.) obtain admission to training or vocational programs requiring
improved English language skills.
STANDARD: Demonstrate mastery of the terminal
objectives of each of the component courses through teacher-graded class
participation, periodic quizzes, and bi-monthly examinations. Passing grade: 65%.
OCCUPATIONAL
OBJECTIVE: Graduates of this program will be able to use
improved English language skills to perform present jobs more effectively, to
obtain employment with previously learned skills that could not be utilized due
to inadequate English language skills, or to obtain admission to training or
vocational programs requiring improved English language skills.
REQUIRED
COURSES: total
hours
480*
501 English as a Second Language Level I |
120 |
501 English as a Second Language Level II |
120 |
501 English as a Second Language Level III |
120 |
501 English as a Second Language Level IV |
120 |
501 English as a Second Language Level V |
120 |
501 English as a Second Language Level VI |
120 |
502 Business English Communications |
120 |
503 Advanced |
120 |
610 TOEFL Exam Preparation |
80 |
ELECTIVE
HOURS: * Students begin studies at the levels corresponding
to their current language abilities as determined by a placement test and
remain in the assigned level for the number of hours indicated unless the
instructor recommends a higher level sooner or later. Teacher recommendations are based on student
attainment of the course terminal objectives in less than (or more than) the
normal number of hours. Students may
complete less than (or more than)
480-hours of course work in 480 hours if teachers recommend advancement upon
completion of terminal objectives prior to (or after) completion of the course
hours. Slower students must complete 65%
of the course hour terminal objectives to maintain satisfactory academic
progress. Therefore, the number of hours
spent in each course will vary according to course placement at registration
and individual achievement of terminal course objectives.
TUITION: $1440.
Diploma: English as a Second Language/480
DURATION OPTIONS: Each course is
from Monday to Friday inclusive.
48 months / 1 hours daily |
16 months / 3 hours daily |
9.6 months / 5 hours daily |
24 months / 2 hours daily |
12 months / 4 hours daily |
8 months/ 6 hours daily |
OBJECTIVES:
1.) perform more effectively on present job using improved English language
skills; 2.) obtain employment using
skills learned previously which could not be utilized due to a lack of English
language skills; or 3.) obtain admission to training or vocational programs
requiring improved English language skills.
STANDARD: Demonstrate mastery of the terminal
objectives of each of the component courses through teacher-graded class
participation, periodic quizzes, and bi-monthly examinations. Passing grade: 65%.
OCCUPATIONAL OBJECTIVE: Graduates of this program will be able to use
improved English language skills to perform present jobs more effectively, to
obtain employment with previously learned skills that could not be utilized due
to inadequate English language skills, or to obtain admission to training or
vocational programs requiring improved English language skills.
REQUIRED COURSES: total hours
960*
501 English as a Second
Language Level I |
120 |
501 English as a Second
Language Level II |
120 |
501 English as a Second
Language Level III |
120 |
501 English as a Second
Language Level IV |
120 |
501 English as a Second
Language Level V |
120 |
501 English as a Second
Language Level VI |
120 |
502 Business English
Communications |
120 |
503 Advanced |
120 |
610 TOEFL Exam
Preparation |
80 |
ELECTIVE HOURS:
* Students begin studies at the levels corresponding to their current language
abilities as determined by a placement test and remain in the assigned level
for the number of hours indicated unless the instructor recommends a higher
level sooner. Teacher recommendations
are based on student attainment of the course terminal objectives in less than
(or more than) the normal number of hours.
Students may complete less than (or more than) 960-hours of course work
in 960 hours if teachers recommend advancement upon completion of terminal
objectives prior to completion of the course hours. Slower students must complete 65% of the
course hour terminal objectives to maintain satisfactory academic
progress. Therefore, the number of hours
spent in each course will vary according to course placement at registration
and individual achievement of terminal course objectives.
TUITION: $2880.
Diploma: English as a Second
Language/960
DURATION
OPTIONS: All options are Monday to Friday inclusive.
16 months/5 hours daily (4 Terms) |
20 months/4 hours daily (5 Terms) |
26.6 months/3 hrs daily (6 Terms) |
OCCUPATIONAL OBJECTIVE: Office
computer staff play an important role in managing the information flow
essential to business. Graduates should
be prepared for entry-level positions as administrative assistants.
STANDARD: achieve course objective to standard described, with
typing: 40 wpm.
REQUIRED COURSES:
total hours |
822 |
201
Keyboarding: Basic Course 120
202
Keyboarding: Advanced Course 120
205
Machine Transcription 30
230
Computer Word Processing 80
300
Business Management 120
301
Business Mathematics 24
401
Office Practice 160
402
Electronic Calculators 48
502
Business English 120
ELECTIVE COURSES: total hours 778
200 Keyboarding
for Information Processing 48
203 Keyboarding:
Expert Course 80
235 Introduction
to Microsoft Word for Windows 80
240 Introduction
to Word Perfect 80
302 Accounting
(First Course) 120
303 Accounting (Intermediate Course) 120
304 Accounting (Advanced I) 60
305 Accounting (Advanced II) 60
310 Import Export Procedures 80
404 Business Communications 72
501 English as a Second Language [any level(s), 120 hours EACH level)] 120
503 Advanced
610 TOEFL Exam Preparation 80
925 Database Management 80
940 Introduction
to Microsoft Windows 80
950 Using Excel
for Windows 80
955 Using the
Internet 80
960 Using
Microsoft Access 80
965 Using
Microsoft PowerPoint 80
975 Using Adobe
PhotoShop 80
980 Using
Microsoft FrontPage 80
TUITION: See List of Programs on page 53. Certificate: Computerized Office Management
DURATION
OPTIONS: All options are hours daily from Monday through Friday
inclusive.
16 months/5
hours daily (4 Terms) |
20 months/4
hours daily (5 Terms) |
26.6 months/3 hours daily (6 Terms) |
OCCUPATIONAL OBJECTIVE: Program
concentrates on principles of accounting and application to business
management. Graduates should be prepared
for entry-level jobs as computer accounting clerks.
STANDARDS: Achieve
each course objective to the standard described.
REQUIRED COURSES:
total hours 1040
200
Keyboarding for Information Processing 48
201
Keyboarding: Basic Course 120
202
Keyboarding: Advanced Course 120
300
Business Management 120
301
Business Mathematics 24
302
Accounting: First Course 120
303
Accounting: Intermediate 120
304
Accounting Advanced I 60
305
Accounting Advanced II 60
402
Electronic Calculators 48
502
Business English 120
ELECTIVE COURSES: total
hours 560
230 Computer
Word Processing 80
235
Introduction to Microsoft Word for Windows 80
240
Introduction to Word Perfect 80
310 Import
Export Procedures 80
401 Office
Practice 160
404 Business
Communication 72
501 ESL [any
level(s)] (each level) 120
503 Advanced
610 TOEFL Exam
Preparation 80
925 Database
Management 80
940
Introduction to Microsoft Windows 80
950 Using Excel
for Windows 80
955 Using the
Internet 80
960 Using
Microsoft Access 80
965 Using
Microsoft PowerPoint 80
975 Using Adobe PhotoShop 80
980 Using Microsoft FrontPage 80
TUITION: See List of
Programs on page 53.
Diploma: Accounting
DURATION
OPTIONS:
All options are daily Monday through Friday inclusive.
16 months / 5 hours (4 Terms) |
20 months / 4 hours (5 Terms) |
26.6 months / 3 hours (6
Terms) |
OCCUPATIONAL
OBJECTIVE: This program concentrates on
the principles of accounting and their use, through computer applications in
today's businesses and industries. Graduates should be prepared for entry-level
employment as computer accounting clerks.
STANDARDS: achieve course objectives to standards described,
including typing: 25 wpm.
REQUIRED COURSES: total
hours |
912 |
201
Keyboarding: Basic Course 120
230
Computer Word Processing 80
300
Business Management 120
301
Business Mathematics 24
302
Accounting (First Course) 120
303
Accounting (Intermediate Course) 120
401
Office Practice 160
402
Electronic Calculators 48
502
Business English 120
ELECTIVE COURSES: total hours |
688 |
200 Keyboarding for Information Processing 48
202 Keyboarding: Advanced Course 120
203 Keyboarding: Expert Course 80
205 Machine Transcription 30
230 Computer Word Processing 80
235 Introduction to Microsoft Word for Windows 80
240 Introduction to Word Perfect 80
304 Accounting (Advanced I) 60
305 Accounting (Advanced II) 60
310 Import Export Procedures 80
404 Business Communication 72
501 English as a Second Language [any level(s), hours EACH level)] 120
503 Advanced
604 High School Equivalency Diploma Preparation 120
610 TOEFL Exam Preparation 80
925 Database Management 80
940 Introduction to Microsoft
Windows 80
950 Using Excel for Windows 80
955 Using the Internet 80
960 Using Microsoft Access 80
965 Using Microsoft PowerPoint 80
975 Using Adobe PhotoShop 80
980 Using Microsoft FrontPage 80
TUITION: See List
of Programs on page 53. Certificate: Computer-Assisted
Accounting
In order to pursue a full-time ESL-Plus course of
study eligible for F-1 student visa application, students must:
Ř attend four hours per day, five days per week
Ř maintain satisfactory academic progress
Ř have English language skills acquisition as their
primary educational objective
Ř consult with a Faculty Student-Services Associate to
select an appropriate sequence of courses from among those ESL-only and
ESL-plus courses listed in the following “Course Description” section.
The
Institute's designated school official must terminate the SEVIS (Student and
Exchange Visitor Information System) record of any F-1 student visa student who
does not comply with the SEVP (Student and Exchange Visitor Program) full
course of study requirement or where a pattern of non-attendance is evident.
* Students
begin studies at
the level corresponding to their current language abilities as determined by a
placement test and remain in the assigned level for the number of hours
indicated unless the instructor recommends a higher level sooner or later. Teacher recommendations are based on student
attainment of the course terminal objectives in less than (or more than) the
normal number of hours. Students may
complete less than (or more than) course
hours of work in listed individual course hours if teachers recommend
advancement upon completion of terminal objectives prior to (or after)
completion of the individual course hours.
Slower students must complete 65% of the course hour terminal objectives
to maintain satisfactory academic progress.
Therefore, the number of hours spent in each course will vary according
to course placement at registration and individual achievement of terminal
course objectives.
TUITION: See List of
Courses on page 54.
Certificate: See List
of Courses on page 54.
PREREQUISITE: None
COURSE DESCRIPTION: Keyboarding
for Information Processing teaches basic keyboarding for information processing
and computer applications.
TUITION: $192 Certificate: Keyboarding for Information Processing
PREREQUISITE: None.
COURSE DESCRIPTION: this course builds keyboarding speed and
accuracy skills through the production of personal/business correspondence.
OBJECTIVES: By the end of the course, students should be able to:
·
auto-correct
errors in producing documents;
·
produce
letters, reports, memos, tables, and other personal-business and business
documents from hand-written and from printed text;
·
develop touch
control of the keyboard and proper keyboarding techniques; and
·
build basic speed
and accuracy skills (to 25 wpm keyboarding English text with no more than five
errors in five minutes).
TUITION: $480
Certificate: Keyboarding (Basic
Course)
PREREQUISITE: Keyboarding 201 or equivalent.
COURSE DESCRIPTION: this course builds keyboarding skills through the
production of various kinds of business correspondence, of reports, of
tabulations, and of forms from unarranged and rough-draft hand-written and
print copy sources.
OBJECTIVES: By
the end of the course, students should be able to:
·
synthesize
information from various sources that will determine the format of document
production;
·
produce
letters, reports, memos, tables, and other personal-business and business
documents from hand-written and from printed text, identifying and correcting errors;
·
develop touch
control of the keyboard and proper keyboarding techniques; and
·
build basic speed
and accuracy skills (to 45 wpm, keyboarding English text with no more than five
errors in five minutes).
TUITION: $480
Certificate: Keyboarding
(Advanced Course)
PREREQUISITE: Keyboarding
202 or equivalent.
COURSE
DESCRIPTION: : this
course teaches expert keyboarding skills through editing and abstracting
information, making decisions, setting priorities, planning workflow, and
following directions.
OBJECTIVES: By the end of the course, students will be able to:
·
follow
directions when practicing advanced keyboarding exercises within integrated business situations experiences;
·
use descriptions
of business situations that determine the production of documents;
·
synthesize
information from various sources that will determine the format of document
production;
·
produce
within situated experiences various kinds of letters, reports, memos, tables,
and other personal-business and business documents from hand-written and from
printed text, identifying and auto-correcting errors;
·
develop touch
control of the keyboard and proper keyboarding techniques; and
·
build basic speed
and accuracy skills (to 45 wpm, keyboarding English text with no more than five
errors in five minutes).
TUITION: $320
Certificate: Keyboarding (Expert
Course)
PREREQUISITE: Keyboarding
201 or equivalent.
COURSE
DESCRIPTION: this
course teaches students to listen and to transcribe word/thought groups through
simulated workplace tasks and materials.
OBJECTIVES: By the end of the course, students should be able to:
·
produce
letters from dictation and identify and correct language errors made by the
transcriber and the person dictating;
·
transcribe
15 lines of letter copy in 10 minutes with fewer than 3 errors and to correct
15 50-space lines of copy containing errors in 10 minutes with no more than 1
mistake.
TUITION: $ 120
Certificate: Machine Transcription
PREREQUISITE: None
Textbook:
: Microsoft
Office 2008 for the Macintosh: Visual
QuickStart Guide by Steve Schwartz.
Peachpit Press, 2008. ISBN 0-321-53400-X.
COURSE
DESCRIPTION: this course builds word processing speed and
accuracy through practice in the production of various kinds of business
correspondence, of reports, of tabulations, and of forms from unarranged and
rough-draft copy sources.
OBJECTIVES: By the end of the course, students will be able to:
·
understand,
discuss and describe word processing situations;
·
discuss
text describing business situations requiring word processing solutions;
·
follow
directions when practicing word processing exercises;
·
ask questions
concerning concepts and implementation;
·
proofread
documents and make necessary corrections;
·
produce
letters, reports, memos, tables, and other personal-business and business
documents from copy, identifying and correcting errors;
·
apply basic word
processing using Word, including entering, formatting, creating tables, using
styles and templates, mail merging, and using graphics
TUITION: $320 Certificate: Introduction to Microsoft Word
for Windows
PREREQUISITE: None
COURSE DESCRIPTION:, this course introduces students to small
business management. Through discussion, and case study analysis, students
develop an understanding of small business planning, of marketing and operational strategy development, of
legal and financial issues, and of day-to-day supervision and control
procedures.
OBJECTIVES: By the end of the course, students should be able to:
·
discuss
and describe aspects of small business management;
·
interpret
adages and quotations as they apply to business situations;
·
analyze
and interpret graphs, charts, and other visual material;
·
discuss
cases illustrating typical small business situations or problems; and
·
to
develop an individual small business plan.
TUITION: $480 Certificate:
Business Management
PREREQUISITE: None
COURSE
DESCRIPTION: this course teaches elementary
business math concepts and applications.
OBJECTIVES: By the end of the course, students will be able to:
·
identify
situations requiring business mathematics activity or solutions;
·
use
arithmetic functions and skills;
·
respond
to basic business mathematics problems;
·
complete
basic payroll, checkbook procedures, marketing, inventory, depreciation,
finance, and investment mathematics; and
·
perform basic
arithmetic operations with whole numbers, decimals, percents, and
fractions.
TUITION:
$96 Certificate: Business Mathematics
PREREQUISITE: None
COURSE DESCRIPTION: this first course in an accounting sequence introduces students to the purposes and principles of
accounting and the practice of fundamental accounting procedures. Students
analyze and apply accounting concepts and procedures to real-life situations
drawn from various types of businesses.
OBJECTIVES: By the end of the course, students will be able to:
·
describe
aspects of accounting and business;
·
use numbers and
numerical functions;
·
interpret
charts, graphs, and other visual materials;
·
recognize
situations and problems requiring accounting activities or solutions;
·
interpret how
businesses communicate with financial statements; and
·
apply accounting
principles and procedures to analyzing and recording transactions, to accrual
accounting and financial statement, to completing the accounting cycle, to
accounting for merchandising activities, and to merchandise inventories and
sales costs.
TUITION: $480
Certificate: Accounting (First
Course)
PREREQUISITE: Accounting
302 or equivalent
COURSE DESCRIPTION: this second
course in an accounting sequence expands
students' knowledge about the purposes and principles of accounting and the
practice of fundamental accounting procedures. Students analyze and apply
accounting concepts and procedures to real-life situations drawn from various
types of businesses.
OBJECTIVES: By the end of the course, students will be able to:
·
describe
aspects of accounting and business;
·
use numbers and
numerical functions;
·
interpret
charts, graphs, and other visual materials;
·
talk
about situations and problems requiring accounting activities or solutions;
·
detail
accounting problems and directions;
·
interpret how
businesses communicate with financial statements
·
identify
concepts and forms of accounting information systems; and
·
apply accounting
principles and procedures to cash and internal control; to receivables and
short-term investments; to plant assets, natural resources, and intangibles; to
current liabilities; and to partnerships
TUITION: $480
Certificate: Accounting
(Intermediate Course)
PREREQUISITE:
Accounting 303 or equivalent
COURSE DESCRIPTION: this third
course in an accounting sequence expands
students' knowledge about the purposes and principles of accounting and the
practice of fundamental accounting procedures. Students analyze and apply
accounting concepts and procedures to real-life situations drawn from various
types of businesses.
OBJECTIVES: By the end of the course, students will be able to:
·
understand
descriptions of accounting and business;
·
develop greater
familiarity with numbers and numerical functions;
·
interpret
charts, graphs, and other visual materials;
·
talk
about situations and problems requiring accounting activities or solutions;
·
detail
accounting problems and directions;
·
interpret how
businesses communicate with financial statements
·
apply accounting
principles and procedures to equity transactions and corporate accounting, term
liabilities, long-term investments, reporting and analyzing cash flows,
analysis of financial statements, and managerial accounting and job order cost
accounting concepts and principles.
TUITION:
$240 Certificate: Accounting (Advanced I)
PREREQUISITE: Accounting
304 or equivalent
COURSE DESCRIPTION: this fourth course in an accounting sequence expands students' knowledge about the purposes and
principles of accounting and the practice of fundamental accounting procedures.
Students analyze and apply accounting concepts and procedures to real-life
situations drawn from various types of businesses.
OBJECTIVES: By the end of the course, students will be able to:
·
provide
descriptions of accounting and business;
·
develop greater
familiarity with numbers and numerical functions;
·
interpret
charts, graphs, and other visual materials;
·
talk
about situations and problems requiring accounting activities or solutions;
·
detail
accounting problems and directions;
·
explain how
businesses communicate with financial statements; and
·
to apply
accounting principles and procedures to process cost accounting, cost
allocation and performance measurement, cost-volume-profit analysis, master
budgets and planning, flexible budgets and standard costs, and capital
budgeting.
TUITION:
$240 Certificate: Accounting (Advanced II)
COURSE DESCRIPTION: this course
provides an introduction to global markets, to the major trading nations and trading
blocs, and to the processes and procedures that govern import and export
management.
OBJECTIVES: By the end of the course, students will be able to:
·
discuss
aspects of export management;
·
analyze
and interpret graphs, charts, and other visuals;
·
discuss
cases illustrating typical import-export situations or problems;
·
identify global
markets, major trading nations, and trading blocs; and
·
discuss basic
processes and procedures that govern import and export management.
TUITION: $320 Certificate:
Import-Export Management
PREREQUISITE: Keyboarding 201 or equivalent.
COURSE DESCRIPTION: this course introduces students to the issues
and trends affecting the 21st Century office professional, including
job searching, information processing, effective communication, records
management, and team building.
OBJECTIVES: By the end of the course, students will be able to:
·
describ
issues and trends in the 21st
Century office that will affect office professionals, including workplace
diversity, the global marketplace, and technological advances;
·
interpret
charts, graphs, and other visual material;
·
discuss
cases illustrating typical office practice issues or problems; and
·
develop resumes,
application letters, and other aspects of office professional career
development.
TUITION:
$640 Certificate:
Office Practice
PREREQUISITE: None
COURSE DESCRIPTION: this course
introduces students to using the calculator to solve simulated business and
workplace tasks.
OBJECTIVES: By
the end of the course, students will be able to:
·
demonstrate
knowledge of common business terminology related to everyday business and
consumer problems such as payrolls, purchase orders, invoices, cash and trade
discounts, checking accounts, installment buying, finance charges, etc.;
·
ask questions
concerning concepts and implementation;
·
understand
descriptions of business situations that will determine the correct production
of calculator solutions;
·
learn how to
convert to and from the metric system;
·
read,
write, and show explanations about concepts; and
·
work
at 119 spm
TUITION: $ 192 Certificate: Electronic Calculators
PREREQUISITE: None
COURSE DESCRIPTION: this course emphasizes the application of
correct grammar and punctuation to letters, memos, reports, and other forms of
personal and business communication.
OBJECTIVES: By the end of the course, students will be able to:
·
recognize and
solve common sentence problems;
·
understand how
context affects meaning and to correct grammar and other writing choices;
·
recognize and use
correct grammar in context with an emphasis upon grammar and usage issues for
ESL writers;
·
understand and
use correct punctuation, mechanics, and spelling in business writing; and
·
use language
skills to develop letters, memos, and other common forms of personal-business
and business communication.
TUITION: $288 Certificate: Business Communications
Course Description: A basic introduction to English for students who have had little or no prior school experience in English.
Course Goals: To develop students’ basic ability to comprehend and respond appropriately to simplified spoken English and to produce basic spoken English in social situations; to develop students’ basic ability to comprehend and analyze simplistic texts in English; to develop students’ ability to recognize word order and simple sentence structure.
Course Objectives: . Students will learn fundamental literacy skills and basic communicative competence in English needed to successfully continue ESL instruction and/or to participate successfully in the workplace and community. By the end of the course, students should have developed basic receptive skills for listening and reading American English.
Student Learning Outcomes:
. Students
will be able to: .
o Recognize frequently used words, phrases and
questions in familiar contexts.
o Respond appropriately to simple questions
regarding personal information and present activities.
o State personal information; and ask for
personal information.
o Use personal information to complete simple
forms.
o Write basic personal information.
o Write simple sentences using personal
information.
o Recognize personal information in print.
Daily classes encourage application of newly-learned skills to everyday situations through conversation, reading, and writing. Language elements are introduced, used, and reused in different written, oral, and aural situations within contexts drawn from daily life. Instruction will be supplemented with companion ESL video and music recordings keyed to textbook units.
Learning Activities: role-plays, pair work, small group
work, practice grammatical structures in context, controlled conversation
practice, creative conversation practice, model and repeat, peer review,
journals.
Textbook: Longman ESL Literacy, Yvonne Wong Nishio, Pearson Longman, 2006 or comparable text.
TUITION: $480
Certificate: English Literacy
501.1 English as a Second
Language (Level I)
Prerequisite(s): Placement test or ESL 500.
Course Description: Prepares students to understand simple spoken phrases and respond to basic personal information questions.
Course Goal: To develop students’ ability to comprehend and respond to spoken English on familiar topics, such as self, school, family, work and everyday activities; to develop students’ ability to comprehend and appropriately use basic grammatical structures in both written and spoken English; to develop students’ ability to identify key ideas in basic texts relating to everyday topics; and to develop students’ ability to construct simple and compound sentences on a familiar topic or idea.
Course Objectives: Students will listen, speak, read and
write English at a beginning level.
Student Learning Outcomes: Students will be able to:
o State simple descriptions of people, places,
routines, likes and dislikes.
o Respond appropriately to simple questions
regarding personal information, present activities, past activities and home,
family, work and hobbies.
o Recognize and identify key ideas in a short
passage relating to self, home, family, work, and hobbies.
o Write simple sentences and compound sentences
relating to self, home, family, work, hobbies and present and past activities.
Instructional Methods: Daily classes encourage application of newly-learned skills to everyday situations through conversation, reading, and writing. Language elements are introduced, used, and reused in different written, oral, and aural situations within contexts drawn from daily life. Instruction will be supplemented with companion ESL video and music recordings keyed to textbook units.
Learning
Activities: lecture listening, role-plays,
pair work, small group work, practice grammatical structures in context,
controlled conversation practice, creative conversation practice, model and
repeat, peer review, journals, paragraph modeling.
Textbook:
WorldView 1 (or comparable text), Pearson
Education, 2002.
501.2 English as a Second Language Level II)
Prerequisite(s): Placement Test or ESL I.
Course Description: Prepares students to communicate using routine
statements related to personal needs, desires, and feelings in familiar social
contexts.
Course Goals: To improve students’ ability to comprehend and respond appropriately to high-beginning spoken English and to improve students’ ability to use spoken English in real world situations; to improve students’ ability to use grammatical structures necessary for expressing the present, the future and the past time; to develop students’ ability to comprehend and analyze high beginning texts.
Course
Objectives: Students will understand, speak, read and
write at a basic or high beginning level.
Student Learning Outcomes: Students will be able to:
o Express simple statements and questions in
the present, past and future time frame related to basic needs and common
activities, using previously learned phrases.
o Communicate needs and activities using
appropriate time frame and vocabulary.
o Employ simple clarification requests to
determine meaning of question or statement.
o Recognize words that signal differences
between present, past and future.
o Respond appropriately using present, past and
future on familiar topics.
o Interpret short paragraphs on familiar
topics.
o Identify sequence of events in short
readings.
o Examine authentic documents to locate
specific information.
o Produce a paragraph on a familiar topic.
Instructional Methods: An integrated cumulative skills development methodology increases language retention and fluency by stimulating students to make meaning from a new language through active learning activities. Recorded listening passages build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.
Learning
Activities: lecture listening, role-plays,
pair work, small group work, practice grammatical structures in context,
controlled conversation practice, creative conversation practice, model and
repeat, peer review, journals, paragraph modeling, peer review.
Textbooks: P. Merdinger and L. Barton, NorthStar:
Listening & Speaking Level I and
501.3 English as a Second Language Level III
Prerequisite(s): Placement Test or ESL II.
Course Description: Prepares students to communicate in
familiar job, social or everyday situations in standard American English. Prerequisite(s): Placement Test or ESL II.
Course Goals: To
broaden students’ ability to comprehend and respond appropriately to spoken
English and to use spoken English in a variety of work and social situations;
to broaden students’ ability to comprehend and use grammatical structures in
written and spoken English in non-academic setting; to broaden students’
ability to comprehend texts in English; to increase students’ fluency in
producing written language.
Course Objectives: Students will read and listen to a variety of sources with general understanding; express ideas orally and in written form with fluency.
Student Learning Outcomes: Students will be able to:
o Recognize main ideas and details in
conversations and short lectures.
o Communicate needs, activities and events using
appropriate time frame and vocabulary.
o Employ clarification strategies.
o Apply linguistic, socio-cultural and other background
knowledge and strategies to understand the intent of a speaker and to respond
appropriately.
o Speak so others can understand by recalling
and using limited vocabulary including words related to common, everyday
topics, personal experience, know and use basic grammar and sentence structure
and appropriate level of formality.
o Interpret short paragraphs on familiar
topics.
o Predict meanings of unfamiliar vocabulary
with contextual clues.
o Identify sequence of events in short
readings.
o Examine authentic documents to locate
specific information.
o Convey ideas in a paragraph with detailed
information.
Instructional Methods: An integrated cumulative skills
development methodology increases language retention and fluency by stimulating
students to make meaning in a new language through active learning
activities. Recorded listening passages
build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in
small groups on guided, linked activities built around each unit's theme. Instruction is
supplemented with ESL audio and video material keyed to textbook units.
Learning Activities: lecture listening, role-plays, pair work, small group work, practice
grammatical structures in context, controlled conversation practice, creative
conversation practice, model and repeat. journals, process writing, peer
review.
Textbook: NorthStar Listening & Speaking Level II and Reading & Writing
Level II (3rd Edition., Pearson Education,
(or comparable text). (formerly 2nd Edition, NorthStar: Basic/Low
Intermediate)
501.4 English as a Second Language
Level IV)
Prerequisite(s): Placement Test or ESL III.
Course Description: Prepares students to respond to multi-step directions and communicate using formal and informal language in a variety of situations. Students follow written instructions, read narratives and interpret material.
Course Goals: To
deepen students’ ability to comprehend and respond appropriately to natural,
authentic spoken English; to use spoken English in a variety of social, non-academic
and professional settings; to deepen students’ ability to comprehend and use
grammatical structures in both written and spoken English in various contexts;
to deepen students’ ability to comprehend and analyze authentic texts; to
deepen students’ ability to organize information and produce summaries.
Course Objectives: Students will read and listen to a variety of sources; express his/her ideas orally and in written form with fluency and clarity.
Student Learning Outcomes: Students will be able to:
o State detailed descriptions of events,
activities and personal experiences.
o Identify main ideas and some details of
extended conversations and broadcasts.
o Employ clarification strategies.
o Speak so others can understand to recall and
use high-frequency vocabulary, display control of basic grammar and a variety
of sentence types.
o Read with understanding to decode and
recognize most everyday and some unfamiliar words.
o Identify sequence of events in extensive
readings.
o Examine and analyze authentic documents to
locate specific information.
o Determine the purpose and audience for
communicating in writing.
o Convey ideas in a short essay with detailed
information.
o Identify and modify sentences for time frame
errors and mechanics, such as spelling, punctuation and capitalization.
Instructional Methods: An integrated cumulative skills
development methodology increases language retention and fluency by stimulating
students to make meaning from a new language through active learning activities. Recorded listening passages build on
vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in
small groups on guided, linked activities built around each unit's theme. Instruction
will be supplemented with ESL audio and video material keyed to textbook units
Learning
Activities: lecture listening, note
taking role-plays, pair work, small group work, practice grammatical structures
in context, creative conversation practice, model and repeat, journals, process
writing, peer review.
Textbook: NorthStar: Listening & Speaking Level III and
Reading & Writing Level III 3rd
Edition, (or comparable text). (formerly2nd Edition,
NorthStar: Intermediate).
501.5 English as a Second Language Level V
Prerequisite(s): Placement Test or ESL IV.
Course
Description: Prepares students to understand sustained conversations and
instructions and to communicate independently in various situations. Students apply reading strategies and
thinking skills. Students write and edit
an organized piece of writing.
Course Goals: To
expand students’ ability to comprehend and respond timely and appropriately to
natural, authentic spoken English; to use spoken English in a variety of
social, non-academic and professional settings; to expand students’ ability to
comprehend and use grammatical structures in both written and spoken English in
social, non-academic and professional contexts; to expand students’ ability to
comprehend, analyze and synthesize authentic texts; to deepen students’ ability
to organize information and produce summaries.
Course Objectives: Students will listen, speak, read and write at a high intermediate level. Students will communicate effectively and appropriately in standard American English.
Student Learning Outcomes: Students will be able to:
o State detailed descriptions of events,
activities and experiences.
o Identify main ideas and details of extended
conversations, lectures and broadcasts.
o Apply linguistic, socio-cultural and other
background knowledge and strategies to understand fully the literal and implied
intent of the speaker.
o Employ clarification strategies.
o Respond timely and appropriately using
present, past and future and modal forms on social, professional and academic
topics.
o Interpret short paragraphs on social,
professional and academic topics.
o Speak so others can understand to recall and
use sufficient wide-ranging vocabulary as well as control of basic grammar and
a variety of sentence types.
o Predict meanings of unfamiliar vocabulary
with contextual clues.
o Identify sequence of events in extensive
readings and lectures.
o Examine and analyze authentic documents to
locate specific detailed information.
o Convey ideas in an essay.
o Identify and modify written work for
structural errors and mechanics, such as spelling, punctuation and
capitalization.
Instructional
Methods: An integrated cumulative skills development methodology increases
language retention and fluency by stimulating students to make meaning from a
new language through active learning activities. Recorded listening passages build on
vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in
small groups on guided, linked activities built around each unit's theme. Instruction will
be supplemented with ESL audio and video material keyed to textbook units.
Learning Activities: lecture listening, note taking, pair work, small group work, practice
grammatical structures in context, application activities with grammatical
structures, creative conversation practice, journals, process writing, peer
review, self-review.
Textbook: NorthStar: Listening & Speaking and Reading & Writing Level IV,
3rd Edition, (or comparable text). (formerly 2nd Edition, NorthStar:
High Intermediate)
501.6 English as a Second
Language Level VI
Prerequisite(s): ESL Placement Test or ESL V.
Course Description: Prepares students to understand and communicate independently in authentic situations. Students apply reading strategies and thinking strategies when reading materials from a variety of sources. Students write and present their ideas with fluency and clarity.
Course Goals: To
enhance students’ ability to comprehend, analyze and respond timely and
appropriately to natural, authentic spoken English in a wide variety of
settings; to broaden students’ spoken English through the employment of
appropriate stress, rhythm and intonation patterns; to enhance students’
ability to comprehend and correctly use grammatical structures in social, non-academic
and professional contexts; to expand students’ ability to comprehend, analyze
and synthesize authentic texts in a wide variety of settings; to deepen
students’ ability to organize information, produce summaries and evaluations;
to increase students’ ability to produce written language for a variety of
settings.
Course Objectives: Students will listen, speak, read, and write using longer compound and complex sentences and more extensive vocabulary than expected of ESL V students. They will apply language skills at a higher level to make predictions, express and defend opinions, summarize information, retell a conversation, and compare and contrast.
Student Learning Outcomes: Students will be able to:
o State detailed descriptions of events,
activities and experiences with both fluency and clarity.
o Identify main ideas, and supporting details of
extended conversations, lectures and broadcasts.
o Employ discourse connectors.
o Use advanced strategies to repair gaps in
understanding, to ask questions to deepen comprehension and to give feedback
appropriate to the situation.
o Respond timely and appropriately using a wide
variety of grammatical structures and vocabulary.
o Interpret readings on social, professional
and non-academic topics.
o Predict content in readings.
o Identify events and activities in extensive
readings and lectures.
o Examine, analyze and synthesize authentic
documents to locate specific detailed information.
o Convey ideas in an organized essay with a
clear thesis, supporting ideas and details.
o Identify and modify written work for
organizational and grammatical errors and mechanics, such as spelling,
punctuation and capitalization.
Instructional Methods: An integrated cumulative skills development methodology increases language retention and fluency by stimulating students to make meaning from a new language through active learning activities. Recorded listening passages build on vocabulary and ideas from background material and exercises. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme. Instruction will be supplemented with ESL audio and video material keyed to textbook units
Learning Activities: lecture listening, note taking, pair work, small group work, practice
grammatical structures in context, application activities with grammatical
structures, creative conversation practice, journals, process writing, peer
review, self-review.
Textbook: NorthStar: Listening & Speaking and Reading & Writing Level V, 3rd Edition, (or comparable text); Longman Dictionary of American English now with Thesaurus, 3rd or later edition, Pearson, 2004 (recommended). (formerly 2nd Edition, NorthStar: Advanced)
TUITION: $480 per 120 hours Certificate: English as a Second Language Level ___
Prerequisite(s)/Co-requisite: ESL
Placement Test, English 501.5 or equivalent
Course
Description: Business
English teaches English language skills designed to help students communicate
more successfully in a business and real world environment. The course emphasizes writing as a process of
development that includes drafting, writing, editing, and reading that conveys
the writer’s intentions clearly and correctly.
Course Goals: To broaden students’ ability to communicate clearly
and fluently in a professional setting; to broaden students’ spoken English
through the employment of appropriate stress, rhythm and intonation patterns;
to enhance students’ ability to comprehend and correctly use grammatical
structures appropriate in professional contexts; to expand students’ ability to
comprehend, analyze and synthesize workplace related texts; to increase
students’ ability to produce written documents required in a professional
setting.
Course Objectives: Students will read intensively and write extensively. Students will develop vocabulary and clear pronunciation needed for a professional business setting.
Student Learning Outcomes: Students will be able to:
Instructional Methods: Students develop reading and writing skills from an integrated cumulative skills approach that increases language retention and fluency by stimulating students to create meaning in a new language through active learning activities. Longer reading passages and recorded listening passages, and videos build on vocabulary and ideas from background material and exercises. Students are guided through the writing process, followed by practice in context activities that allow them to apply each new writing concept to their own writing. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.
Learning
Activities: lecture listening, note taking, pair work, small group work, practice
grammatical structures in context, application activities with grammatical
structures, creative conversation practice, journals, process writing, peer
review, self-review.
Textbooks: NorthStar:
TUITION: $480 Certificate: Business English
Prerequisite(s)/Co-requisite: Placement Test, English 501.6 (level VI) or equivalent.
Course
Description: Advanced
Course Goals: To broaden students’ ability to communicate clearly and fluently in a non-academic
or professional setting; to broaden students’ spoken English through the
employment of appropriate stress, rhythm and intonation patterns; to enhance
students’ ability to comprehend and correctly use grammatical structures
appropriate in non-academic and professional contexts; to expand students’
ability to comprehend, analyze and synthesize non-academic and professional
texts; to increase students’ ability to produce written documents required in a
non-academic and professional setting.
Course Objectives: Students will read intensively and write extensively to develop rhetorical patterns necessary for successful non-academic study. Students will give oral presentations that are organized and fluent.
Student Learning Outcomes: Students will be able to:
Instructional Methods: Students develop language skills from an integrated cumulative skills approach that increases retention and fluency by stimulating them to create meaning in a new language. Longer reading passages, recorded listening passages, and videos build on vocabulary and ideas from background material and exercises. Students are guided through the writing process, followed by practice in context activities to apply each new writing concept to their own writing. Students work individually, in pairs, and in small groups on guided, linked activities built around each unit's theme.
Learning
Activities: Note taking, pair work,
small group work, practice grammatical structures in context, application
activities with grammatical structures, creative conversation practice,
journals, process writing, peer review, self-review.
Textbooks: NorthStar
5 Reading and Writing Level 5, 3rd ed., Pearson Education, 2009 (or comparable text); Longman Dictionary of American English now with
Thesaurus, 3rd or later
edition, Pearson, 2004 (recommended).
TUITION: $480 Certificate: Advanced Reading & Writing
PREREQUISITE: None
COURSE DESCRIPTION: This course is designed to help students
prepare for the language arts and subject areas GED Tests of the State of
OBJECTIVES: By the end of
the course, students will have:
·
studied GED's
blend of power and time testing;
·
practiced pacing
themselves in response to test questions;
·
practiced the
skills levels tested by the language arts writing test, including the essay
component; and
·
reviewed and
practiced the skills levels tested by the social studies, science, language
arts (reading and literary), and mathematics tests
TUITION:
$480 Certificate: High School Equivalency Diploma Preparation
PREREQUISITE: Placement
Test
COURSE DESCRIPTION: this course is designed to provide the
foundation for GED preparation in the areas of Language Arts:
OBJECTIVES: By the end of
the course, students will have:
TUITION:
$320 Certificate: Pre-GED Foundation for GED Preparation
PREREQUISITE: English
501, Level VI, or equivalent.
COURSE DESCRIPTION: The course is designed to help prepare advanced
ESL students for the TOEFL (Test of English as a Foreign Language) through the
application of advanced integrated English language skills tested by the
NextGeneration iBT.. This course is not
designed or intended to prepare students for college-level, academic work.
OBJECTIVES: The course has
three objectives:
1. To strengthen language skills covered by the
TOEFL exam. These skills include
listening, reading, structure/written expression, and writing.
2. To provide understanding of and experience with test-taking
strategies specific to the TOEFL.
3.
To provide practice
test taking related to the specific language skills tested by TOEFL.
TUITION: $320
Certificate: TOEFL
Examination Preparation
PREREQUISITE: None.
COURSE DESCRIPTION: This course is an introduction to
Microsoft Access. It focuses on skills needed by beginning
Access users. Students learn databases,
in general, and Access, in particular; when completing exercises; and when asking questions and finding answers
to Access related topics.
OBJECTIVES: By the end
of the course, students will be able to:
·
discuss
and describe aspects of Access;
·
complete
textbook practice exercises;
·
use
Access applications to organize and present information;
·
create a basic
Access database;
·
apply
Access to real world situations;
·
navigate
toolbars and use menus to customize Access; and
·
use
other Access features.
TUITION: $320 Certificate: Database Management
PREREQUISITE: None
COURSE DESCRIPTION: this course
introduces students to Windows concepts, features, functions, and applications.
OBJECTIVES: By the end of the course, students will be able:
·
use the basic
features of the Windows operating system;
·
navigate
toolbars and use menus to customize Windows; and
·
use
other Windows features.
TUITION: $320 Certificate:
Using Microsoft Windows
PREREQUISITE: None
COURSE DESCRIPTION: this course
introduces students to spreadsheet concepts, features, functions, and
applications using Excel.
OBJECTIVES: By the end of the course, students will be able to:
·
use
spreadsheets, in general, and about Excel, in particualr;
·
understand
how Excel can be applied to real world situations;
·
navigate
toolbars and use menus to customize Excel; and
·
use
other Excel features.
TUITION: $320 Certificate: Using Excel for Windows
PREREQUISITE: None
TEXTBOOK: Searching & Researching, 5th Edition,
Hartman, Ackerman, 2010 (or equivalent)
COURSE DESCRIPTION: this course introduces students to the
structure of the Internet and provides direction and practice in using the
Internet correctly to obtain valid information for personal, for business, and non-academic
use. The course emphasizes good searching skills
and includes practice in developing a personal web page.
OBJECTIVES: By the end of the course, students should be able to:
·
understand the
basics of Internet searching that produces valid information for personal,
for business, and for non-academic use;
·
create
a personal web page; and
·
use
other World Wide Web features.
TUITION: $320 Certificate:
Using the Internet
PREREQUISITE: None
COURSE DESCRIPTION: this course
introduces students to Access concepts, features, functions, and database
applications.
OBJECTIVES: By the end of the course, students will be able to:
·
use the content
of Access database elements
·
create a basic
Access database;
·
applyAccess
to real world situations;
·
navigate
toolbars and use menus to customize Access; and
·
use
other Access features.
TUITION: $320 Certificate:
Using Microsoft Access
PREREQUISITE: None
Textbook: Microsoft Office 2008
by S. Schwartz, Peachpit
Press, 2008 (or comparable text).
COURSE DESCRIPTION: this course introduces students to
PowerPoint multi-media concepts, features, functions, and applications.
OBJECTIVES: By the end of the course, students will be able to:
·
perform
textbook practice exercises;
·
use
PowerPoint applications to organize and present information in response to
specific situations;
·
understand the
basics of creating a PowerPoint presentation;
·
apply
PowerPoint to real world situations;
·
use
navigation toolbars and menus to customize PowerPoint; and
·
employ
other other PowerPoint features.
TUITION: $320 Certificate:
Using Microsoft PowerPoint
PREREQUISITE: None
COURSE DESCRIPTION: this course introduces students to
computerized concepts, features, functions, and applications using
PhotoShop.
OBJECTIVES: By the end of the course, students will be able to:
·
complete
textbook exercises;
·
use
Photoshop applications to design, develop, and customize images;
·
employ the basics
of creating Photoshop images from sources;
·
apply
Photoshop to real world situations;
·
navigate
toolbars and use menus to customize Photoshop; and
·
use
other Photoshop features.
TUITION: $640 Certificate: Using Adobe Photoshop
PREREQUISITES: 235 Using
Microsoft Word, 955 Using the Internet, and 950 Using Microsoft Excel or
960 Using Microsoft Access or the equivalents
COURSE DESCRIPTION: this course introduces students to web
page development concepts, features, functions, and applications using
FrontPage.
OBJECTIVES: By the end of the course, students will be able to :
·
create
a web page creation with FrontPage;
·
complete
textbook exercises;
·
use
FrontPage to create and publish web pages in response to specific situations;
·
navigate
toolbars and use menus to customize FrontPage; and
·
use
other FrontPage features.
TUITION: $640 Certificate:
Using Microsoft FrontPage
Prerequisite(s): None
Textbooks: The Little MAC Book: Snow Leopard Edition by R. Williams, Peachpit Press, 2010 (or comparable text).
Other Instructional Material: Apple’s on-line tutorials at: http://www.apple.com/support/mac101/
Course
Description:
this course will introduce new computer users (or those needing a
refresher course) to the Mac OS X operating system and Mac computers.
Objectives:
By the end of the course, students should be able to
TUITION: $320 Certificate: Introduction to the MAC
Prerequisite(s): Familiarity with Windows operating system.
Textbooks: The Little MAC Book: Snow
Leopard Edition by Robin Williams, Peachpit Press, 2010 (or comparable text).
Course Description: this course helps students transition from a Windows PC to a Mac OS environment.
Objectives: By the end
of the course, students will be able to:
·
use
the Apple Macintosh support site to use Mac computers effectively and
efficiently;
·
complete
practice exercises;
·
employ the basics
of Macintosh’s operating system;
·
use
navigation toolbars and menus to customize the Mac; and
·
use
other Mac features.
TUITION: $320
Certificate: Switching to the MAC
Prerequisite(s): None
Textbooks: iMovie’09
& iDVD: Portable Genius, Guy Hart-Davis: Wiley Publishing, 2009 (or recent edition).
Other Instructional
Aids: Apple’s on-line tutorials, iMovie and iDVD, http://www.apple.com/ilife/imovie,
http://www.apple.com/ilife/iphoto.
Course Description: this course introduces students to Apple iMovie. Students will learn how to create movies on
the computer using a variety of media and to output their movies to a file or
disk, send them via e-mail, or post them to a web site.
Objectives: By the end of the course, students will be able to:
·
complete textbook exercises;
·
use iMovie applications to design, develop, and customize video compositions;
·
gather video assets; trim and organize them; garnish them with title
tracks, special effects, and transitions;
·
use iMovie to create stand-alone movies; and
·
output their created videos to file or disk, e-mail, or the Web.
TUITION: $320 Certificate: Using Apple iMovie
The Institute welcomes
applications from individuals seriously interested in acquiring the knowledge
and skills necessary for entry-level employment. Applicants are accepted without regard to
race, color, national origin, creed, sex, or physical handicaps.
Applicants for admission
to programs must have a high school diploma or equivalency and be beyond the
age of compulsory schooling.
Applicants for admission to individual courses need
not be high school graduates.
The Institute does not engage the services of outside
recruiters or agents. All students or
their family or a friend must contact the Institute directly in order to
receive firsthand orientation on important policies and procedures. No person or persons have been authorized to
represent the Institute off site.
Applicants may complete
the Institute's "Application For Admission" and return it to the
school or avail themselves of the Institute's "one-step, on-the-spot"
Admissions process. In the case of the
"one-step, on-the-spot" Admissions process, the student provides all
needed eligibility information in person to a Faculty Student-Services
Associate immediately prior to enrollment.
An interview is conducted. The purpose of the interview is to explore
the applicant's career goals and abilities as they relate to the Institute's
programs and courses.
Arrangements will be
jointly made by the applicant and the Institute to forward to the Institute the
applicant's official high school transcript of grades. The Institute provides a release form for
this purpose. For high school graduates or those with high school
equivalency, the institution shall have on file evidence that the student has
received a high school diploma or its equivalent. A signed statement by the
student is acceptable documentation.
Upon acceptance and in
accordance with New York State Education Department Regulations, the applicant
and Institute complete an "Enrollment Agreement." The Agreement specifies all costs, payment
methods, and programs of instruction.
Although a personal
interview is required of all applicants, out-of-town or foreign students who
register by mail and meet other requirements may schedule the interview upon
their arrival in
Required courses may be
waived for students who can demonstrate proficiency in the competencies taught
in those courses, based on OBJECTIVE performance criteria. Documentation of how students demonstrate
proficiency in competencies is maintained in the student's file.
A student given advanced
standing must complete the total approved hours for the program unless an
amended enrollment agreement is signed for the remaining hours.
In TAP approved programs, students given
advanced standing must be enrolled for a minimum of 1440 hours in total at a
minimum rate of 24 hours per week.
Advanced standing does not imply "transfer hours" which are
defined below.
Students who request
transfer of hours are required to present transcripts of previous studies for
evaluation. A transfer of hours may be
granted for hours completed in an approved course or program from another
licensed or registered school or a registered program at a degree granting
institution or in recognized post-secondary institutions, at the discretion of
the President or his designee, after an evaluation of the student's transcript.
A student given transfer
of hours has only to complete the number of approved instructional hours for
the program minus the number of transfer hours granted by the Institute.
The President or his
designee reserves the right to test students before a final determination is made. Tuition adjustments will be made as required.
The following guidance is provided in a
Department of Justice memorandum:
"The
prohibition against beginning a course of study prior to obtaining Service
approval of a change of nonimmigrant status request is limited to B-1 or B-2
nonimmigrants. The term ."course of study;' implies a focused program of
classes, such as a full-time course load leading to a degree or, in the case of
a vocational student, some type of certification. Casual, short-term classes that are not the primary
purpose of the alien's presence in the
The Institute is
authorized under federal law to enroll non-immigrant foreign students. A foreign student may register by mail or
through a relative or friend in the
·
a copy of the passport
page (or national identity document) which shows student's full name, birth
date, country of birth and citizenship
·
address in the
·
permanent address
abroad
·
duration of
initial session course of study desired
·
information showing
the student's means of support for an academic term.
·
payment of the
required tuition deposit.
(This amount is deducted from the total tuition for the course selected.)
·
certificate or
transcript from the last school attended. Transcripts and certificates are not returned.
The Institute will
complete the form I-20 (Certificate of Eligibility) and send it to the student
for presentation to the proper consular officials. Upon providing this information, the student
will receive a copy of the Enrollment Agreement for his/her signature. A copy of the Enrollment Agreement is retained
by the Institute.
Pay-As-You-Learn Plan. The Institute
seeks to make its courses and programs of study affordable to the greatest
number of students. In certain
circumstances, a Tuition Payment Plan makes it possible for students to
"pay as they attend" without interest charges.
Other Agencies. The
Spanish-American Institute has also accepted students through the Office of
Vocational Educational Services for Individuals with Disabilities (VESID), WIN,
Manpower, the Commission for the Visually Handicapped, TRA, and the Social
Security Administration.
Federal Pell Grants. Pell grants
are awards to help students who qualify pay for their education. These grants provide a foundation of
financial aid, which may be added to aid from other Federal and non-Federal
sources. All
PELL Grants are paid to
eligible students at the Institute twice per award year via credit to their
tuition accounts and to book accounts with prior permission of the
student. Continued eligibility is
contingent on maintaining satisfactory academic progress and on availability of
federal funds.
Applications are
available through the Institute's Financial Aid office, high school guidance
offices, public libraries, or by writing directly to Federal Student Aid
Programs,
Federal Loans. Federal loans
are low-interest loans to help students pay for their education. The Institute does not currently participate
in the Federal Stafford Loan Program (formerly the Guaranteed Student Loan
(GSL)) and Federal Parent Loan for Undergraduate Students (PLUS) or Federal
Supplemental Loans for Students (SLS) programs.
A loan is a serious responsibility.
All loans must be repaid. Each student should borrow only the amount
needed to meet educational expenses. It
is strongly advised that students do not take on financial obligations that
they might not be able to meet. Before
taking out a loan, students should ask if they have taken advantage of all
other federal and state aid programs for which they might qualify.
Additional
Information. Additional information is available through
the Institute's Financial Aid Office, in the Institute's Resource Centers, or
by contacting the New York State Higher Education Services Corporation: www.hesc.state.ny.us.
Students may seek
assistance in obtaining financial aid information from members of the
Institute's administration and staff in the Institute's student administrative
offices.
Financial Aid
Applications may be obtained through the financial aid office.
Eligibility is determined
based on an approved needs analysis system which determines an amount the
family can contribute towards the applicant's cost of attendance. Aid amounts are approved based on the
student's need.
The Institute receives
aid funds directly. The Institute
credits tuition due and, if applicable, returns funds to the student for
non-direct educational expenses.
Average Cost of
Attendance. The following represents the average cost for
a student to attend the Institute for one academic year.
EXPENSE ITEMS |
Commuting from parents home No dependents |
All others |
Tuition & Fees |
$5,450 |
$5,450 |
Books & Supplies |
600 |
600 |
Room & Board |
1,500 |
4,331 |
Personal Expenses |
1,625 |
2,444 |
Transportation |
546 |
546 |
TOTAL |
$9,721 |
$13,371 |
Tap students may be
granted a waiver of "good academic standing" standards. The waiver is
not automatic. The waiver is granted
only by the President or his designee under the following conditions, if it is
determined that there is a reasonable expectation that the student will meet
future requirements, if said waiver is in the student's best interest, and if:
·
the waiver is
discussed with the student and signed agreement obtained;
·
the reason for
student's failure to meet requirements is assessed & evaluated;
·
a complete
written record of waiver, evaluation findings, and determination becomes a part
of the student's record; and
·
only one waiver
may be granted to a student who received a first award in 1981-1982 or after.
The Institute adheres to the refund policy on the Enrollment Agreement
given to students at registration. It
reads as follows:
I. AFTER SIGNING THIS AGREEMENT BUT BEFORE STARTING CLASS THE SCHOOL
KEEPS: the non-refundable registration fee.
THE LESSER OF 10% of tuition or ONE HUNDRED DOLLARS ($100) per course or
program. (Registration fee is additional
to tuition but is deducted from last payment.)
II. AFTER STARTING CLASSES THE
SCHOOL KEEPS:
A. The non-refundable registration fee (THE LESSES of 10% of tuition
PER COURSE or Program) or ONE HUNDRED DOLLAR ($100) registration fee per course
or program PLUS
the stated cost of such textbooks, tools, materials, supplies, etc. as have
been issued by the school and accepted by the student, PLUS: The school keeps
tuition
1. FOR QUARTER ENROLLMENTS
(all courses): If termination occurs
week #
1st Quarter of 1st
Enrollment |
Quarter 1 or 2 * of
subsequent enrollments |
subsequent Quarters |
|
week 1 |
0% |
0% |
25% |
week 2 |
20% |
25% |
50% |
week 3 |
30% |
50% |
|