(903) 892-2020

Admissions

Statement of Non-Discrimination and Affirmation of Diversity

Western Institute for Social Research admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, religion, national or ethnic origin, gender, sexual orientation, or disability in the admissions or in the administration of its educational policies, scholarships and loan programs and all other school administered programs. In addition, WISR seeks actively to build a multiracial, multicultural learning and teaching community, in which the central values are built on the worth and distinctiveness of each person’s background, going beyond our differences to celebrate qualities and needs that we all share as humans. WISR actively encourages interested members of ethnic and racial minority groups, women, and other underserved persons to discover whether its programs and methods fit their special, personal and community interests and goals.

Admission

Entering BS students must demonstrate the maturity and ability to pursue undergraduate studies.  At this time, students may receive  a maximum of 105 of the required 120 semester units while enrolled at WISR.  Students are able to pursue coursework in other institutions, concurrently. At least 15 semester units must be completed in other institutions and/or by passing CLEP exams, including 15 semester units of general education coursework–at least 6 semester units in each of the following: natural sciences and humanities/arts, and 3 semester units in quantitative reasoning or math. When students are pursuing coursework elsewhere, concurrently while enrolled at WISR, WISR faculty will provide instruction to these students that may also support and assist them in their studies at those institutions.

For admission to a Master of Science program, a Bachelor’s degree is required, and for admission to study for the Ed.D., each student must have a Master’s degree.*

*Academic credit earned from unaccredited institutions, including California licensed institutions, and foreign institutions, will be evaluated on a case by case basis, to determine if the quality of student work is comparable to that of students in many accredited institutions. Specifically, the student may submit evidence of the quality of their previous academic study (e.g., copies of papers or recommendations from academicians who hold accredited doctoral degrees, or evidence of the consistency and quality of the work done by students from the particular unaccredited institution).  Such applicants may also submit professional or scholarly papers or projects that they have produced–which suggest that their previous study was at the level expected of accredited programs. The Chief Academic Officer (currently, WISR’s President) will evaluate this evidence, in consultation with a subcommittee of WISR’s faculty, or in some cases, by consulting with an admissions officer or knowledgeable academic official at an accredited institution of higher learning. For the Bachelor’s degree, WISR’s natural science and humanities breadth requirements may be met by previous academic work at other institutions when the student has had at least eight (8) semester units in either one or both of these areas of study. WISR will also consider for credit course challenge examination results from such nationally recognized standardized tests as the CLEP tests. A maximum of 90 semester units may be transferred.

All admissions to study at WISR are made on the basis of intensive conversations with applicants about their goals, interests, and backgrounds, and applicants are told about the kinds of learning and action that are involved in studying with us. Initial discussions may be informal. WISR is interested in working with students who find a common bond with the Institute’s stated philosophy and goals. WISR also seeks students who want a flexible program, tailored to their individual needs, but who also want discipline and rigor in their studies. These and other issues are discussed frankly and openly with each serious applicant, and students’ intelligent self-selection to study at WISR is very deliberately emphasized. Many tentatively interested inquirers are discouraged from formally applying if their specific interests, personal maturity, or resources of time and money do not promise success in study here.

In particular, each applicant must discuss her or his background and objectives with a core faculty member, usually WISR’s President. Interested persons are routinely encouraged to visit WISR seminars and to talk with other faculty, students, and Board members of WISR, to gain several perspectives on study at WISR and a sense of the learning community that they may be joining. In practice, an informed self-selection process typically takes place, so long as the student possesses the required previous academic work, completes the needed application paperwork, has access to and ability to use the internet and email, and has no language barriers. 

Limitations on Enrollment of Out of State Students

Since the State of California is the only state in the US that has not signed the National Council for State Authorization Reciprocity Agreements ( go to http://nc-sara.org/ for more details), WISR cannot offer its distance learning programs to students living in most other states of the US.  There are a few states whose residents may enroll at WISR, since WISR does not have a physical presence in those states and does not advertise in those states. Because of our small size, it is not economically feasible for WISR to seek the necessary state authorization from each state in which a prospective student resides. Those from other states who are interested in enrolling at WISR should contact us to find out if their state is one of the states for which WISR would be allowed to provide distance education to students. Those from other states who wish to do studies at WISR on site, in the Bay Area, rather than from a distance, are welcome to explore this option as well. WISR is able to entertain inquiries from prospective students living in other countries, since this interstate reciprocity agreement does not apply to students from other countries. 

Disclosures and Requirements for WISR Students—regarding Online and Distance Learning . . . (June, 2018)

  1. A WISR faculty member will confer with each enrolling student to discuss the first steps and activities in their learning at WISR, whether the student is living at a distance from WISR, or not, within 7 days of the student’s date of enrollment. WISR uses a combination of online learning—through a Learning Management System (Google Education Suite)—and real time interaction between students and faculty, and among students. The real time interaction may be on site at WISR, by phone or by internet. All WISR seminars are offered by video/audio conference (accessed by either phone or internet), and most are simultaneously on site. At the moment, we use Zoom’s conference services. In addition, most seminars are recorded and available later, online, through WISR’s Google Education Suite.
  2. When first enrolling students, must verify their identity by showing an official ID with a photo (e.g., passport or driver’s license) and having a WISR official check their identity either in person or by video conference.
  3. WISR protects students privacy and students will be updated annually on WISR’s policies. WISR complies with FERPA (Family Educational Rights and Privacy Act) regulations, and we are currently in the initial stages of taking steps toward complying with the more stringent requirements of European Union’s GDPR laws (General Data Protection Regulation).
  4. For students learning at a distance and those residing locally, instruction centers on real time interaction between students and faculty—either face to face or by phone conference (the latter is used with local students from time to time as well as with students studying at a distance). Instruction is further aided asynchronous learning–by the use of online courses, especially through Google Education Suite, as well as sometimes by e-mail of communications, drafts of papers, and comments on drafts between students and faculty. All WISR students are required to obtain a wisr.edu email address, and they will be shown how to have those emails forwarded to the current, primary email address. Exceptions may sometimes be made for students only taking one course or several courses, rather than an entire degree program.
  5. All WISR students must have regular access to reliable internet services, and must have access to a computer with a web cam—this is required for video conferences during oral exams at the end of each course, and on two or three other occasions during each student’s pursuit of a WISR degree. WISR seminars are conducted on site and be video conference, although students may in some cases access these seminars by phone rather than internet/video conference. Head sets for participating in video conferences may improve the quality of the audio, but are not necessarily required.
  6. Students are responsible to back up drafts of their papers, and especially of theses and dissertations—either on a thumb drive and/or through some cloud storage service or Google Drive available with their wisr.edu email address. No student wants to write several pages of work, much less dozens or hundreds of pages, and lose their writing if their computer crashes. It does happen!
  7. Students are required to respond to two to four annual surveys from WISR—this is important part of WISR’s ongoing commitment to improving our curriculum and instruction and to sustaining WISR as a quality and valuable institution of higher learning. Usually, there will be at least two surveys during the summer—one to evaluate WISR faculty and their teaching performance, and another to evaluate WISR’s contributions to each student’s learning and to elicit suggestions for improvement. Sometimes, there will be one or two other surveys each year—for example, as part of WISR’s Strategic Planning Process. Students may count the time spent responding to surveys as part of their required hours of collaboration for WISR courses.
  8. As stated in WISR’s enrollment agreement, a Full Refund may be obtained by withdrawing within 7 days of the beginning of an enrollment agreement, or at the student’s first meeting with a WISR faculty person to plan and begin their studies for their educational program, whichever is later. Since all students meet with a faculty member within 7 days, they will still have the 7-day period in which to cancel and receive a full refund.
  9. Faculty feed-back to students learning at a distance and submitting drafts for comment follows principles of diligent reading of student drafts and papers and responding thoughtfully in a timely fashion. Faculty make every effort to give students rapid feedback on drafts of papers and theses. Typically, faculty give students feedback on papers and other drafts that are 20 pages or less, within 7 to 10 days. Faculty may need as much as three to four weeks to read and give feedback on longer papers, and especially on drafts of theses and dissertations. Faculty are available to set up hour-long conferences with students, either face-to-face, or by phone once every week or two, as needed by students. Generally, it is best to set up appointments a week in advance, so students can coordinate their own schedules of availability with the openings in the faculty member’s schedule.
  10. All WISR students are expected to have a high degree of self-motivation and capability for self-directed learning and are expected to contact faculty for support and assistance, whenever they feel they need it.
  11. Students have access to the online database paid or by WISR, by going to https://www.lirn.net/databases and entering the password 58879. By the terms of our agreement with LIRN you cannot share this information with anyone outside of WISR.

In addition, by signing this document, the student agrees to respect all copyright laws, which includes, but is not limited to the following considerations:

  • None of the content shared in WISR’s online courses may not be shared with anyone other than students and faculty at WISR, unless it is explicitly stated that it can be shared under open access, Creative Commons licensing.
  • When using resources from LIRN, from ScribD, online data bases accessed through professional association memberships or library card/memberships, students may not copy and share any of those materials, unless explicitly stated as open access under Creative Commons licensing.
  • When writing papers, or making posts on the online forum, students are to cite and reference their sources. For assistance in using the proper format, consult Easy Bib (easybib.com)
  • Students having any questions about copyright issues and the sharing of articles and/or videos, should contact WISR’s librarian (roberson@wisr.edu), WISR’s CEO (john.bilorusky@wisr.edu) , or another faculty member for guidance.
  1. WISR students are expected to collaborate with other students at WISR, and these expectations and requirements are outlined in each course.
  2. Students should expect to spend about $50 to $100 on books (or e-books) for each course. In addition, all students are required to:
  • purchase and maintain a monthly membership in ScribD (access to many required readings—books and articles, for $9/month.  www.scribd.com),
  • purchase a membership in a major professional association such as the California Association of Marriage and Family Therapists (www.camft.org), American Educational Research Association, or American Sociological Association. (These fees are typically less than $150/year.) Depending on the student’s interests, faculty may approve a membership in another association, instead.  All MFTs students must obtain a membership in CAMFT, because, among other things, this provides access to psychology journals through the EBSCO library online data base.
  • if a California resident, the student must obtain a free library card (but requires a visit on site) to either the San Francisco or Los Angeles Public Library.  This card entitled the holder to access to important added online library data bases (off site, need not be at the library), as well as, to thousands of films and videos available through Kanopy (www.kanopy.com), and some of these films are required viewing for many WISR courses. WISR will provide other access to limited number of Kanopy films, but at least to those that are required, to students who are not California residents, if the student is not able to obtain access through another library.
  1. WISR graduate students must pay WISR a thesis/dissertation review fee when they get to this last stage of their studies. WISR uses this fee to pay for an outside reviewer, who is expert in the area of the student’s thesis or dissertation, to help guide the student with WISR faculty, and to read and comment on the student’s draft(s). The fee is $150 for Masters students and $250 for Doctoral students.

[Upon Enrollment, students will sign that they are aware of the above stated disclosures and requirements as well as #14 and #15 below]

  1. By signing this, the student states that she or he understands that WISR provides no English language services for those for whom English is their second language, and by signing this, the student affirms that “I am stating that I am fluent in reading, speaking and writing in the English language.” [Students who do not have a previous college degree from an institution in which English was the primary language of instruction must take and pass a TOEFL exam.]
  2. By signing this, the student attests that he or she has read the WISR catalog and/or the information on the website.

I have read, the above, and understand the terms, conditions and expectations of students for learning at WISR.

 

Calendar and Enrollment

WISR’s fiscal year begins on July 1. Programs continue year-round, although seminar activity is usually less in the summer. Students may apply, be admitted, and begin study in any month of the year, and may complete their programs in any month.

40th Anniversary w-out 2015

State Regulations Requiring WISR and All Approved Schools to Obtain Accreditation by July 2020

§71775.5. Pre-enrollment Disclosure; Notice to Prospective Degree Program

Students; Institutions with Existing Approvals to Operate.
(a), An approved unaccredited institution enrolling a student in a degree program shall, prior to execution of an enrollment agreement, provide the student with the following notice, which shall be in at least 12-point type in the same font as the enrollment agreement:
Notice to Prospective Degree Program Students

This institution is approved by the Bureau for Private Postsecondary Education to offer degree programs. To continue to offer degree programs, this institution must meet the following requirements:
• Become institutionally accredited by an accrediting agency recognized by the United States Department of Education, with the scope of the accreditation covering at least one degree program.
• Achieve accreditation candidacy or pre-accreditation, as defined in regulations, by July 1, 2017, and full accreditation by July 1, 2020.
If this institution stops pursuing accreditation, the following will happen:
• The institution must stop all enrollment in its degree programs, and
• Provide a teach-out to finish the educational program or provide a refund.
An institution that fails to comply with accreditation requirements by the required dates shall have its approval to offer degree programs automatically suspended.
Institutional Representative Initials: __________ Student Initials: __________13
Date: ___________ Date: ___________”
(b) The student and an institutional representative shall initial and date the notice prior to executing an enrollment agreement. An initialed copy of the notice shall be given to the student and the original shall be retained in the enrolled student’s records.
(c) The notice shall also be posted immediately adjacent to wherever an institution’s degree granting programs are described and shall include, at a minimum, the following locations:
(1) The institution’s catalog.
(2) The institution’s website.
(3) The institution’s degree program brochures.
(d) This section shall remain in effect until July 1, 2021, and as of that date is repealed.
NOTE: Authority cited: Sections 94803, 94877, 94885 and 94885.1, Education Code. Reference:
Sections 94885, 94885.1, 94897, 94900, 94900.5, 94909, 94927.5 and 94932 Education Code.

What does this mean for WISR and for WISR students?

      Prior to this new law and regulation, WISR had already decided to pursue national accreditation (see below)

With all accreditation efforts, there can never be a guarantee that an institution will be successful.  The information here is to provide updates on the concerted efforts and steps that we at WISR are taking to achieve national accreditation by 2020, and hopefully a bit before then. For legal and ethical reasons we cannot promise that we will obtain accreditation, but we will be transparent in disclosing our progress—to the State of California as required by law, and to students, prospective students and interested members of the general public, as well, because such disclosures to the State must be made public.

 WISR Board, faculty, alumni and students are strongly committed to obtaining accreditation, and will keep students, prospective students and the State informed of our progress (see update below). If WISR does not obtain accreditation by July 2020, WISR faculty will do a teach out with all WISR students, and those students will be able to receive an academic degree that is fully approved by the State of California.

Update on WISR’s steps in our progress toward National Accreditation, as of May 2017:

Prior to the creation of this new State regulation, WISR’s Board decided in early 2014 that WISR should pursue national accreditation from a national accrediting agency, the Accrediting Council of Independent Colleges and Schools (ACICS), which is recognized by the US Department of Education and by the Council on Higher Education Accreditation (CHEA). In June 2014, WISR was visited by the senior staff person of that agency, who is in charge of their accreditation process, and following that visit, the accreditation representative shared observations and suggestions with Dr. John Bilorusky, WISR President.  Following this conversation, WISR faculty and Board made a decision that WISR should pursue further the next steps involved in seeking accreditation from that agency.  In October 2014, Dr. John Bilorusky, attended the initial, and required, accreditation workshop for CEOs of institutions seeking accreditation from that agency.

Since July 2014, WISR’s Board, faculty, students and alumni have been taking a number of steps as part of the accreditation process . . . As of June 2016 . .

1)         In Spring 2016, ACICS formally invited WISR to submit formal application for accreditation.  WISR did this by submitting our initial application fee to ACICS, the required information and paperwork about our institutional enrollment and status, and recent audit of our financials by a CPA.

2)         We retained the services of a CPA who completed an audit of the most recent fiscal years ending in June 2015, June 2016 (and soon June 2017 as well), and the 2015 audit was submitted to and approved by the national accrediting agency, ACICS, as one step in our process toward seeking accreditation with ACICS.

3)         Our fund-raising campaign to raise the monies associated with ACICS fees, library improvements, audit fees, and other costs associated with institutional improvements is going very well.  So far, alumni, Board, faculty, students and friends of WISR have contributed over $50,000 and we have pledges for additional donations in the coming months.

4)         Board and faculty are now engaged in a series of planning and institutional development discussion and initiatives, and we are involving a number of alumni, students and friends of WISR as well.

5)         In particular, faculty are meeting on a monthly basis as a group, and there are subcommittees taking on various tasks, including the development of a career information and resource center, and the review and refinement of the curriculum and requirements for each degree program.  WISR faculty are reviewing the details of WISR curriculum, with a view to adding some structure to each course syllabus in compliance with ACICS’ requirements, while also preserving WISR’s important emphasis on enabling each student to personalize his or her studies within the framework of WISR’s broad academic requirements and stated learning goals and objectives for each program and course of study.

6)         In Spring 2016, we began the data gathering and self-study required by ACICS, including work on the Campus Accountability Report (CAR) and the Campus Effectiveness Plan (CEP).

Based on this self-study and the ongoing dialogue over the past year, among faculty, Board, students and alumni, we have identified: 1) areas of strength at WISR that must be sustained; 2) areas of needed improvement; 3) a high level of satisfaction by students and alumni, as well as by coworkers and employers of students and alumni—in terms of WISR’s contributions to student learning. Further, we have developed a plan and a timetable for making concerted and continued progress in working on the areas of needed improvement, including budgetary projections that will support the accomplishment of these improvements, and that will sustain WISR as a vital, high quality institution of higher learning for many, many years into the future.

7)         We have added to and strengthened our program of faculty development—to support WISR faculty in their roles as professionals, as mentors at WISR, and as academicians.  As part of this, faculty receive monthly recommendations of useful articles to read, and their regular discussions and presentations during and outside of faculty meetings to support faculty development.

8)         Our three-day annual conference, held at the end of October 2016, devoted about 50 percent of the conference sessions to dialogues and institutional planning in support of our accreditation efforts.   This helped to engage a number of students and alumni in working with faculty and Board on our accreditation process.

9)         We have begun instituting with all WISR faculty the formulation of annual self-development plans.

10)       We have added several new faculty with extensive previous professional and academic experience, all of whom have earned accredited doctorates.  These faculty are making important contributions to our MS in Psychology program and to our EdD program, in particular.

11)       We have received approval from the State of California oversight agency (BPPE) to consolidating some of our degree programs—in particular, we are now offering only one Bachelor’s degree—a BS in Community Leadership and Justice (instead of three Bachelor’s degrees), and we are only offering two Master’s degrees (instead of five)—an MS in Education and Community Leadership, and an MS in Psychology, Marriage and Family Therapy (leading toward the State’s Marriage and Family Therapy License and concurrently toward the new Licensed Professional Clinical Counselor License).  Note that we took your advice to change the degrees from BA and MA to BS and MS, to more clearly communicate our emphasis on professional education and preparation.  These changes have been considered “non-substantive” by the State. Those students currently in the discontinued degree programs, BA in Psychology and MA in Psychology (not leading to the State counseling licenses) are of course covered and grandparented in, and allowed to finish the degrees they started unless they choose out of a preference to switch to one of the new degree programs. Our State Reapproval has been extended for five years through 2022.

12)       We have identified a friend of WISR, Cynthia Roberson, who just received her Master’s in Library and Information Sciences from San Jose State University.  She is the daughter of one of our doctoral alumni, and she has assumed a number of major duties for us, including: helping WISR faculty and students to identify and access a greater range of online databases, making herself available to students and faculty to do reference interviews (to assess learner needs for library resources and to help them in obtaining needed resources), and quite significantly, to set up and begin a systematic cataloging of the books in our library.  In this regard, she is guiding us and taking a coordinative role at WISR: in selecting and purchasing online database management services for cataloging and maintaining our library, in training volunteers who will participate in the actual cataloging and database computer entries, and in organizing a meaningful system for cataloging the books and journals in our library.  We have also successfully enlisted the interest and support, as an informal consultant, of the head librarian of the social research library at the University of California at Berkeley, Susan Edwards.  We are aiming to complete the cataloging of the books and journals in our library by the end of 2015, or very soon thereafter.  We are buying a copy for the reserve section of our library of most books that are required or recommended for reading by WISR students, in each degree program.  As of July 1, 2015, all WISR students and faculty with have access to an extensive online database of research articles and library/information resources through WISR’s subscription to the Library Information and Resources Network (LIRN).

13)       With the help of two WISR graduate students, we completed the analysis and written report of the findings of a major survey of all 55 students enrolled at WISR in the two previous years.  We received questionnaire responses from 32 of the 55 students, and the WISR graduate students conducted in depth interviews with over half of those 32 students.  The questions address the extent of student satisfaction with the learning at WISR, how well and in what ways they are using their learning in their professional and community work, and the student evaluations of the methods at WISR that are strong and in need of improvement in contributing to learning.

14)       We have increased the numbers of seminars available to WISR students each month, so that there are a half dozen or so options, thereby enabling most students to participate in two or more seminars each month.  Students who live nearby can participate on-site at WISR, and those learning at a distance can participate by phone conference call or video conference with the faculty and students on site.

15) In early 2017, we learned that we cannot count on ACICS retaining the US Department of Education recognition that they lost in late 2016, and in any case, ACICS has decided to no longer consider for accreditation those institutions offering a doctoral degree. As a result, we have decided to pursue accreditation with a different, and highly legitimate agency. We will report on that progress in due time, and in compliance with that agency’s policy on what can be stated about such progress, in what terms and when. As noted above, with all accreditation efforts, there can never be a guarantee that an institution will be successful. 

 

DSC01175

Transfer of Academic Credit to WISR Received from Other Institutions

Subject to the specific qualifications and limitations listed below, students may transfer credit to WISR from other California State Approved programs and from regionally accredited institutions. If the student has received credit from an institution that has neither of these statuses, then WISR faculty will evaluate the student’s work and/or other evidence regarding the quality of the student’s work at the previous institution to determine if it is comparable in quality to the work typically done in California Approved and regionally accredited institutions.* [Note under current California law, “Approved” means, “approval to operate” which means compliance with state standards as set forth in the California Private Postsecondary Education Act of 2009 (California Education Code, Title 3,  Division 10, Part 59, Chapter 8)

No more than 90 semester units may be transferred from other institutions toward WISR’s 124 semester units required for the BS. No more than 6 semester units of graduate study may be transferred toward WISR’s 36 semester units required for WISR MS in Education and Community Leadership degree. For WISR’s MFT program, students who have completed academic work which clearly meets State guidelines and WISR’s descriptions of the core courses required for WISR’s MFT MS in Psychology option may then receive up to 12 semester units of transfer credit (applies only to MFT students enrolling after August 1, 2012). No more than 15 units of doctoral level credit may be transferred toward Doctoral studies at WISR.

Undergraduate: All undergraduate units earned by a student from any regionally accredited or California State-approved college or university are routinely accepted for credit by WISR. Undergraduate units from foreign institutions or from unaccredited institutions and those not approved by the State of California are accepted by WISR if they can be translated into U.S. equivalents or in quality of work expected of students at WISR.* Nationally recognized standardized tests such as the CLEP tests WISR will also be considered for credit.

Graduate: For WISR’s MFT program, students who have completed academic work which clearly meets State guidelines and WISR’s descriptions of the core courses required for WISR’s MFT MS in Psychology option may then receive up to 12 semester units of transfer credit. Courses transferred for students entering the MFT program are evaluated by WISR’s President, sometimes in consultation with licensed MFT’s on WISR’s faculty, to make certain that the course titles/descriptions closely parallel State guidelines, as well as WISR’s descriptions for core MFT courses.

In other graduate programs at WISR, each student’s prior graduate study is taken into careful account, in planning out her or his program of study, in order to build on the student’s strengths and avoid duplication of efforts. Some graduate course work is accepted for transfer in such cases. At the request of the prospective student, the President, often in consultation with a subcommittee of WISR’s faculty, evaluates the student request for transfer of credit. Credit is accepted for transfer only if it is determined, after examining the student’s transcript(s) and/or samples of the student’s academic work, that the work to be accepted for transfer credit is comparable in substance and quality to work expected at WISR. For (non-MFT) MS students a maximum of six semester units is transferable, and at the doctoral level, a maximum of 15 semester units is transferable.

*Academic credit earned from unaccredited institutions, including California licensed institutions, and foreign institutions, will be evaluated on a case by case basis, to determine if the quality of student work is comparable to that of students in many accredited institutions. Specifically, the student may submit evidence of the quality of their previous academic study (e.g., copies of papers or recommendations from academicians who hold accredited doctoral degrees, or evidence of the consistency and quality of the work done by students from the particular unaccredited institution).  Such applicants may also submit professional or scholarly papers or projects that they have produced–which suggest that their previous study was at the level expected of accredited programs. The Chief Academic Officer (currently, WISR’s President) will evaluate this evidence, in consultation with a subcommittee of WISR’s faculty, or in some cases, by consulting with an admissions officer or knowledgeable academic official at an accredited institution of higher learning. For the Bachelor’s degree, WISR’s natural science and humanities breadth requirements may be met by previous academic work at other institutions when the student has had at least eight (8) semester units in either one or both of these areas of study. WISR will also consider for credit course challenge examination results from such nationally recognized standardized tests as the CLEP tests. A maximum of 90 semester units may be transferred.

Foreign Students

Foreign Students—No ESL Instruction, no I-20 status, but assistance in obtaining permission to visit:
WISR does admit students from other countries. However, WISR does not provide English as a Second Language, or English as a Foreign Language, instruction. All instruction is conducted in English. Some students who are not native English speakers, but who are fluent in English, have enrolled and successfully completed programs at WISR. Students who do not have a previous college degree from an institution in which English was the primary language of instruction must take and pass a TOEFL exam. WISR’s admissions process helps faculty and all prospective students to assess their skills, learning needs and interests, and aids WISR faculty and the prospective student in determining whether or not WISR can meet his or her educational needs. Enrollment at WISR does not provide foreign students with I-20 status (i.e., WISR students do not qualify for foreign student visas.). However, WISR has and will vouch for a student’s enrollment status and verify that WISR encourages all students studying from a distance to visit WISR for a few days every year or so. By so vouching and verifying, WISR is usually able to assist foreign students in obtaining permission to visit the United States for a brief period, for this purpose.

For More on Admissions

Each prospective student should read and explore our website carefully, and in particular, should read the following sections as first steps in learning about how to enroll at WISR:

And, of course, each student should carefully read the extensive details in the various subsections under “Academics.”

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