Admissions

At WISR, we wish for students to proceed at a pace that makes sense in terms of their learning needs and purposes. Over the years, we have found that some students are interested in support for significant, personal learning goals—including help in writing a book or series of articles, creating a new program or non-profit, developing a workshop series, or support for other personal learning agendas, and that while they may wish to pursue an academic degree, they are not yet certain if they will have the energy, motivation and/or ability to complete an entire degree program at within the maximum allowable amounts of time for students to complete our degree programs—4 years for the MS in Education and Community Leadership and 6 years for both the MS in Psychology and the EdD. In some cases, when a student has a disability or some other special, extenuating circumstances, they may petition for a little bit more time to complete the degree.

We advise students who are not yet certain if they want to be held to these timetables—which are designed to require the pace of consistent half-time study, or more, by each student— that we can only enroll them on a conditional status for a specified, agreed on, period of time, not to exceed one year. Then, after a specified period of time enrolled on conditional status, the Faculty Executive Committee and the student’s major advisor will evaluate the quality of their academic work and their rate of progress, and if deemed satisfactory, the student will then be enrolled in a degree program. If not, the student’s enrollment will be terminated. Based on the admissions interview and other information about the student, the President and Academic Dean, sometimes in consultation with another faculty member, will decide which prospective students can only be admitted conditionally, and then discuss with those prospective students, the risks (loss of tuition and time if they fail to progress and perform adequately) and the advantages of this option (opportunity to see if they can manage the demands of being in a WISR degree program) to help each prospective student make a decision that is in their best interests.

Under our  policy about “conditional admissions” to study at WISR as an option for some students, a prospective student with health or energy limitations might be denied unconditional admission to a degree program, but they would have the opportunity through taking the relevant courses in their desired degree program on a “conditional student” basis, until such time that they might demonstrate the capability of completing the program within (or very close to) the maximum expected length of time for that program. In effect, the student is then given a “trial period” to learn some of the things they wish to learn, and still, to get credit toward a degree at a future date, if they end up demonstrating the motivation, energy and capacity to complete the entire degree program. Typically, a student will have up to a year to demonstrate this capability. They do not pay the $250 enrollment fee ($50 for an admissions fee and the $200 fee to register in a degree program) unless and until they are accepted as a degree student. Foreign students whose native language is not English are not admitted if they fail to meet the English language proficiency requirements.

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). Because the State of California has not signed the interstate agreement regarding distance learning, called “SARA”, there are about half of the States in the USA where the requirements of those states preclude WISR, as a California distance learning institution, from enrolling residents of those states.

Because of its 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 states other than California 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. 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.

As an educational institution devoted to personalized education, there are many things that WISR does to aid students with various disabilities, especially those with psychological and learning disabilities. As a matter of routine practice, faculty meet with students regularly to discuss their special needs and challenges as well as their strengths, in order to better support each individual student’s learning efforts. This includes working with the student to develop learning strategies–study schedules, uses of special resources, and approaches to each assignment that will work best for the student, and to make the needed adjustments over time. In this context, when meeting with students with disabilities, faculty give special attention to those students’ special needs, and make accommodations to the extent of WISR’s capabilities as a small, institution with a limited budget. Therefore, prospective students with disabilities fill out the Disabilities Accommodation Request Form prior to making an enrollment decision, so that WISR’s ability to meet their needs can be realistically assessed and evaluated. WISR is committed to including the widest variety of students, and with varying needs, as is possible. If WISR cannot accommodate a particular student’s needs, the student will be informed of why WISR cannot and what specific challenges and limitations that they would face if they were to enroll. Based on this information, for the student to enroll at WISR, the student and WISR’s President or Academic Dean must both agree that, overall, WISR can still meet enough of the student’s needs well enough that they will benefit from study at WISR. If it is determined that WISR cannot meet their needs, WISR’s President will inform the prospective student, whether it is feasible and likely that WISR can make sufficient changes in the 12 months to accommodate their needs. The President will state in writing the reasons for this assessment, and further, if changes are stated as likely, the President will also share in writing the key steps in the plan to make these changes. The prospective student will be informed that they should not take this as a guarantee, but instead, these statements are to be taken as a public disclosure of WISR’s intentions of the steps to be taken to become more accessible.

As a matter of routine practice, faculty meet with students regularly to discuss their special needs, and to make accommodations, including but not limited to: 1) gaining extra help and support with writing and the use of grammar and spell check software, 2) obtaining extended time for completing courses and the entire degree program, 3) in special cases, the student and their supervising faculty member may request from the Faculty permission to re-design some assignments so that the student with special needs can learn and demonstrate knowledge in equivalent ways (e.g., supporting students in learning how to use voice to text software for writing, and by substituting added oral reviews for some of the shorter writing assignments).

Our courses are not yet optimized for the visually impaired, but our tech staff person is going to work on that and give that a priority in the next year.  Because our online courses are heavily text-based, and do not make use of images or pdf files except in rare cases, they are mostly accessible for people using text voice readers. The videos used (mostly of our own seminars) are accessible by web links.  However, they do not have closed captions because the cost of that with zoom is prohibitive for a school as small as WISR.

ESL Instruction Not Provided

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 may be considered for admission at WISR, if they demonstrate sufficient proficiency in English through one of the following assessments:

• they meet (for the degree program for which they are applying) one of the following conditions (see numbered list below), AND ALSO
• if in the judgement of WISR’s President or Academic Dean, the prospective student demonstrates (through conversations with WISR faculty, the writing of a brief admissions statement, and if applicable through their current work experience) that they are capable of making good progress in their studies at WISR.

Prospective students whose native language is not English and who have not earned a degree from an appropriately accredited institution where English is the principal language of instruction may be considered for admission at WISR, if they demonstrate college-level proficiency in English through one of the following for admission:

1. Master’s Degree: A minimum total score of 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT); 6.5 on the International English Language Test (IELTS); 50 on the Pearson Test of English Academic Score Report; 100 on the Duolingo English Test; or 55 on the 4-skill Michigan English Test (MET), or 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE), or 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE).
2. First Professional Degree or Professional Doctoral Degree: A minimum score of 65 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 80 on the Internet Based Test (iBT); 6.5 on the International English Language Test (IELTS); 58 on the Pearson Test of English Academic Score Report; 105 on the Duolingo English Test; or 55 on the 4-skill Michigan English Test (MET), or 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE), or 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE).

3. A minimum score on the College Board Accuplacer ESL Exam Series as follows: ESL Language Use: Score of 85 ESL Listening: Score of 80 ESL Reading: Score of 85 ESL Sentence Meaning: Score of 90 ESL Writeplacer: Score of 4.

4. A minimum grade of Pre-1 on the Eiken English Proficiency Exam.

5. A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge.

6. A transcript indicating completion of at least 30 semester credit hours with an average grade of “C” or higher at an institution accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA) or accepted foreign equivalent that is listed in the International Handbook of Universities where the language of instruction was English. A “B” or higher is required for master’s degree, first professional degree, or professional doctoral degree.

Students whose native language is not English and who do not meet the above requirements may NOT be admitted. They must meet the above standards.

WISR’s admissions process helps 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 their 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.

WISR accepts transfer credit only from institutions accredited by an agency recognized by the United States Department of Education or the Council for Higher Education Accreditation. Entering students in the Master of Science (MS) programs must hold an accredited bachelor’s degree. Entering students in the Doctor of Education (EdD) program must hold an accredited master’s degree or have completed 30 semester credit hours (SCH) of graduate study at an accredited institution, and must demonstrate the ability to make creative scholarly and action-oriented leadership contributions during their studies.

Students who completed coursework outside the United States submit transcripts evaluated by an agency holding membership in the National Association of Credential Evaluation Services (NACES) or the Association of International Credential Evaluators (AICE).

Minimum grade. WISR accepts for transfer only coursework completed with a grade of B or higher. Transferred coursework posts to the WISR transcript as credit earned and does not carry a grade or enter the WISR grade point average.

Currency of coursework. WISR accepts for transfer coursework completed within seven years of the date of application for the MS in Psychology, Marriage and Family Therapy (MFT) program, and within ten years of the date of application for the EdD in Higher Education and Social Change and the MS in Education and Community Leadership (MSEd) programs. WISR accepts coursework completed outside these intervals where the student demonstrates the currency of the learning through subsequent professional practice, continuing education, licensure or certification maintained in the field, or a portfolio of applied work. The student submits supporting documentation with the transfer-credit request, and the evaluating officer states the basis for granting or denying the exception in the written determination.

Credit-hour equivalence. WISR evaluates coursework awarded in units other than semester credit hours according to WISR’s Credit Hour Policy. Quarter credit hours convert to semester credit hours at a ratio of two semester credit hours for every three quarter credit hours, rounded down to the nearest whole credit hour.

Evaluation and written determination. A single officer of record — WISR’s President or the Academic Dean (AcD) — conducts each initial transfer-credit evaluation. The evaluating officer examines the student’s transcripts, course syllabi, and where relevant samples of the student’s academic work, and determines whether the coursework is relevant to the degree program into which the student is transferring and comparable in substance and quality to the work WISR requires. WISR accepts for transfer only courses and credits clearly aligned with WISR’s subject matter requirements and current coursework. The evaluating officer issues a written determination to the student before enrollment, or within thirty calendar days of matriculation where the student’s transcripts are received after enrollment. The written determination identifies each course accepted for transfer and the WISR requirement it satisfies, each course denied, the basis for each denial, and the total semester credit hours accepted.

Prior WISR coursework. WISR accepts for transfer graduate-level coursework a student completed at WISR that was not applied toward the completion of a WISR degree, where the coursework is applicable to the student’s current program of study. Because the coursework was completed under WISR’s academic standards and assessed against WISR’s course learning outcomes (CLOs), the evaluating officer accepts it as comparable in substance and quality to current institutional expectations without requiring syllabi or samples of academic work. Where the coursework falls outside the currency intervals stated above, the evaluating officer applies the currency exception on the basis of WISR’s own record of the student’s work, and states that basis in the written determination. Coursework accepted under this provision counts toward the per-program transfer maxima stated below.

MFT students. Students entering WISR’s MFT program who have completed accredited academic work that meets State guidelines and WISR’s descriptions of the core courses required for the MS in Psychology, Marriage and Family Therapy may receive up to 19 SCH of transfer credit. The evaluating officer verifies that course titles and descriptions closely parallel State guidelines as well as WISR’s descriptions for core MFT courses, and may consult a licensed Marriage and Family Therapist on WISR’s faculty where the officer determines that consultation informs the evaluation. WISR requires syllabi for courses submitted for transfer credit. A student who transfers the maximum 19 SCH earns the remaining 48 SCH of the 67-SCH program at WISR.

Doctoral students. WISR accepts no more than 15 SCH of doctoral-level credit from accredited institutions toward the EdD. A student who transfers the maximum 15 SCH earns the remaining 45 SCH of the 60-SCH program at WISR.

MS in Education and Community Leadership students. WISR accepts no more than 12 SCH from accredited institutions toward the MSEd. A student who transfers the maximum 12 SCH earns the remaining 24 SCH of the 36-SCH program at WISR.

Prior graduate study in the EdD and MSEd programs. WISR takes each student’s prior graduate study into careful account in planning the program of study, in order to build on the student’s strengths and avoid duplication of effort. At the request of the prospective student, the officer of record evaluates the request for transfer of credit, consulting the Faculty Curricular Specialists (FCS) for the relevant program where the evaluation involves specialized subject matter.

Transfer-credit appeal. A student may appeal a transfer-credit determination by submitting a written appeal by email within thirty calendar days of the written determination. The appeal is directed to whichever of the two authorized evaluating officers — the President or the AcD — did not conduct the original evaluation, and states the specific course or courses at issue, the grounds for reconsideration, and any additional documentation the student wishes considered, such as syllabi, catalog descriptions, or course materials not previously provided. The reviewing officer evaluates the appeal against the same published criteria that govern initial transfer-credit evaluation, and issues a written decision within ten business days of receiving the appeal. The decision on appeal is final. This procedure does not limit a student’s rights under WISR’s Student Due Process and Appeals Framework, and a student may file a complaint with the Bureau for Private Postsecondary Education (BPPE) at any time.

Students who completed coursework outside the United States submit transcripts evaluated by an agency holding membership in the National Association of Credential Evaluation Services (NACES) or the Association of International Credential Evaluators (AICE).

Minimum grade. WISR accepts for transfer only coursework completed with a grade of B or higher. Transferred coursework posts to the WISR transcript as credit earned and does not carry a grade or enter the WISR grade point average.

Currency of coursework. WISR accepts for transfer coursework completed within seven years of the date of application for the MS in Psychology, Marriage and Family Therapy (MFT) program, and within ten years of the date of application for the EdD in Higher Education and Social Change and the MS in Education and Community Leadership (MSEd) programs. WISR accepts coursework completed outside these intervals where the student demonstrates the currency of the learning through subsequent professional practice, continuing education, licensure or certification maintained in the field, or a portfolio of applied work. The student submits supporting documentation with the transfer-credit request, and the evaluating officer states the basis for granting or denying the exception in the written determination.

Credit-hour equivalence. WISR evaluates coursework awarded in units other than semester credit hours according to WISR’s Credit Hour Policy. Quarter credit hours convert to semester credit hours at a ratio of two semester credit hours for every three quarter credit hours, rounded down to the nearest whole credit hour.

Evaluation and written determination. A single officer of record — WISR’s President or the Academic Dean (AcD) — conducts each initial transfer-credit evaluation. The evaluating officer examines the student’s transcripts, course syllabi, and where relevant samples of the student’s academic work, and determines whether the coursework is relevant to the degree program into which the student is transferring and comparable in substance and quality to the work WISR requires. WISR accepts for transfer only courses and credits clearly aligned with WISR’s subject matter requirements and current coursework. The evaluating officer issues a written determination to the student before enrollment, or within thirty calendar days of matriculation where the student’s transcripts are received after enrollment. The written determination identifies each course accepted for transfer and the WISR requirement it satisfies, each course denied, the basis for each denial, and the total semester credit hours accepted.

Prior WISR coursework. WISR accepts for transfer graduate-level coursework a student completed at WISR that was not applied toward the completion of a WISR degree, where the coursework is applicable to the student’s current program of study. Because the coursework was completed under WISR’s academic standards and assessed against WISR’s course learning outcomes (CLOs), the evaluating officer accepts it as comparable in substance and quality to current institutional expectations without requiring syllabi or samples of academic work. Where the coursework falls outside the currency intervals stated above, the evaluating officer applies the currency exception on the basis of WISR’s own record of the student’s work, and states that basis in the written determination. Coursework accepted under this provision counts toward the per-program transfer maxima stated below.

MFT students. Students entering WISR’s MFT program who have completed accredited academic work that meets State guidelines and WISR’s descriptions of the core courses required for the MS in Psychology, Marriage and Family Therapy may receive up to 19 SCH of transfer credit. The evaluating officer verifies that course titles and descriptions closely parallel State guidelines as well as WISR’s descriptions for core MFT courses, and may consult a licensed Marriage and Family Therapist on WISR’s faculty where the officer determines that consultation informs the evaluation. WISR requires syllabi for courses submitted for transfer credit. A student who transfers the maximum 19 SCH earns the remaining 48 SCH of the 67-SCH program at WISR.

Doctoral students. WISR accepts no more than 15 SCH of doctoral-level credit from accredited institutions toward the EdD. A student who transfers the maximum 15 SCH earns the remaining 45 SCH of the 60-SCH program at WISR.

MS in Education and Community Leadership students. WISR accepts no more than 12 SCH from accredited institutions toward the MSEd. A student who transfers the maximum 12 SCH earns the remaining 24 SCH of the 36-SCH program at WISR.

Prior graduate study in the EdD and MSEd programs. WISR takes each student’s prior graduate study into careful account in planning the program of study, in order to build on the student’s strengths and avoid duplication of effort. At the request of the prospective student, the officer of record evaluates the request for transfer of credit, consulting the Faculty Curricular Specialists (FCS) for the relevant program where the evaluation involves specialized subject matter.

Transfer-credit appeal. A student may appeal a transfer-credit determination by submitting a written appeal by email within thirty calendar days of the written determination. The appeal is directed to whichever of the two authorized evaluating officers — the President or the AcD — did not conduct the original evaluation, and states the specific course or courses at issue, the grounds for reconsideration, and any additional documentation the student wishes considered, such as syllabi, catalog descriptions, or course materials not previously provided. The reviewing officer evaluates the appeal against the same published criteria that govern initial transfer-credit evaluation, and issues a written decision within ten business days of receiving the appeal. The decision on appeal is final. This procedure does not limit a student’s rights under WISR’s Student Due Process and Appeals Framework, and a student may file a complaint with the Bureau for Private Postsecondary Education (BPPE) at any time.

Foreign students must have their transcripts evaluated by an agency that is a member of one of the following two associations:

• NACES
• AICE

MFT Students: For WISR’s MFT program, students who have completed (accredited only) 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 21 semester credit hours of transfer credit.

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 21 semester credit hours of transfer credit. Courses transferred for students entering the MFT program are evaluated by WISR’s President or Academic Dean, 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. Oftentimes, WISR will require syllabi of the courses for which the student is requesting transfer credit. Only courses and credits for courses, that are clearly aligned with WISR’s subject matter requirements and current coursework will be accepted for transfer credit. 

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. Credit is accepted for transfer only if it is determined, after examining the student’s transcript(s) and syllabi of courses for which the student is seeking transfer credit, and/or samples of the student’s academic work, that the work to be accepted for transfer credit is relevant to the degree program into which they are transferring and comparable in substance and quality to work expected at WISR Some graduate course work is accepted for transfer in such cases. At the request of the prospective student, the President and/or the Academic Dean, often in consultation with a subcommittee of WISR’s faculty, evaluates the student request for transfer of credit, based on the student’s transcript and other relevant evidence, such as course syllabi and/or samples of the student’s academic work.

Doctoral Students: No more than 15 credit hours of doctoral level credit (only from accredited institutions) may be transferred toward Doctoral studies at WISR. Only courses and credits for courses, that are clearly aligned with WISR’s subject matter requirements and current coursework will be accepted for transfer credit. 

MS in Education and Community Leadership Students: No more than 12 semester credit hours (only from accredited institutions) may be transferred toward the MS in Education and Community Leadership. Only courses and credits for courses, that are clearly aligned with WISR’s subject matter requirements and current coursework will be accepted for transfer credit. 

Under no circumstances does WISR award credit for prior experiential learning.

WISR has not entered into any transfer or articulation agreements with any other college or university. CEC 94909(a)(8)(A); 5 CCR 71770

Upon enrollment, each student is asked to sign the following disclosure regarding online and distance learning:

1. A WISR faculty member confers with each enrolling student to discuss the first steps and activities in their learning at WISR, whether or not the student lives at a distance from WISR, within seven days of the student’s date of enrollment. WISR uses a combination of online learning — using Google Workspace for Education — and real-time interaction between students and faculty, and among students. The real-time interaction occurs by phone or by internet. All WISR seminars and meetings with faculty are offered by video/audio conference (accessed by either phone or internet). In addition, most seminars are recorded and available later, online, through WISR’s Google Workspace for Education.
2. See “Student Identity Verification” in the section immediately below.
3. WISR protects students’ privacy and updates students annually on WISR’s policies. WISR complies with the Family Educational Rights and Privacy Act (FERPA), and WISR is in the initial stages of taking steps toward complying with the more stringent requirements of the European Union’s General Data Protection Regulation (GDPR).
4. For students who are learning online, instruction centers on real-time interaction between students and faculty — by Zoom, Google Meet, or phone conference. Instruction is further aided by asynchronous learning: the use of online courses through Google Workspace for Education, viewing WISR seminar videos online, and email communications, drafts of papers, and comments on drafts between students and faculty. All WISR students obtain a wisr.edu email address, and WISR shows each student how to forward those emails to their current primary address. Students are responsible for backing up drafts of their papers — and especially of theses and dissertations — through the Google Drive available with their wisr.edu email address.
5. Students respond to approximately three to four annual surveys from WISR. Student responses are an important part of WISR’s commitment to improving its curriculum and instruction and to sustaining WISR as a quality institution of higher learning. Three surveys are administered during the summer — one evaluating WISR faculty and their teaching performance, one evaluating their use of digital tools, and another evaluating WISR’s contributions to each student’s learning and eliciting suggestions for improvement. One or two additional surveys may be administered 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.
6. Cancellation and full refund. The student has the right to cancel the enrollment agreement for a program of instruction, without penalty or obligation, and to receive a full refund of all monies paid to WISR — including the $50 application fee and the $200 registration fee — through the 120th day after enrollment. Notice of cancellation must be made in writing and delivered by email to the President and the Registrar/Administrative Dean. The effective date of cancellation is no later than the date the written notice is received by WISR. WISR makes a full refund no later than 30 days from the date of cancellation (Title 5, California Code of Regulations, sections 71750 and 71751).

The 120-day cancellation period applies only to the student’s first Enrollment Agreement for a specific academic program, measured from the program start date. Enrollment Agreements executed in subsequent academic periods for the purpose of continuing enrollment in the same program do not create a new or additional cancellation period. Students remain subject to WISR’s withdrawal and refund policies for any period following the initial cancellation period.

7. WISR offers distance education programs in which some instruction is not offered in real time (as described above). WISR transmits the first lesson — the assignments in the initial course pursued by the student — by providing the student access to WISR’s online courses, within seven days after WISR accepts the student for admission.
8. WISR transmits access to all lessons and other related learning materials to the student, by providing access to WISR’s online courses, once the student makes an initial payment of tuition in any amount and has signed all enrollment agreements, even if the student has not yet paid for the entire program. So long as the student is officially enrolled — including when the student is not current in tuition payments — WISR remains obligated to provide the other educational services it has agreed to provide, such as responses to student inquiries, student and faculty interaction, and evaluation of and comment on work submitted by the student, but is not obligated to pay any refund other than the required pro-rata refund of tuition paid in advance, after access has been provided to all of WISR’s online courses.
9. Faculty feedback on student learning activities and assignments, including drafts submitted for comment, follows principles of diligent reading and thoughtful, timely response. Faculty give students feedback on papers and other drafts of 20 pages or less within 7 to 10 business 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, by phone or video conference, twice a month or more often when requested by students. Students are advised to set up appointments a week in advance so that they can coordinate their own availability with 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 to contact faculty for support and assistance whenever they need it. To support academic progress, students are expected to do the following; these are student responsibilities, and faculty support students by reminding and guiding them:

• Confer with a faculty member at least once every two weeks about their studies.
• At any one time, identify one faculty member as their primary faculty advisor, and communicate and verify with that faculty member that they are serving in this role, so that the faculty member understands the student wishes them to take on the role and has confirmed willingness to do so.
• Consult with their primary faculty advisor before beginning work on a new course. Students are advised not to work on more than three courses at a time without permission from their faculty advisor.
• Be familiar with WISR’s policies and practices on Faculty Review of Student Progress, published in the Academic Catalog.

11. A student may withdraw at any time. Notice of cancellation of an Enrollment Agreement must be in writing to WISR’s President, and a withdrawal may be effectuated by the student’s conduct, including but not limited to a student’s lack of attendance. Students are expected to be in touch with faculty twice per month, or at least once per month unless they notify faculty of special circumstances (for example, health or travel that makes them unavailable for longer than a month). A student who is disenrolled for lack of attendance may appeal under WISR’s Student Due Process and Appeals Framework, first to the President and then to the Board of Trustees.
12. Students have access to the online library databases WISR provides. Under the terms of WISR’s agreement with the Library and Information Resources Network (LIRN), students may not share login and password information with anyone outside WISR. In addition, by signing this document the student agrees to respect all copyright laws, including but not limited to the following:

• None of the content shared in WISR’s online courses may be shared with anyone other than students and faculty at WISR, unless it is explicitly stated that the content may be shared under open-access, Creative Commons licensing.
• When using resources from LIRN or from online databases accessed through professional association memberships or library cards, students may not copy or share those materials unless they are explicitly designated open access under Creative Commons licensing.
• When writing papers or posting on the online forum, students cite and reference their sources. For assistance with format, consult EasyBib (easybib.com).
• Students with questions about copyright and the sharing of articles or videos should contact WISR’s Librarian (cynthia.roberson@wisr.edu), WISR’s President (johnb@wisr.edu), or another faculty member for guidance.

13. WISR students are expected to collaborate with other students at WISR; these expectations and requirements are outlined in each course.
14. Technology requirements. WISR verifies prior to admission that the student has satisfied the technology requirements. WISR delivers its graduate degree programs through Google Workspace for Education. Students are responsible for backing up drafts of their papers and theses or dissertations through the Google Drive available using their wisr.edu email address. To participate in the graduate degree programs offered by WISR, students should possess or have access to:

• A personal computer;
• A firstname.lastname@wisr.edu email account to access WISR courses and communicate with WISR faculty and staff (acquired upon enrolling);
• Internet access for video conferences for seminars and oral reviews;
• A web camera with microphone and speaker; and
• A current web browser.

In addition, during the orientation process with WISR’s President or Academic Dean, or their designated representative, the student demonstrates the ability to learn and make effective use of WISR’s online curriculum. Internet service must be regularly accessible, reliable, and well-functioning, sufficient to participate in seminars and oral reviews by video conference, and is tested with a WISR staff member prior to enrollment. A webcam is essential for oral reviews and ideal for seminars; a headset with a microphone is desirable. Students are sometimes able to converse by phone, but regular internet access is essential for pursuing studies through WISR’s online courses.

15. Costs students should anticipate. Required textbooks are estimated at $50 per course, paid to book sellers rather than to WISR; maximum out-of-pocket costs for required books are $900 (MS in Education and Community Leadership), $1,500 (MS in Psychology, Marriage and Family Therapy), and $1,200 (EdD in Higher Education and Social Change). In addition, all students are required to:

• Purchase a membership in a major professional association such as the California Association of Marriage and Family Therapists (www.camft.org), the American Educational Research Association, or the American Sociological Association. These fees are typically less than $150 per year unless a student chooses a more expensive option. Depending on the student’s interests, faculty may approve a membership in another association instead. All MFT students obtain a membership in CAMFT, which among other things provides access to psychology journals through the EBSCO library database.
• Obtain a free public library card from a local library that provides card holders with access to educational films through Kanopy.com. The needs of students living outside the United States are addressed case by case prior to enrollment.

16. WISR provides no English language services for students for whom English is a second language. A student who does not hold a previous college degree from an institution at which English was the primary language of instruction must, in order to be considered for admission at WISR, demonstrate sufficient proficiency in English through one of the assessments published in WISR’s Academic Catalog and on WISR’s website. In addition, some students are permitted to enroll in one or two courses, after which WISR faculty assess the student’s proficiency and ease in handling the coursework before the student is officially enrolled in a degree program.
17. WISR Academic Honesty and Integrity Policy. WISR embraces the value of learning that builds on the knowledge, efforts, and experiences of others. WISR actively encourages students to collaborate with one another and with others throughout the larger community. Academic honesty and integrity require that students disclose and make transparent what they have learned from others, and how their learning and inquiry are indebted to or have been importantly influenced by others. This includes making appropriate citations of the literature used in papers, theses, and dissertations, and acknowledging the informal contributions others have made in shaping the student’s ideas, questions, and actions. WISR students are encouraged to write in their own voice, discussing how their studies and inquiries have led to their conclusions, recommendations, and further lines of inquiry.

At WISR, faculty and students meet regularly and engage in continual and detailed dialogue about the student’s studies, and for this reason faculty are ordinarily aware of how others have contributed to student learning. WISR students are expected to be highly motivated and committed to genuine inquiry, and uninterested in purely expedient strategies for producing the required academic writing. Violations of academic honesty and integrity at WISR have been virtually unheard of in WISR’s decades-long history. In case of a violation, the work submitted is not accepted for credit, and a second violation of this standard ordinarily results in dismissal from WISR. All such decisions are subject to student appeal under WISR’s Student Due Process and Appeals Framework (first to the President of the Institute, then to the Board of Trustees).

Nothing in this policy discourages students from actively and fully collaborating with one another in any aspect of their studies, including a paper, project, thesis, or dissertation. Such collaboration is encouraged, and it is disclosed by the participating students with a written description of the process of collaboration and each student’s contributions to it.

Reporting possible violations. WISR faculty are responsible for being aware of, and reporting, any possible violations. The ongoing dialogue with students, in combination with the End of Course Oral Review, enables faculty to detect possible violations.

18. Finding and Securing a Required Practicum for your MFT Studies at WISR:

WISR Faculty believe that it is in each student’s interest that they take responsibility for seeking out and establishing a Practicum site (necessary to their fulfilling the Practicum Requirement at WISR).  The reasons for this are that

1. Students themselves will likely benefit from finding a Practicum where, as best as possible, the hours for doing the Practicum at the site are compatible with the student’s responsibilities (e.g., work and family) and the student’s schedule.
2. Although students may not always be able to find a Practicum where they are able to work with their preferred client population (if they have a preference), they may in some cases be able to do so. Some students try to find a Practicum site where they may be able to work with some variety of clients.
3. Of course, students must find a site that is geographically compatible—although some students may be able, or willing, to drive further to a Practicum site than others.

Still, WISR faculty give students advice and guidance in how to find Practicum Sites, and WISR has begun to develop a database of some Practicum options as well as of guides to possible Practicum sites. Sometimes WISR faculty are able to share with students some of their contacts—to help students in “networking” with professionals and organizations when they are looking for Practica.

WISR students should keep in mind several considerations about when they plan to start their Practicum:

1. They can only do so, after they have completed the following six courses, and have passed their Practicum Readiness Review with two WISR MFT faculty. The courses are: Theories and Methods of MFT Part 1 (MFT 551); Research Methods (MFT 513); Theories and Methods of MFT Part 2 (MFT 553); Psychopathology (MFT 559), Cross-Cultural Counseling (MFT 563) and Professional Ethics and Law (MFT 567).
2. Many Practica only accept new trainees at the beginning of the academic year (summer to early fall), and consequently, students should plan to become Practicum eligible prior to their anticipated last Fall in the Program and with at least a year left to complete their academic studies (this may often mean that students should seek and establish a placement in a Practicum at least a year before graduation, and in some cases more than a year prior to graduation, keeping mind that it is often difficult to obtain a Practicum placement at times other than summer/early fall).
3. Further, students should anticipate spending at least several hours per week, for three or so months, to do the networking and exploration of options to successfully line up a Practicum.

Again, WISR faculty will provide students with information and assistance, but students should know that ultimately, their success will depend on their own efforts to establish placement in a Practicum. 

Students living in the Bay Area have the opportunity to get their Practicum hours at WISR’s Center for Child and Family Development—working with low-income students in a participating San Francisco or East Bay school.

WISR verifies the identity of every enrolled student to ensure that the individual who registers for a course is the same individual who participates in and completes the coursework. WISR applies this verification at enrollment and maintains it throughout each student’s program.

Verification at enrollment. The Administrative Dean (AdD) or the AdD’s designee conducts a live, synchronous onboarding session with each admitted student by video conference. During this session, the AdD or designee views the student’s government-issued photo identification (for example, a passport, driver’s license, or military identification card), confirms that the photograph matches the student, and retains no copy of the document. The AdD or designee reviews and executes the enrollment agreement with the student through DocuSign. WISR then issues the student an individually credentialed wisr.edu account, through which all subsequent course registration and platform access occur.

Verification throughout the program. WISR delivers instruction through one-to-one faculty mentoring and synchronous oral review. Faculty verify each student’s identity on a continuing basis through live video sessions and through each end-of-course oral review, the mid-program review, and the Graduation Review Board. For a student who re-enrolls after a leave of absence or withdrawal, WISR reconfirms identity through the student’s established wisr.edu correspondence and the mentored relationships the student has formed. WISR does not repeat photo-identification checks after enrollment.

Cost and methods. WISR charges no fee for identity verification, and verification imposes no charge on the student beyond the tuition and fees published in this Catalog. WISR uses no third-party proctoring services, biometric authentication, or automated identity-verification technologies.

Privacy. WISR records completion of identity verification in the student’s permanent admissions record and maintains that record in accordance with the Family Educational Rights and Privacy Act (FERPA) and WISR’s privacy policy.

Violations. WISR addresses suspected misrepresentation of identity — including credential sharing or participation in coursework by any person other than the registered student — under WISR’s Academic Honesty and Integrity Policy and the Student Due Process and Appeals Framework.

A student or any member of the public may file a complaint about this institution with the Bureau for Private Postsecondary Education by calling (888) 370-7589 toll-free or by completing a complaint form which can be obtained on the Bureau’s internet website at www.bppe.ca.gov.

Students have the right to withdraw or take leaves of absence from their degree programs at any time, as described in the catalog. Students have the right when communicating with their instructors and administrative staff including technology support to expect a response within three business days, and usually sooner. Students with disabilities have the right to reasonable accommodations under federal, state, and local laws, and based on the accommodations that WISR indicates can be accommodated when the student first enrolls.

Students may see the Catalog on WISR’s website, at www.wisr.edu or contact the Student Services Coordinator (steven.pomerantz@wisr.edu) or the Associate Student Services Coordinator, Dr. Karen Wall (karen.wall@wisr.edu, (909) 583-1545), or the President (johnb@wisr.edu) with any questions. Each student is subject to federal, state, and local laws, and all rules and regulations of WISR. Violations of published laws, rules and regulations may result in disciplinary action as described in the WISR Catalog.

Student Conduct and Collaborative Learning Policy

I. Purpose and Scope

The Western Institute for Social Research (WISR) is a collaborative, learner-centered, multicultural academic community committed to inquiry, dialogue, educational innovation, and social change. Because WISR’s educational model depends on sustained dialogue and collaboration, students are expected to conduct themselves in ways that support a respectful, inclusive, and productive learning environment in all WISR-related contexts, including online courses, seminars, oral reviews, advising meetings, and applied or community-engaged learning activities undertaken as part of their studies.

This policy applies to all WISR students in all academic programs and to conduct that occurs in WISR-sponsored or WISR-affiliated settings, whether in person or at a distance. It articulates the behavioral expectations necessary to participate in WISR’s collaborative educational model and does not alter academic standards or the terms of enrollment agreements. Concerns under this policy are addressed using WISR’s Student Due Process and Appeals Framework (Part C).

II. Core Expectations for Student Conduct

• Respectful and collegial engagement. Engage respectfully and professionally with peers, faculty, staff, and community partners, including attentive listening, constructive dialogue, and professional conduct even when perspectives differ.
• Constructive participation and collaboration. Participate actively and constructively in seminars, discussions, and collaborative learning activities, contributing to both one’s own learning and the learning of others.
• Professional communication and non-disruption. Communicate professionally across all academic settings. Conduct is disruptive only when it repeatedly or substantially interferes with instructional activities, collaborative learning, or others’ ability to participate, after notice has been provided. Disruption does not include the expression of unpopular ideas, critical perspectives, or disagreement with course content or faculty views.
• Integrity and academic honesty. Act with honesty and integrity in all academic and collaborative endeavors and comply with WISR’s Academic Honesty and Integrity Policy (Part B).
• Openness to feedback and learning processes. Engage responsibly with feedback and academic-review processes and demonstrate good-faith efforts toward growth and improvement.
• Inclusivity and multicultural respect. Respect the dignity, perspectives, and lived experiences of others. Conduct that excludes, marginalizes, or devalues individuals or groups is inconsistent with WISR’s mission.
• Good-faith engagement in conflict and repair. WISR encourages students to address interpersonal conflict constructively through respectful communication, clarification of misunderstandings, and participation in informal resolution efforts when appropriate. Students are not expected to reach agreement or reconciliation; however, they are expected to participate in reasonable opportunities for dialogue or conflict resolution when requested by faculty or administration. Whether such opportunities are reasonable will be determined by the appropriate faculty member or administrator based on the nature of the circumstances. A pattern of refusing to participate, when it materially disrupts the learning environment, may result in review under this Student Conduct Policy.

III. Prohibited Conduct

To support WISR’s collaborative, multicultural, and learner-centered mission, students are prohibited from engaging in conduct that undermines the safety, dignity, or participation of others. Prohibited conduct includes, but is not limited to:

• Harassment and discrimination: Unwelcome verbal, written, visual, or physical conduct based on race, color, national or ethnic origin, religion, sex, gender identity or expression, sexual orientation, disability, age, or any other status protected by law, that has the purpose or effect of unreasonably interfering with an individual’s learning or work, or creating an intimidating, hostile, or offensive environment.
• Sexual misconduct: Unwelcome sexual advances, sexual harassment, sexual assault, or other sexual conduct prohibited by institutional policy or applicable law. Such matters are governed by WISR’s Sexual Misconduct and Sexual Harassment Policy and are addressed under that policy rather than this one.
• Bullying and intimidation: Repeated or severe behaviors, including in online environments, that a reasonable person would find hostile, demeaning, threatening, or coercive and that materially interfere with another person’s participation in the WISR community.
• Threats and violence: Threatening, attempting, or engaging in physical harm to any person, or making credible threats of such harm.
• Retaliation: Any adverse action or threat of adverse action against a person because they made a good-faith report, expressed a concern, or participated in a conduct, grievance, or appeal process.
• Significant disruption: Repeated or substantial behavior that, after notice, materially interferes with instructional activities, collaborative learning, or others’ ability to participate — recognizing that the expression of unpopular ideas, critical perspectives, or disagreement, by itself, does not constitute disruption.
• Failure to comply with reasonable directives: Refusal, after notice, to comply with reasonable instructions from WISR officials acting within their responsibilities, when those instructions are necessary to protect safety, maintain an inclusive learning environment, or comply with law or policy.
• Professional and community-engaged misconduct: In applied, field-based, or community-engaged settings undertaken as part of WISR studies, conduct that violates applicable professional ethics, confidentiality expectations, or the reasonable policies of a practicum site or community partner, particularly where such behavior exposes clients, community members, or partners to harm.

These examples are illustrative rather than exhaustive. Conduct not listed here may still be addressed under this policy when it substantially conflicts with WISR’s mission and stated behavioral expectations.

IV. Relationship to Non-Discrimination, Academic Freedom, and Disability Accommodation

WISR’s Statement of Non-Discrimination, Inclusion, and Affirmation of Diversity Values applies fully to the interpretation and enforcement of this policy. WISR does not discriminate on the basis of race, color, religion, national or ethnic origin, sex, gender identity or expression, sexual orientation, age, or disability in the administration of its educational policies, programs, or activities.

WISR affirms academic freedom and the importance of free, uncensored inquiry. Academic disagreement, critical analysis, and robust debate are encouraged. However, persistent or targeted conduct that demeans or excludes individuals or groups may constitute harassment or prohibited conduct even when framed as “debate.” The expression of an idea, viewpoint, or critical perspective is not, by itself, a violation of this policy.

Where a conduct concern may be related to a documented or apparent disability, WISR will inform the student of the available accommodation process and will consider reasonable accommodations consistent with the Americans with Disabilities Act and applicable California law, while preserving WISR’s ability to act promptly where there is a risk to safety or substantial disruption.

V. Reporting Concerns and Protection from Retaliation

Students, faculty, staff, and community partners are encouraged to raise concerns about conduct that may fall under this policy. Concerns may be reported to the student’s primary faculty advisor or another trusted faculty member, the Academic Dean, the Student Services Coordinator, or the President or designee.

WISR will make a good-faith effort to respond promptly, to explain the applicable process, and to respect privacy consistent with a fair review and with legal obligations, including FERPA. Some situations may require limited information-sharing with those who have a need to know in order to respond effectively. Retaliation against individuals who, in good faith, report concerns, seek guidance, or participate in any related process is strictly prohibited and may itself be treated as a separate conduct violation.

Western Institute for Social Research
1812 San Pedro Ave,
Berkeley, CA 94707
(510) 655-2830
Web: https://www.wisr.edu/

Western Institute for Social Research is dedicated to maintaining an environment which fosters student success. WISR does its best to protect the rights of students, as described in the WISR Catalog, and expects all students to act responsibly. WISR faculty read and respond to student papers in a timely fashion, and are available to schedule appointments with each student, upon request by the student.

WISR is responsible for providing accommodations for students with disabilities, protecting student privacy under FERPA, and for complying with all other federal, state, and local laws and regulations. WISR is an equal access/equal opportunity college in education and employment. Attendance at the WISR is a privilege, and WISR reserves the right to establish rules and regulations to promote its mission and protect its interests.