Free Essay

Unit Secretary

In:

Submitted By dinaraye1
Words 7596
Pages 31
STUDENT HANDBOOK

Adult Student Program Handbook

TABLE OF CONTENTS
INTRODUCTION ....................................................................................................................................................... 1 OFFICE LOCATION .......................................................................................................................................................... 1 OFFICE HOURS ............................................................................................................................................................... 1 CONTACT INFORMATION ................................................................................................................................................ 1 School of Professional Education Faculty ..................................................................................................... 1 MISSION AND PURPOSE OF THE COLLEGE ................................................................................................... 2 ACCREDITATION ............................................................................................................................................................ 2 STRATEGY & OUTCOMES ............................................................................................................................................... 2 PERFORMANCE OUTCOMES ............................................................................................................................................ 3 Fit Hearts (Socially Responsible: Cultural & Relational) ............................................................................. 3 Fit Souls (Spiritually Responsive: Spiritual & Environmental) ..................................................................... 3 Fit Minds (Rationally Competent: Intellectual & Psychological) .................................................................. 3 Fit Bodies (Professionally Astute: Physical & Vocational) ........................................................................... 3 ACADEMIC INFORMATION ................................................................................................................................. 5 STUDENT EXPECTATIONS ............................................................................................................................................... 5 ACADEMIC CALENDAR .................................................................................................................................................. 5 ACADEMIC INTEGRITY ................................................................................................................................................... 5 ATTENDANCE ................................................................................................................................................................. 6 On-Ground Students ....................................................................................................................................... 6 Online Students ............................................................................................................................................... 6 Scheduled Breaks for Online Students ............................................................................................................ 6 LIBRARY......................................................................................................................................................................... 7 ACADEMIC LOAD ........................................................................................................................................................... 7 TEXTBOOKS AND CURRICULUM ..................................................................................................................................... 7 On-ground Students ........................................................................................................................................ 7 On-line Students .............................................................................................................................................. 7 GRADES .......................................................................................................................................................................... 8 LATE WORK POLICY ...................................................................................................................................................... 8 INCOMPLETE GRADES..................................................................................................................................................... 8 GRADE REPORTS ............................................................................................................................................................ 8 WITHDRAWAL FROM THE COLLEGE ............................................................................................................................... 8 READMISSION TO THE DEGREE COMPLETION PROGRAM ............................................................................................... 9 GRADUATION REQUIREMENTS AND PARTICIPATION IN COMMENCEMENT ..................................................................... 9 Honor Society: Alpha Sigma Lambda Society ................................................................................................ 9 Dean’s List .................................................................................................................................................... 10 ACADEMIC STANDARDS ............................................................................................................................................... 10 TUITION AND FEES ....................................................................................................................................................... 11 FINANCIAL AID ...................................................................................................................................................... 12 FEDERAL PELL GRANT ................................................................................................................................................. 12 FEDERAL DIRECT STAFFORD LOAN PROGRAM ............................................................................................................. 12 OTHER RESOURCES ...................................................................................................................................................... 12 ALUMNI GRANT ........................................................................................................................................................... 12 DISABILITY & SPECIAL SERVICES ................................................................................................................. 13 RIGHTS AND RESPONSIBILITIES .................................................................................................................................... 13 DOCUMENTATION REQUIREMENTS .............................................................................................................................. 14 REASONABLE ACCOMMODATIONS ............................................................................................................................... 15 ADDITIONAL DOCUMENTATION REQUIREMENTS.......................................................................................................... 16 Attention Deficit Hyperactive Disorder (ADHD) ......................................................................................... 16 Deaf and Hard-of-Hearing ........................................................................................................................... 16

Revised 2014

Page 2

Adult Student Program Handbook

Physical Disability and/or Health-Related Impairment ............................................................................... 16 Psychological and/or Psychiatric Disability ................................................................................................ 16 Specific Learning Disabilities ....................................................................................................................... 17 Speech Impairment ....................................................................................................................................... 18 Visual Impairment ........................................................................................................................................ 18

Revised 2014

Page 3

Adult Student Program Handbook

INTRODUCTION
This handbook is available for students enrolled in one of the degree programs offered by Central Christian College’s School of Professional and Distance Education (SPE). This handbook will serve to augment the catalog concerning programs, curriculum, facilitators, policies and procedures, and other information relating to the programs. If you would like to obtain further information, please contact the SPE offices. This handbook is available electronically to all students, who are therefore responsible for knowing the information and observing the policies contained herein. Central Christian College reserves the right to make changes to any and all policies within this handbook. Any such changes affecting the SPE programs will be made available in subsequent issues of this handbook. OFFICE LOCATION The School of Professional and Distance Education offices are located at 1200 S. Main Street, McPherson, Kansas, within the main campus administration building on the Central Christian College campus. OFFICE HOURS The SPE office is open daily from 8:00 a.m. to 5:00 p.m. CT. Voice mail is available if calls are made at other times. CONTACT INFORMATION The SPE office telephone number is (620) 241-0723, toll-free (800) 835-0078, and fax number (620) 241- 4030, and website: www.centralchristian.edu. Associate Dean of the School of Professional and Distance Education……..Cheyenne Kroeker Director of Criminal Justice…………………………………………………………Tom Greco Assistant Director of Financial Aid…………………………………………...…Nichole Carver Enrollment Manager (Global Health Education)…………….…………………….Brad Hansen Enrollment Manager (Savant Learning Systems)…………………………………Scott Brooks Assistant Registrar…………………………………………………………………….Rose Epp Excel Program Manager……………………………………………………………Tina Golden Dual Credit………………………………………………………………………Dr .Dea Favara Online Writing Center Director……………………………………………………Katie Grubbs
SCHOOL OF PROFESSIONAL EDUCATION FACULTY

Enrique Barreiro, Dr. Joan Bowman, Danielle Claassen, Joshua Cooper, Tonya Deal, Chris Dyer, Danette Eis, Dr.Wendy Flint, Dr. Jerree Forbes, Kristen Hamilton, Joe Harmon, Kyle Hoodman, Aaron Hoxie, Gary Jones, Damion Josephs, Jake Kaufman, Cheyenne Kroeker, Jodi Leatherman, Wendy Lorenz, Bob Marsh, Marty Michelson, Diane Miller, Arnot Munguya, David Page, Vincent Painter, Geoginne Parisi, Janelle Rardon, Dr. Dwight Reimer, Renee Rivera, Stephanie Schnorbus, Suzee Shugart, Rebecca Sidorvich, Daniel Smith, Leah Smith, Reid Thomas, Eric Walter, Autumn, Bill Bach, Jim Bridges, Jack Brown, Wade Carter, Mindi Caskey, Marty Conboy, Jeff Deal, Sarah Halbmaier, Kade Hendricks, Mike Jones, Wallce Miller, Daniel Mobley, Mary Nelson, Richard Nitsch, Lisa Pitts, Dave Points, John Tucker, Amanda Voth, Sean Wallace

Revised 2014

Page 4

Adult Student Program Handbook

MISSION AND PURPOSE OF THE COLLEGE
Central Christian College of Kansas, established in 1884, is an evangelical Christian college in the Wesleyan tradition. The college provides liberal arts and career-entry programs leading to Bachelor and Associate degrees. Central Christian is committed to academic excellence, integration of faith and learning, talent development, formation of a growing personal faith in Jesus Christ, and preparation for a life of servant leadership. Central Christian has a philosophy of viewing individuals as “whole, integrated persons.” The intellectual, spiritual, social, and physical aspects fit together to form a “whole person.” This concept is suggested in Luke 2:52: “And Jesus increased in wisdom, stature, and in favor with God and man.” The mission of the College is, “Christ-centered Education for Character”. ACCREDITATION Central Christian College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. STRATEGY & OUTCOMES Outcomes serve as the objectives used to gauge the institution’s achievement in the fulfillment of its mission and vision. Each outcome signifies a distinct quality that can be used to quantify institutional progress and are useful in the evaluative process. Subordinate measures can be used as performance indicators1.
1 Possible 2 Liddell, H. G. & Scott, R. (1867). Greek-English Lexicon based on the German work of Francis Passow. New York, NY: Harper & Brothers

measures include entry/exit exams, capstone projects, comprehensive residential responses (personal growth reflection), as well as other tools.

If the mission of the institution is to produce a Christ-centered education for character, the institution is faced with the responsibility of defining and measuring that end. Character can be described as the summative qualities that define an individual. The etymology of the word demonstrates that it signifies the manner of life and encompassed the internal disposition and nature of the individual, as approved by external actions and behaviors2. The distinct merits and virtues are not necessarily identified, since character itself was defined through the observation of the individual, not necessarily by a comparison to an outside standard. In Luke 2:52 we find a description of the development outcomes associated with Jesus. The gospel writer asserts Jesus “grew in wisdom and stature and in favor with God and man.” This description captures the holistic reality of humanity, recognizing both our horizontal relationship within creation and our vertical relationship with the Creator. Jesus further provides a glimpse of development when questioned about the greatest commandment. He responded, “Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength” (Mark 12:28-30). In essence, these four criteria (heart, soul, mind, and strength) were presented terminal values representing the highest ideals of human functioning. Each criterion represents an essential element of character, which allows the individual to grow in wisdom, stature, and favor. These same ideals serve as the basis through which Central Christian College has chosen to measure the effectiveness of its mission. It is important to note that there is no hierarchal structure to these four elements. One is

Revised 2014

Page 5

Adult Student Program Handbook

not necessarily more important than another and no one element can be viewed in isolation from the others, since the four operate in relation to one another. PERFORMANCE OUTCOMES
FIT HEARTS (SOCIALLY RESPONSIBLE: CULTURAL & RELATIONAL)

The curriculum and written assignments within the SPE programs are designed to present the courses through Christian thought. Diversity issues are embedded throughout the programs including the intentional inclusion of multiple ethnic staff, faculty, and students.
FIT SOULS (SPIRITUALLY RESPONSIVE: SPIRITUAL & ENVIRONMENTAL)

Each of the SPE programs include specific assignments designed to include Christian thought, i.e. discussion thread questions, assigned course topics, and other appropriate avenues of inclusion. Chapels are specifically designed to personally challenge students to encounter God individually while worshiping corporately. Through relevant worship, community, communion, and application of scripture, Chapel serves as the fuel that can propel students on toward full devotion to Christ. Online students will find a link to the Chapel in every online course. The following link will provide access to the Chapel schedule. http://centralchristian.edu/current/chapelschedule.asp
FIT MINDS (RATIONALLY COMPETENT: INTELLECTUAL & PSYCHOLOGICAL)

The adult student will receive tools for personal and professional career advancement. Critical thinking skills will be evident upon completing the SPE Bachelor Program which will provide the opportunity to pursue a graduate degree. Employment opportunities are presented in the SPE newsletter and other appropriate venues. http://www.resume-now.com
FIT BODIES (PROFESSIONALLY ASTUTE: PHYSICAL & VOCATIONAL)

The adult student will demonstrate a commitment to participate in healthy lifestyle choices. The curriculum is designed to identify individual behavioral and leadership skills that will lead to wise vocational choices. Examples of some tools to assist in this area are as follows: http://www.myfitnesspal.com/ http://iphone.appstorm.net/roundups/lifestyle-roundups/50-unique-journal-and-diary-apps/ SEXUAL HARASSMENT/VERBAL ABUSE/ABUSIVE OR HOSTILE ENVIRONMENT In accordance with Title IX, Central Christian College affirms that its Students, Faculty, Staff, and Administrators have the right to be free from sexual harassment by any member of the College community. In order to emphasize respect for the dignity of persons, Central Christian College will not tolerate sexual harassment, or the existence of a verbally abusive or hostile environment. Sexual harassment is defined as attempted sexual coercion, unwelcome sexual advances, and requests for sexual favors, physical conduct of a sexual nature, or verbal conduct of a sexual nature. Therefore, any words or behavior that produces an atmosphere of intimidation or hostility or is verbally abusive is viewed as harassment. This also includes sexual harassment by use of e-mail, texting and online discussion. Central Christian College is prepared to handle sexual harassment complaints in strict confidence. Any individual who believes he or she has been sexually harassed may submit a written and signed complaint to the Sexual Harassment Officer, who at the present time is Chris Smith, Chief Student

Revised 2014

Page 6

Adult Student Program Handbook

Affairs Officer. When a formal complaint is filed, the Sexual Harassment Officer will thoroughly investigate the matter in confidence. If the incident involves Faculty or Staff, Chris Smith, Chief Student Affairs Officer, will advise any further action. After reviewing all the facts, it will be decided whether reasonable grounds exist to believe that sexual harassment has occurred. If the incident involves students only, the case will then be taken to the Judicial Affairs Committee. Disciplinary action, including expulsion or employment termination, may be taken against any student, Faculty or Staff member, or Administrator who is found guilty of sexual harassment. GRIEVANCE/APPEALS A student with a grievance in reference to an academic issue or grade should first attempt to resolve the issue through the faculty member. If no reasonable resolution has been made, the student may submit a written appeal to the Dean of Professional and Distance Education. The Dean will meet with the student to determine the course of action. If at any point the student or the Dean determines that the appeal process has halted, either party can petition the Academic Affairs and Assessment Committee, which will consider the appeal and respond to the student in writing.

Revised 2014

Page 7

Adult Student Program Handbook

ACADEMIC INFORMATION
STUDENT EXPECTATIONS
Full Degree and Degree Completion These programs are designed to accommodate those adult learners who may work full-time or part-time. The SPE programs are offered in the evening 6:00 – 10:00 pm. or asynchronous online.

Online Degree Programs are presented in an asynchronous format, meaning that students must be self-directed and goal-oriented individuals who now would like to complete their Bachelor's Degree. On-Ground Degree Programs are presented in five-week sessions that meet one night each week. Adult learners are expected to spend 20-27 hours in preparation and class time weekly. Nontraditional students are self-directed and goal-oriented individuals. The SPE Programs enable learners to develop: • Interpersonal skills • Written and oral communication skills • Problem-solving and decision-making skills • Understanding of research techniques and applications • Competence in Biblical understanding • An appreciation for the integration of faith and learning ACADEMIC CALENDAR The program operates on a term basis with five or six-week courses. Each student is given a definite schedule that indicates on which dates classes will be offered over the period of enrollment. ACADEMIC INTEGRITY
We are committed at Central Christian College to ethical practice in teaching, scholarship, and service. As such, plagiarism and other forms of academic dishonesty will not be tolerated. It is imperative that you present all written, oral, and or preformed work with a clear indication of the source of that work. If it is completely your own, you are encouraged to present it as such, taking pleasure in ownership of your own created work. However, it is also imperative that you give full credit to any and all others whose work you have included in your presentation via paraphrase, direct quotation, and or performance, citing the name(s) or the author(s) creator(s) and the source of the work with appropriate reference information. To do otherwise is to put oneself in jeopardy of being sanctioned for an act or acts of plagiarism that can carry serious consequences up to and including expulsion from the college; (see College Catalog for progressive policy implementation).

ADMINISTRATIVE DISMISSAL (ACADEMIC INTEGRITY) Academic dishonesty is considered a breach of the Code of Character signed by all students as part of their admissions process. Therefore, the College reserves the right to dismiss a student due to academic dishonesty. Level - I: In writing, the instructor confronts the student with plagiarism proof and sends a copy to the appropriate Student Services Office.

Revised 2014

Page 8

Adult Student Program Handbook

Level - II: In writing, the learner responds to the Faculty of record with a copy to the Student Services Office and the Dean of Professional and Distance Education. Level - III: In writing, the Faculty documents the interaction with the student and requests a final decision from the Dean of Professional Education and the Vice President of Academics.

Revised 2014

Page 9

Adult Student Program Handbook

ATTENDANCE
ON-GROUND STUDENTS

Due to the concentrated scheduling and the emphasis upon participatory learning, adult learners need to be in attendance every week. Absence due to illness or other emergency situations must be made up through activities required by the facilitator in that module. If an on-ground student misses two weeks of a module, he or she will be required to retake that specific module with a $100 additional charge. It is the student’s responsibility to contact the facilitator in advance of any anticipated absences to discuss class content that will be missed. It is also the student’s responsibility to contact the facilitator following any unanticipated absences. The facilitator determines make-up assignments for all absences. It is expected that make-up arrangements will be equivalent to four hours of instruction time. Class disruptions should be kept to a minimum. Out of respect to your facilitators and other cohort members, please be punctual to class, stay for the duration, and silence all cell phones and pagers. Class cancelation decision due to weather or unsafe conditions will be made by the Dean of SPE prior to 4:00 pm (CST) on class meeting nights, check your email account in advance of coming to the campus.
ONLINE STUDENTS

Online students are expected to log into their class a minimum of three different days during the week. Simply logging into the electronic classroom learning management system (LMS) does not automatically count toward attendance. To earn credit for attendance, students are expected to engage in any activities that demonstrate active participation in a class. These activities can include but are not limited to: • posting to the threaded discussion area • submitting assignments • downloading documents • attending Class LIVE synchronous meetings • taking an exam
SCHEDULED BREAKS FOR ONLINE STUDENTS

When scheduled breaks take place during any term, affected weeks will be open for participation allowing highly- motivated students to use the break time to read ahead. • Students are always welcome to check into the Ask Questions section periodically during their break, however, students should not expect that faculty will be available to them during this period. • Threaded discussion questions will be closed during break. Students will be able to access discussion questions when school resumes after break. • Please review these details with your faculty. The SPE and Student Service office will monitor weekly attendance records. Attendance records are essential to complying with regulations established by the Veterans’ Administration and Health and Human Services Department for recipients of VA benefits or federally-insured student loans.

Revised 2014

Page 10

Adult Student Program Handbook

If long-term medical, family, or employment conflicts develop, the adult learner must contact the Program Director and Student Services immediately. These individuals will assist the adult learner to determine the best options relating to the program both academically and financially. LIBRARY The Library Reference Staff, in cooperation with the facilitators in the SPE Programs, can provide instruction in basic information gathering, including learning the basics of database searching and critical-thinking skills. These life-long learning skills are essential for preparing students to function effectively in this "information society." The SPE adult learners are encouraged to use the services and resources of the Library, which may be accessed through the college. The following link will provide students with access to the electronic library: http://www.centralchristian.edu/academics/library.asp ACADEMIC LOAD An SPE learner load of 12 credit hours per term qualifies the individual for full-time status. SPE students need to openly discuss this program and its demands both with their family and their employer (if applicable). This is a program with many demands and requirements, thus the student will need the support and encouragement of those around them. FREEDOM OF EXPRESSION In addition to the rights of the faculty member, the College also provides rights to students concerning Freedom of Expression. Members of the Central Christian College community, including students and invited guests, are granted the privilege to write about or discuss any subject of intellectual inquiry without fear of censorship, discipline, or intimidation. This freedom does not provide the right to individuals to say anything without regard to others. Civility and respect are foundational components of freedom of expression. A hostile environment limits the expression of ideas and therefore undermines the diverse expression of opinion. Faculty are invited to create a safe environment where, as members of a learning community, the entire college community can engage ideas through scholarly investigation and inquiry. Understanding this, the performance of students should be assessed solely on their ability to fulfill the outcomes prescribed in course syllabi, not on opinions shared in class, i.e. discussion threads and live sessions, verbal behavior inside or outside of the classroom, or due to matters not related to academic performance. TEXTBOOKS AND CURRICULUM
ON-GROUND STUDENTS

Curriculum materials are distributed one week prior to the start of every module. If a student is absent from class on a night when new materials are distributed, it is his or her responsibility to contact the SPE office to make arrangements to receive materials. Textbooks are to be returned to the SPE office at the end of each course. Students interested in purchasing specific materials can do so at the same cost at which the school purchases them.
ON-LINE STUDENTS

Student enrolled in an online program will find the curriculum embedded in the Learning Management System. Beyond the curriculum, students enrolled in an online program will need to

Revised 2014

Page 11

Adult Student Program Handbook

secure textbooks as directed. Please review the process for accessing textbooks and course materials. The process is dependent upon the program in which he or she is enrolled. Ministry Students: http://www.textbookx.com Other Online Programs: https://www.ccconlinestore.com

GRADES Letter grades are given for all coursework in the Degree Completion Program. Any module in which the adult learner receives an “F” must be repeated in order to complete the program. Facilitators are asked to submit grades within one week from the end of each module. Grades are available through the Portal. LATE WORK POLICY The SPE programs have a “no late work” policy. Exceptions can be made with consultation from the faculty and SPE Dean of Professional Education. INCOMPLETE GRADES Incomplete grades are not awarded in any of the SPE programs. GRADE REPORTS Once the SPE students have received a grade report, an unofficial transcript (including those grades and all previous courses and grades) will be available on the portal. Unofficial transcripts can be printed from the portal. Official transcripts are available upon request. Transcript requests must be made in writing. Transcript request forms can be downloaded from the college’s website. The following link will provide access to the college website transcript request form. http://www.centralchristian.edu/academics/transferrequest.asp Official transcripts can be sent directly from the College to schools, employers, agencies, or to the adult learner. However, the adult learner must be in good standing with the business office and college library in order for transcripts to be released. When using a transcript request form, the request must contain: the adult learner’s name (including maiden name if applicable), social security number, specific dates of attendance, and names and addresses for where the transcripts are to be sent. If specific terms or course grades are to be included, that information must be noted so that the transcript is not sent before the data is posted to the record. The student’s signature and a $5.00 fee are required for processing. WITHDRAWAL FROM THE COLLEGE Students who wish to withdraw completely from the college are encouraged to officially notify the (SPE) School of Professional Education in writing, of their intent to cease attendance from all

Revised 2014

Page 12

Adult Student Program Handbook

classes. Students who do not provide written notification and cease attending courses will be involuntarily withdrawn within 14 days of the last day of attendance. If the withdrawal occurs within the first 60% of the term, a pro rata adjustment will be made to the student’s financial aid disbursements and term charges. Any refunds of unearned financial aid will be returned to the original sources, and unearned charges will be credited to the students account. If the withdrawal occurs after the first 60% of the term, no adjustment will be made to the student’s financial aid disbursements or term charges. The student has been determined to have earned all financial aid and all term charges. This is an abridged version of the college’s withdrawal policy. For a more detailed version of the college’s withdrawal policy, please see a copy of the current college catalog. READMISSION TO THE DEGREE COMPLETION PROGRAM An adult learner who has dropped out of a group, but wishes to return to a new group must: 1. Notify the School of Professional Education Program Office of their desire to return 2. Complete and submit a new transfer credit acknowledgement form with courses for the remainder of the term(s) listed 3. Provide evidence that financial arrangements have been made 4. In order to graduate, the adult learner must be classified as an active student and must ensure that all incomplete or failed modules are successfully completed. GRADUATION REQUIREMENTS AND PARTICIPATION IN COMMENCEMENT All Graduating students, both online and on-ground, are invited to participate in the commencement ceremony on the McPherson, Kansas campus. To be considered for participation in commencement exercises with cap, gown, and tassel, an adult learner must be enrolled in the final courses of his/her program, and must be within 6 credits of completing their degree as of the day of commencement, as determined by the registrar of Central Christian College of Kansas. Diplomas will be mailed to all adult learners upon the completion of the required courses for their degree. To graduate, an adult learner must be classified as “active” and have a cumulative GPA of 2.0
HONOR SOCIETY: ALPHA SIGMA LAMBDA SOCIETY

Central Christian College offers the chance for students to be inducted in a national honor society. Alpha Sigma Lambda's aim is to recognize the special achievements of adult graduates who accomplish academic excellence while facing competing interests of home and work. Alpha Sigma Lambda is dedicated to the advancement of scholarship and recognizes high scholastic achievement in an adult student's career. By so doing, this Society encourages many students to continue toward and to earn Masters, or Doctorate degrees. Through leadership born of effort, both scholastically and fraternally, Alpha Sigma Lambda inspires its candidates

Revised 2014

Page 13

Adult Student Program Handbook

to give of their strengths to their fellow students and communities through their academic achievements. Nominations will be submitted by Central Christian College Faculty, Graduating Students, and Administration Staff. A committee will be appointed to make the final decision. The selection process for this award is always difficult, particularly since we are limited by the national organization to selecting only a small percentage of our graduating class. The National standards for student membership in Alpha Sigma Lambda are as follows: • Members must be matriculated and have a minimum of 24 graded semester hours or the • equivalent** and shall be matriculated students in an undergraduate degree program. These college credits must not include transfer credits. All credits must be taken through and graded at the matriculating institution and must be included in the student's cumulative GPA. • At least 12 credits of a student's total credits should be earned in courses in Liberal Arts/Sciences. If the student has not earned 12 Liberal Arts/Sciences credits within the 24 credits completed at the matriculating institution, accepted transfer courses may be used to meet this requirement. • Members shall be selected only from the highest 10 percent of the graduating class who have 24 graded credits and are matriculated in an undergraduate degree program. • Those selected must have a minimum grade point index of 3.5 on a 4.0 scale or its equivalent. The cumulative scholastic record of the student as interpreted by the institution where membership is to be conferred shall be the basis for computing scholastic eligibility.
DEAN’S LIST

Dean's List students must have completed at least 12 credit hours with an earned average GPA of 3.85 or higher. The Bi-Annual Dean’s List includes the names of matriculated undergraduate students who are pursuing their first undergraduate degree. Appropriate entries regarding inclusion on the Dean's List are determined from the student's academic record. Students will be notified of his or her bi-annual Dean's List standing with a letter from the Dean. Dean's Letters are distributed electronically, thus recipients receive notification and download instructions via e-mail sent to their CCC-provided e-mail address, to be compliant with FERPA regulations. Dean's Letters are generated twice per-year, a few weeks after grades are posted (June & December). In addition to the recognition letter, an official certificate will be mailed to the awardee from Central Christian College. Dean's Letters are only generated for students who meet the Dean's List criteria at that time. These letters are not issued or updated based on late changes to the academic record. ACADEMIC STANDARDS Providing services and appropriate/reasonable accommodations to students with disabilities does not mean excusing a student with a disability from responsibilities or lowering expectations in the classroom, but rather allowing the student to use her/his abilities to assimilate information or perform class work in a manner that allows fair completion with other students. Therefore, students should not expect classes or class requirements to be waived even though they may have been waived at the high school or other institutions where they may have attended. For example, waiving the

Revised 2014

Page 14

Adult Student Program Handbook

math requirement for a student desiring to major in architecture or a medical field would not be approved, for any student, because math classes are an essential element of the program. Without math classes, the student would not be considered “otherwise” qualified for the education program.

Revised 2014

Page 15

Adult Student Program Handbook

FINANCES
TUITION AND FEES For the most up-to-date and comprehensive list of fees and tuition, please see the most recent version of the Catalog. Student fees are due at the beginning of each program term. Credit for Prior Learning Fee and $50.00 for each semester hour Technical and Professional Training fee petitioned. It is important to note that petitioning for prior learning credit does not guarantee that the full number of hours petitioned for will be granted. Awards of credit are based upon evaluation of the applicant’s work by a faculty in the particular academic field involved. College Level Examination Program (CLEP) Tuition, Books $50.00 for each semester credit hour, See catalog for passing requirements. Tuition and book costs may vary based on the program. Consult your Financial Aid Counselor for specific cost. $100.00 per credit hour in addition to the standard tuition rate (only offered on an individual basis as approved by the SPE office). $100.00—paid at the beginning of the final term regardless of whether or not the student participates in the commencement ceremony

Directed Study Fee

Graduation Fee

In cases where the employer may cover full or partial tuition, the student will pay for the first term and then be reimbursed according to the employer’s policy. This will cover tuition, books and materials usage fees for the first term of courses. The employer reimbursement can be used to pay for subsequent terms. The student is responsible for processing all documents necessary to secure reimbursement from the employer. Special payment arrangements need to be agreed upon and approved by the Director of Finance of Central Christian College. In some cases, monthly payments may be approved. Central Christian College is able to accept Visa, Discover, and MasterCard for the payment of tuition and fees. For your convenience, payments may be made through the college’s online portal).

Revised 2014

Page 16

Adult Student Program Handbook

FINANCIAL AID
(See Catalog for Specific Information) Any adult learner wishing to apply for financial assistance should contact the Financial Aid Office. Financial Aid personnel are available to answer questions and to help estimate eligibility for financial assistance. Normal office hours are Monday through Friday, 8:00 a.m. to 5:00 p.m. CT. Other hours are available by appointment. FEDERAL PELL GRANT Federal and state grants are awarded based upon financial need. The student does not need to repay these funds. Federal Pell grants are provided by the federal government and administered by the college. FEDERAL DIRECT STAFFORD LOAN PROGRAM Federal Direct Stafford Loans are available to undergraduate students demonstrating financial need. After determining aid eligibility, Financial Aid personnel will advise the student on how to borrow under this program. OTHER RESOURCES Veterans' Benefits—Available to those who qualify. Eligibility is determined by the Veterans' Administration and potentially eligible students should contact their local Veterans' Administration representative. Employee Reimbursement Program—Contact your company's personnel office to investigate this source of financial assistance. Private Alternative Loans—Contact the Financial Aid Dept. for more information. ALUMNI GRANT For dependent students of Central Christian College alumni, the alumni grant is an award of $1,000 each year the dependent student chooses to attend Central Christian College of Kansas School of Liberal Arts and Sciences. Recipients must be dependent children of an alumni who attended fulltime for at least 1 term. Students who identify themselves as alum dependents are verified through the Alumni Office. Once verified, recipients will be awarded $1,000 per year renewable each year of their residential enrollment at CCC. Students will be notified of their eligibility on their award letter.

Revised 2014

Page 17

Adult Student Program Handbook

DISABILITY & SPECIAL SERVICES
Central Christian College is committed to providing an environment in which all students are given a reasonable opportunity to learn and work to their full potential. It is our goal to provide each student with maximum independence and participation in the college campus life. In compliance with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, Central Christian College will provide reasonable accommodations for students with disabilities documented by a licensed professional. Reasonable accommodation is a modification or adjustment to a course, program service, activity, or facility. It is designed to offer an identified student with a disability reasonable access to the same opportunities, benefits, and privileges available to a similar student without a disability. The accommodation is not required if it would fundamentally alter the nature of the course, program, service, or facility, or if it would result in an undue burden for the institution. To determine reasonable accommodations, Central Christian College will seek information from appropriate personnel regarding essential standards for courses, programs, services, activities, and facilities. Central Christian College recognizes a student with a disability as anyone who has submitted appropriate documentation of a physical, psychological or mental impairment that substantially limits one or more major life activities, including learning. Admitted students must submit appropriate documentation of the disability. Although students are not required to identify themselves as having a disability, it is important that they know they are not eligible for support until the proper documentation (by a licensed professional) has been submitted. Accommodations are made on an individual basis, determined by the nature of the documented disability and the specific college program and facilities involved. The law requires maintaining strict confidentiality of records and of information documenting a disability. Student Disability Services at Central Christian College will only disclose the specific nature of a student’s disability when the student requests the release of information. RIGHTS AND RESPONSIBILITIES Students with disabilities at Central Christian College have the right to: • Access courses, programs, services, activities, and facilities offered through the college. • Work, learn, and receive reasonable accommodations, academic adjustments and/or auxiliary aids and services. • Confidentiality of all information about their disability except as disclosures are required or permitted by law. Students with disabilities at Central Christian College have the responsibility to: • Meet qualifications and maintain essential standards for courses, programs, services, and activities at the college. • Self-identify (disclose) as an individual with a disability and seek information, counsel, and assistance when necessary. • Demonstrate and/or document (from an appropriate licensed professional) the disability. • Follow procedures for obtaining reasonable accommodations. • Request specific accommodations in a timely fashion, and ensure that the professor is aware of needed accommodations prior to each event (e.g., each exam).

Revised 2014

Page 18

Adult Student Program Handbook



Understand the intent of the law. The law was meant to level the playing field and to give equal access, not an unfair advantage. Therefore, students are obligated to meet essential program requirements and are not entitled to accommodations that will eliminate, modify, or fundamentally alter the requirements of the course regardless of disability classification/status. Students must satisfy essential academic requirements and standards of the institution.

Revised 2014

Page 19

Adult Student Program Handbook

Office of Disability Services – Student Success Special Services The Office of Disability Services has the right to: • Identify and establish appropriate accommodations for courses, programs, services, activities, and facilities. • Request and receive current documentation that supports the request and need for accommodations, academic adjustments and/or auxiliary aids and services. • Deny a request for accommodations, academic adjustments, and/or auxiliary aids and services if the documentation demonstrates that the request is not warranted or reasonable, or if the individual fails to provide appropriate documentation. The Office of Disability Services has the responsibility to: • Provide or arrange reasonable accommodations, academic adjustments, and/or auxiliary aids and services for students as warranted and available without hardship to the College. • Maintain appropriate confidentiality of records and communication, except where permitted or required by law. • Make referrals for counseling, student health center, career center, and other departments or organizations when appropriate. Faculty and Staff The Faculty and Staff have the right to: • Receive verification of a documented disability from the student in the form of a faculty accommodation letter. The Student Support Plan will be generated by the Director of Student Success Special Services using information from the documentation, the student’s reported history and disability support staff in Student Development. • Contact the Director of Student Success to discuss accommodations. The Faculty and Staff have the responsibility to: • Keep all disability-related information regarding a student confidential. • Maintain the same standards for students with disabilities as are applied to all other students. • Provide and arrange any reasonable classroom accommodations as discussed in the faculty accommodation letter. • Inform students of procedures for arranging accommodations at the beginning of each semester. A statement on the syllabus regarding accommodations is to be included on every syllabus. DOCUMENTATION REQUIREMENTS In order to provide reasonable and appropriate academic accommodations to those students at Central Christian College who have disabilities, the Office of Student Success Special Services requires documentation, which shows the current disability and its impact on academic functioning. Therefore, the documentation the student provides to Student Special Services must follow the criteria: 1. Documentation must be current. The determination of what is current documentation depends on the nature of the disability. However, in most cases documentation should be within the last three (3) years. Student Special Services reserves the right to make appropriate modifications to this time frame.

Revised 2014

Page 20

Adult Student Program Handbook

2. The name, title, and professional credentials of the evaluator including information about license or certification, as well as, area of specialization, employment, and state in which the individual practices. Professionals who conduct the evaluation/assessment must be qualified to do so, and it is essential that they have experience working with adolescent/adult populations. 3. Reports must be on letterhead, typed, dated, and have the original signature of the evaluator. Reports must be written in English or translated into English by a qualified translator. 4. Reports need to include the names of any standardized tests administered, the scores derived from these tests and a discussion of the data that clearly indicates the presence of a disability. Student Disability Services reserves the right to determine which tests are acceptable for diagnosing the disability. Standardized tests must be based on adult norms. 5. The report must clearly state the specific diagnosis of the disability. Terms such as "suggest" or "is indicative of" are not acceptable. 6. The evaluator must describe the impact of the diagnosed disability on a specific major life function/activity (especially as it relates to academic performance). 7. A clinical diagnosis is not synonymous with a disability. That is, evidence sufficient to render a clinical diagnosis might not be adequate to determine that an individual is substantially limited in a major life activity. The documentation must include the student's specific current functional impairment(s) and describe how the disorder/impairment substantially limits one or more major life activities in order for Student Counselor to fully evaluate the necessity for academic adjustments, auxiliary aids, and/or auxiliary services. Additional information may be required. 8. The diagnostic report should include specific recommendations for reasonable academic accommodations and a detailed explanation of the rationale for each recommended accommodation as related to the specific functional limitations. 9. If medications are taken, they should be listed as well as their potential side effects. If symptoms involve cognitive recall (memory), appropriate testing needs to be conducted. Testing for specific learning disabilities may be appropriate. 10. A doctor's prescription pad note or a school plan such as an Individualized Educational Plan (IEP) or 504 Plan is not sufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report. It must be understood that evaluation reports themselves do not automatically qualify a student for registration with Student Disability Services. All of the items listed above must clearly show the presence of a disabling condition and clearly justify the need for reasonable accommodations. After admission to Central Christian College, students who have a disability that may require academic accommodations must submit current disability documentation along with a completed Documentation Review Request to Student Special Services. All information is confidential and will be used only to assist the student. REASONABLE ACCOMMODATIONS A reasonable accommodation is a modification or adjustment to a course, program, service activity or facility. It enables a qualified student with a documented disability an opportunity to attain the same level of performance or to enjoy benefits and privileges as are available to a similarly situated

Revised 2014

Page 21

Adult Student Program Handbook

student without a disability. The accommodation is not required if it would fundamentally alter the nature of the course, program, service or facility, or if it would result in an undue burden for the institution. Reasonable accommodations will be determined by evaluating the following: • Barriers resulting from interaction between the documented disability and the campus environment. • • • Possible accommodations that might remove the barriers. Whether or not the student has access to the course, program, service, activity or facility without accommodations. Whether or not the essential elements of the course, program, service, activity or facility are compromised by the accommodations

All reasonable accommodations are individualized on the basis of the nature of the disability and the academic environment. Reasonable accommodations that the Office of Student Success Special Services offers the student will be discussed with the student confidentially. Below, is a partial list, but not limited to, potential accommodations that may be recommended. • Auxiliary aids and services • • • • • Note taker, reader, transcriber Texts and tests on tape as available Additional time on test and assignments Flexible assignment schedule Proofreaders

ADDITIONAL DOCUMENTATION REQUIREMENTS
ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD)

Report from a psychologist or psychiatrist that includes the following: • Clear statement of ADHD with the DSM-IV diagnosis • A description of the symptoms which meet the criteria for the diagnosis • A summary of the assessment procedures and evaluation instruments which were used to make the diagnosis • Information about current prescribed medications used to treat the disability and possible side effects • A description of the functional limitation(s) caused by the disability • Recommendations for reasonable academic accommodations
DEAF AND HARD-OF-HEARING

Report from an audiologist or otolaryngologist that includes the following: • Results of an audiogram showing the degree of hearing loss • The type of hearing loss (conductive or sensorineural) • Whether the hearing loss is temporary or permanent, and if it is stable or progressive • Whether the condition is mitigated by hearing aids or medication • A description of the functional limitation(s) caused by the disability • Recommendations for reasonable academic accommodations

Revised 2014

Page 22

Adult Student Program Handbook

PHYSICAL DISABILITY AND/OR HEALTH-RELATED IMPAIRMENT

Letter or report from a physician in an appropriate medical specialization that includes the following: • The specific medical condition which causes the disability • Whether the condition is temporary or permanent, and if it is stable or progressive • Information about current prescribed medications used to treat the disability and possible side effects • A description of the functional limitation(s) caused by the disability • Recommendations for reasonable academic accommodations
PSYCHOLOGICAL AND/OR PSYCHIATRIC DISABILITY

Psychological or neuropsychological evaluation or report from a psychiatrist or licensed psychologist: • Clear statement of the condition with the DSM-IV diagnosis • A description of the symptoms which meet the criteria for the diagnosis • A summary of the assessment procedures and evaluation instruments which were used to make the diagnosis • Information about current prescribed medications used to treat the disability and possible side effects • A description of the functional limitation(s) caused by the disability • Recommendations for reasonable academic accommodations
SPECIFIC LEARNING DISABILITIES

A comprehensive psycho-educational assessment from a psychologist or learning disabilities specialist that includes the following: • Clear statement of the specific learning disability with the DSM-IV diagnosis. • A test used to measure intellectual ability, including scores and subtest scores. Acceptable IQ Tests: • Kaufman Adolescent and Adult Intelligence Test • Stanford Binet 4th Edition • Wechsler Adult Intelligence Scale - III (WAIS-III) • Woodcock-Johnson III General Intellectual Ability (GIA) Not Acceptable: • Kaufman Brief Intelligence Test (KBIT) • Slosson Intelligence Test • Wechsler Abbreviated Scale of Intelligence (WASI) • Wechsler Intelligence Scale for Children - III (WISC-III) Acceptable Achievement Tests: • Nelson-Denny Reading Test • Scholastic Abilities Test for Adults (SATA) • Wechsler Individual Achievement Test - II (WIAT-II) • Woodcock-Johnson III Tests of Achievement • Woodcock Reading

Revised 2014

Page 23

Adult Student Program Handbook



Mastery Tests – Revised

Not Acceptable: • Wide Range Achievement Test - 3 (WRAT-3) • A test used to measure processing ability, including scores and subtest scores Acceptable Processing Tests: • Detroit Tests of Learning Aptitude - Adult • Woodcock-Johnson III Tests of Cognitive Abilities • Profile of academic strengths and weaknesses and how these relate to the academic limitation(s) • Clinical summary • Recommendations for reasonable academic accommodations NOTE: All of these tests must be based on adult norms.
SPEECH IMPAIRMENT

Report or letter from a speech pathologist or physician that includes the following: • The specific disabling condition • Whether the condition is temporary or permanent, and if it is stable or progressive • A description of the functional limitation(s) caused by the disability • Recommendations for reasonable academic accommodations
VISUAL IMPAIRMENT

Report or letter from an ophthalmologist or optometrist that includes the following: • The specific medical condition which causes the visual impairment • The degree of visual acuity, including with corrective lenses • The extent of the visual fields • Whether the condition is temporary or permanent, and if it is stable or progressive • Whether the condition is mitigated by corrective lenses or medication • A description of the functional limitation(s) caused by the disability • Recommendations for reasonable academic accommodations including any visual aids

Revised 2014

Page 24

Similar Documents

Free Essay

Company Law

...1. Assessment Exemplar Assessment Tasks The table below summarises how each assessment exemplar task relates to coverage of the Outcomes detailed in the Unit specification. It also indicates the evidence, which should be retained for external moderation. |Outcome |Suggested task |Suggested evidence to be retained | |. | | | |1. |Each candidate should write a report that|A written report that can be used by Charles Prospect to| | |can be used by Charles Prospect to |give the required presentation to the client | | |deliver his presentation to Bean & Co. |It should clearly describe the personality of a company | | |The report will be assessed for the |separate from its owners and board | | |demonstrated knowledge of the legal |It should also describe the process by which a company | | |formation of a company, forms of |can be formed and registered | | |corporate body and procedures for company|The different forms of corporate body that can be formed| | |formation. Case Study 1 provides |should be clearly described | | |background information for this...

Words: 3692 - Pages: 15

Premium Essay

Case Study in: Philosophy and Psychology

...Philosophy and Psychology Case Study Case 7. HIT AND MISS MANUFACTURING: A Star is Born The head of HR department, Atty. Mila Bravo was directed by the company president to act as leader of a committee whose task is to revise and update the current compensation scheme of the company. The President designated the following as members of the committee: 1. the accountant 2. the executive secretary 3. an employee in one of the operating units 4. an officer of the labor union 5. the internal auditor 6. a representative from the public During the first meeting, the seven members were all present. The president made a briefing regarding the purpose of the group, the circumstances that lead to the formation of the group, and his expectations about the group’s output. The group proceeded to determine the various factors relevant to the determination of the rates of the various jobs. Most of the members of the committee, however, cannot devote the time required to finish the job within the time frame indicated by the committee’s effectiveness. The first two meetings were held without much fuss. Everybody was given the opportunity to air his or her views about the various matters forwarded for discussion. For one reason or another, the accountant failed to appear in the succeeding meetings. He never attempted to explain his position to the committee leader or to any member, but his body language indicated that he was too busy doing...

Words: 327 - Pages: 2

Free Essay

Recruitment and Seclection Process

...Santa Monica Community College is looking to fill a position for an administrative assistant position in the Computer Science & Information’s Department with a schedule to work 11 months per year, and for the STEM and Supplemental Instruction Programs with a schedule to work 12 months per year. Each position would be a Monday thru Friday 40 hour per week position. “Positions in this classification perform vocational secretarial duties and provide administrative support for College management and faculty leaders in instructional, academic and support service functional areas” (www.govermentjobs.com). Recruitment of the administrative assistant position is open to all applicants that have located the job posting on the government jobs website. There is a specified date and time that the application is open to apply and also a time by which the application must be submitted for possible consideration. The time frame for which it will be open is Monday, December 10th through Wednesday, December 12th. The initial screening process for the position begins by going thru all of the candidates that have applied and choosing those that best fit the criteria for the position. Since it is an administrative assistant position clerical skills, receptionist skills, etc will possibly take precedent over other skills some candidates may possess. Any and all candidates are open to apply but there are keywords that the screeners are looking for in order to establish whether you have the...

Words: 551 - Pages: 3

Premium Essay

Practical Report

...a) INTRODUCTION ACKNOWLEDGEMENT Praise to Allah for six (6) months I undergo my internship that begins on early February this year till end of July, I finally successfully completed my Industrial training report. For the remaining days that I have to continue my training in order to complete my course, I pray to Allah hoping my journey is in His bliss. I also would like to extend my thankfulness to the most precious persons in my life, my father and mother for all their moral support, financial support and also to my friends for never ending reminding me to always be honest and trustworthy during my training here. As for my supervisor from Universiti Teknologi Mara Kampus Seri Iskandar Perak, Puan Naimah Binti Zaini. I thank you for all the reprimand and guidance as it is very helpful for me in completing my report. Last but not least I would like to extend my appreciation to my industrial supervisor (k.cik/) and (k.ika ) for their advices and patiently guiding me through while I working here as a trainee. Not forgotten for all the staffs working at Khatulistiwa Corporate Services Sdn Bhd, I am obliged to staff members of Khatulistiwa Corporate Services Sdn Bhd for the valuable information provided by them in their respective fields and I very much appreciate for their entire kindness helping and teaching me when I’m working there. I am very lucky to have such a helpful colleagues and I never felt left out in any situation.             I am entrusted to undergo...

Words: 2004 - Pages: 9

Free Essay

Docx

...implementation focuses on supporting communities to fulfill their economic rights and achieve sustainable lilvehoods, capacity building and natural resource management. Our operations are guided by core values of excellence, accountability , respect, intergrity and transparency. In order to fulfill its current mandate and to achieve all tis objectives and planned activities, kyakulukuku co. ltd wishes to recruit a middle management officer at the secretaria. Applications for the post of an administrative secretary are invited from qualified individuals from the Republic of Uganda. Job title: administrative Secretary Job Salary scale: G5 Reports to: Director human resource and administration Age: 25-30 Main purpose of the job: To carryout effective mannagment and administration and on the basis thereof to provide efficient secretarial services. Key duties and responsibilities Handle effieciently and effective information management system in the office of the Deputy executive secretary. Professionally handling all incoming and outgoing correspondence; Provide timley responses to routine letters addressed to the company Effective handling of itinerary for the company Effective mangemnent of official events of the company Taking dictation and typping letters other documents during meetings Preparations of quality, accurate and informative speeches for the company Coordinating the preparations of meeting venues and documents Perform any other duties that may be assigned by...

Words: 409 - Pages: 2

Premium Essay

The Key to Success

...The Key to Success The most disturbing time in my past was when I believed that I was entitled to the American dream — the president, my employer, and the government is responsible for filling my life with continuous happiness, an exciting career, loads of family time, and positive personal relationships simply because I exist. Throughout the years of growth, I discovered the truth and the most important lesson I have revealed in my lifetime. I learned that there is only one person responsible for the quality of the life I live. That person is me. If I want to be successful, I have to take 100% responsibility for all the failures and successes that I experience in my life. This includes the level of my achievements, the results I produce, the quality of my relationships, my health and physical wellness, my finances, my debts, my feelings — everything! However, we all know that this is not easy. In fact, most of us have been conditioned to blame something outside of ourselves for the parts of our life we don't understand. We blame our parents, our spouse, our friends, the media, our bosses, the weather, the economy, our astrological sign, our lack of money; anyone or anything we can pin the blame on. We never want to look at where the real problem is — ourselves. During my transition, I was reading and listening to books from motivational speakers such as Brian Tracy, Zig Ziglar and Les Brown. I also took up Vinyasa Yoga simply because it was something outside of my comfort...

Words: 1360 - Pages: 6

Premium Essay

Job Summary

...Job Description: Human Resources Receptionist Job Summary: HR Receptionist will provide administrative and clerical support to a 10 employee Human Resources Office. Incumbent will utilize HR policies and procedures to assist customers/staff members daily and perform miscellaneous HR tasks as assigned by supervisor. This position requires minimal supervision. Essential Job Functions: 1. Provide administrative and clerical support to assist with efficient operation of the organization. 2. Ensure all activities are in compliance with HR policies and procedures. 3. Welcome visitors and provide information as necessary. 4. Maintain various database systems. 5. Provide excellent customer service. 6. Answer multi-line telephone system and transfer calls appropriately. 7. Maintain and create distribution lists to assist with administrative functions. 8. Conduct payroll related activities. 9. Create and maintain various filing systems. 10. Type professional correspondence 11. Process requests timely. 12. Sort and distribute mail daily. Required Knowledge Skills and Abilities: 1. Excellent customer service skills. 2. Have a clear understanding of the organization and responsibilities assigned within HR. 3. Basic computer skills (MS Word, Excel, PowerPoint, Publisher, Outlook, etc.) 4. Knowledge of the structure and content of the English language including...

Words: 342 - Pages: 2

Free Essay

English

...of the Middle English romances, much religious and secular prose and verse including the English works of John Gower, Thomas Hoccleve and most of Caxton's prints all find their place in the publications. Without EETS editions, study of medieval English texts would hardly be possible. As its name states, EETS was begun as a 'club', and it retains certain features of that even now. It has no physical location, or even office, no paid staff or editors, but books in the Original Series are published in the first place to satisfy subscriptions paid by individuals or institutions. This means that there is need for a regular sequence of new editions, normally one or two per year; achieving that sequence can pose problems for the Editorial Secretary, who may have too few or too many texts ready for publication at any one time. Details on a separate sheet explain how individual (but not institutional) members can choose to take certain back volumes in place of the newly published volumes against their subscriptions. On the same sheet are given details about the very advantageous discount available to individual members on all back numbers. In 1970 a Supplementary Series was begun, a series which only appears occasionally (it currently has 24 volumes within it); some of these are new editions of texts earlier appearing in the main series. Again these volumes are available at publication and later at a substantial discount to members. All these...

Words: 1121 - Pages: 5

Free Essay

Fraternity

...BACKGROUND Introduction This chapter present and discuss the description, background, and the skill competencies of secretaries and skill qualifications required by the selected higher education institutions in Metro Manila. This also includes the highlight of the relevance of the study, the reason for choosing the topic, and the purpose and scope of the study. In the past few years, secretarial tasks involving word processing evolved from being manual to automate. In today’s technological age, computers are the only way to maintain, develop and secure growing and established business. The computer is trying to change education and tasks dramatically. Currently, with the help of technology, not only computer itself but also its programs were persistently continuing to develop from time to time. Secretaries especially on education institutions, handle more complex duties, such as conducting research, preparing reports, creating spreadsheets, composing correspondence and documents, and organizing other secretarial assignments. Nowadays, secretaries definitely require extensive expertise on their task performed using word processing, spreadsheet and presentation program, which are the most frequently used computer programs used in every workplace. A career in business is typically fast-paces, challenging and also rewarding. As a result, offices as well as secretaries have led to assume wider range of technology and...

Words: 2090 - Pages: 9

Premium Essay

Company Job Description

...Acme Company Job Title: Receptionist | Department: Customer Service | Job Code: SMAA/25 | Revision Date: 01/2015 | Job Grade: CG 5 | Job Summary Performs administrative and office support activities for the HR office. Duties include maintaining personnel files, performing administrative functions for the office personnel, assisting the public and employees with personnel questions, following company policy when dispensing information, reviewing and processing forms for personnel changes, monitoring staff time and payroll items, handling the HR director’s calendar, handling office mail, filing, typing as requested, answering phones, and other duties as assigned. Key Responsibilities Schedule appointments for employees, director, and customers Distribute incoming and outgoing mail File personal files and incoming or outgoing correspondence Answer incoming phone calls and direct to the appropriate channel Support employees and clients to dispense correct information Collect timecards and payroll to input time and attendance Demonstrate knowledge of company policies and correct information Welcomes all clients and employees to ensure comfort upon entering the office. * . Qualifiers Knowledge of general filing system and document filing protocol Knowledge of managing calendar Typing (50 wpm, 100% accuracy) Excellent English writing skills (structure, grammar, punctuation) Computer skills Microsoft Office skills/experience Ability to file...

Words: 254 - Pages: 2

Premium Essay

Case Study I: Pack-Its

...Case Study I: Pack-iTS 1. As one of the partners, evaluate the overall feasibility of Pack-iTS * Ease of management and student satisfaction for school administration * Value for money, able to the variety of choices, and food preparation safety for individual parents * variety and taste for students * Quality based on nutritional value for packaged lunch * Offered bi-monthly for hot lunch days 2. How should Pack-iTS be positioned against the competition? Pack-iTS should position themselves against the competition by targeting the three key consumers, school parents and children. They should target the parents by illustrating the benefits of Pack-iTS pre made lunches. One of the main concerns that parents had was not being able to spend more time with their kids while trying to juggle a work and home life.  So Pack-iTS should lead with how using their service  will save parents time instead of  buying and preparing school lunches for their children. Giving them more time to spend with their kids and not having to stress about what their kids are going to eat. Pack-iTS should also stress the importance of nutrition to the parents and that pack-its is committed to making healthy meals for their kids. Pack-its only real competition is the brand name lunches offered by Kraft and Schneider’s, but these choices are less healthy options for children. They other competition would be the hot lunches that were offered by local businesses. In this case Pack-iTS...

Words: 892 - Pages: 4

Premium Essay

Secretarial

...A Secretarial Career An interesting career to have one day is that of a clerical secretary, which has good pay and wonderful benefits. A secretarial occupation requires technological knowledge and requires, at the least, a high school diploma. Secretaries must have excellent communication and computer skills. Such skills can be obtained in high school and through a community or vocational college. On a daily basis, secretaries will perform clerical duties and tasks relevant to the functioning of a company. More secretaries will be needed as the years progress. The minimum education required for a job as a secretary is a high school diploma. At the maximum, a degree of secretarial training would be required (“Secretary Job Description, Career as a Secretary” 2). To obtain secretarial training, a degree in office administration would have to be obtained. This degree can be acquired through a community college or a vocational school (“Secretaries and Administrative Assistants” 2). Two years of study are required for the office administration degree. The degree will demand a total of sixty-eight hours, which can be taken at seventeen hours per semester (“Office Administration”). It can be obtained at Faulkner State, a community college, for $1,904 per semester. $7,616 is the total cost for the degree (“Tuition”). There are no entrance requirements to attend Faulkner State for an office administration degree. The school has an “open door” admissions policy, which means that...

Words: 306 - Pages: 2

Premium Essay

Administrative Assistant Research Paper

...It is with great enthusiasm that I submit my application for the position of Administrative Assistant. As both an administrative professional and customer service representative with over 5 years experience, I am sure my diverse skills, experience, and qualifications would make me a great asset to your company. As detailed in my attached resume, I have held several administrative positions including as administrative assistant for Brentwood Coach & Limousine. Here I organized meetings, booked travel itineraries, booked client reservations, and generated and distributed receipts for clientele and sales reports for management. I have also held an internship at the Consulate General of Ireland during my time studying for my BA at the University...

Words: 279 - Pages: 2

Premium Essay

Argumentative Analysis

...We have been retained to represent Local 4940, Nicole Miale and Kim Sousa in connection with the enclosed charge of discrimination. Kim is the Union President and Nicole is a member of the Executive Board. I met with Kim on January 27 and she advises me that Della Nimely is a Career Resource Specialist previously employed by the Collaborative with a date of hire of September, 2014. On or about August 11, 2015, the Collaborative notified Della that it was laying her off. The lay-off letter was dated in July. Della told Nicole who referred Della to Kim. Around this time, Della went out on a sick leave of absence due to one (1) or a series of car accidents and she ran out of sick time. Della applied to the sick leave bank and Kim assisted her in getting her an extension to 48 days of sick leave and helped her fill out the application. Della had only deposited two (2) days in the bank because she was a short term employee. Around the end of August Collaborative Director Joe Nasif called Kim and Della into the office. At that time Della did not know who Kim was. Kim thought that the meeting was about the layoff. It turns out there was an employee who was Jr. to Della by the name of Casey Reagan, and Casey, who is a white female, had been retained while Della had been laid off. Kim pointed this out to Nasif, who was not aware that Della and Casey held the same position. Also, Casey had been transferred to the Collaborative’s South County location and had subsequently resigned....

Words: 762 - Pages: 4

Premium Essay

My Paper

...Technology-Mediated Learning Environment -- TutorPro Patrizia S. Jackson IS535ON_C January 30, 2010 Professor McElyea Example used with permission from the student 2/18/2010. TABLE OF CONTENTS I. Executive Summary 3 II. Definition/History of Technology-Mediate Learning Environment 3 III. Background of Law Firm X 4 IV. Discussion of Current Business Issues 4 V. Proposed Solution 6 VI. Recommendations for the Executive Committee 8 VII. Attachments 11 VIII. References 13 I. Executive Summary This research paper examines the technology-mediated learning environment and the advantages of using online technology to facilitate staff training. Additionally, this paper discusses Law FirmX's implementation of desktop tutorial software program "TutorPro" with the purpose of increasing secretarial skill competency levels. This paper illustrates how FirmX can increase employee commitment, minimize resistance by effectively communicating the firm’s expectations. Lastly, this paper outlines recommendations on how FirmX's implementation of TutorPro will assist the firm's short and long-term goals in meeting their strategic goals and objectives. II. Definition/History of Technology-Mediate Learning Environment Definition TML is defined as an “environment in which the learners' interactions with learning materials (readings, assignments, exercises, etc.), peers and/or instructors are mediated through advanced information technologies.” (Alavi, M., &...

Words: 2568 - Pages: 11