Ashley Zeman: Good afternoon and welcome everyone. Thank you for joining us today for this webinar information session about the online Master of Arts in Learning and Teaching Program with the Education Specialist Credential at the University of Redlands. Before we get started, I'd like to cover a few housekeeping items. You are in the broadcast-only mode, which means you can hear us, but we cannot hear you. During the webinar, please feel free to type any questions into the Q&A box at the bottom of your screen. We have reserved some time at the end of this presentation to answer your questions.
Here are our speakers for today's webinar. I'm Ashley Zeman, and I'll be your moderator. I'm joined by Munaf Bhaiji, an admissions counselor for the program, whom I'm sure many of you have already spoken with. We're also joined by Dr. Mikela Bjork, who is the Education Specialist Program Coordinator and the Assistant Professor in the Department of Teaching and Learning. Her pedagogy centers around social justice and self-reflexivity, empowering students with the skill-set to recognize their own social location in their assumptions about their students' disabilities. As a teacher of pre and in-service special education teachers, she sees her job as a multifaceted role. It is equally as important for her students to learn about best practices, special education policy, and universal design for learning, just as much as it is important for them to engage in self-reflexive practices, willing to remain alert to their own biases and privileges that inform their everyday interactions with their students and colleagues. When Dr. Bjork isn't teaching or writing, she enjoys spending time with her toddler, running and doing yoga. Welcome, Doctor Bjork. Thank you so much for joining us today.
Dr. Mikela Bjork: Thank you for having me.
Ashley Zeman: Here's a quick look at our agenda. We will talk about the University of Redlands and the school of education. Then we'll provide an overview of the MALT program and the Education Specialist Credential; then we'll go through the student teaching requirements and the admissions process and next steps. Finally, we'll leave time for any questions you may have, so friendly reminder; you can type any questions that come to mind throughout the presentation into the Q&A box at the bottom of your screen. Munaf, I'll turn it over to you now to tell us a little bit more about the University of Redlands.
Munaf Bhaiji: Thank you, Ashley. Good afternoon everyone. So yeah, definitely, I would love to tell you a few things about the University of Redlands, but first and foremost, as you can see, not many people realize that we've been out there for a long time. As a matter of fact, the University of Redlands was established all the way back in 1907. So, that makes us 111, almost 112 years. Besides that, I also want to add, besides our main campus obviously in Redlands; we have five other campuses throughout the California area. We provide more than 50 programs of study out there, both at undergrad as well as post-grad level. And our programs are steeped in the liberal arts tradition. We currently boast of having more than 60,000 people graduated from here, more than 60,000 alumni. And Forbes, more recently, ranked us amongst the top 30% of America's top colleges.
We're also, according to US news and world report, we are currently in the top 10% of the regional Universities in the west. And also in the top 30 best Masters Universities for the public good according to Washington Monthly. Now, I know accreditation is also very important. First and foremost, we are accredited institutionally by the HLC, which is the Higher Learning Commission, and also of course through the WASC, the WASC which is the Western Association of Schools and Colleges.
You can learn a lot more about the University of Redlands, I always encourage University students to go on our website, and you can learn a lot, lot more.
Ashley Zeman: Great, awesome, thank you, Munaf. Now, Dr. Bjork is going to tell us about the School of Education and the MALT program.
Mikela Bjork: Just to give you all a little context for the School of Education, our department of teaching and learning prepares teachers to work in the public, private, and alternative school settings. Most of our students do graduate and go on to be public school teachers; some of them are interested in further pursuing a career in administration. At a certain point, we really pride ourselves on coming from a social justice perspective, so we include a lot of inquiry-based teaching and learning. We really value a diversity of people and ideas and believe that collaboration is really a key to being both a positive student and a strong teacher. We also have a center for Educational Justice which was established in 2006, that hosts our guest speakers, guest lecturers from all around the country and some international visitors who come and give lectures on education at large and social justice issues specifically as they relate to education.
The faculty came up with a conceptual framework that's really based on this social justice pedagogy. And as you can see here the equity, the letters stand for engaged scholars, question-driven learning, understands multiple perspectives, inclusive environments, transformative practice, and youth-centered pedagogies. So, I'll just go over it briefly. We are really asking our students, and I think that this is actually one of the challenges that separate us from other credentialing programs is that we really ask our students to think about who they are as scholars, as well as teachers. So that they're not just going through a program to become a teacher, but really to become a teacher and a scholar at the same time. So what does that mean? We're going to dive into inquiry-based teaching and learning. Instead of writing a final thesis, you might be asked to work on a multi-genre inquiry-based project, which, don't be afraid of that. We'll prepare you for that when the time comes, should you choose to come here.
We also ask that not just the students understand multiple perspectives, but we, the faculty, hold each other accountable for really being mindful that there are multiple perspectives to be aware of, those inside and outside of our classrooms and the classrooms of our K-12 teachers. So really just knowing that we don't all have to agree, we do all need to hear what the other perspectives are. We believe in and value inclusive environments. So, something that we're really working hard to do is to not separate special education students, for instance, from general education students. We really try to engage in a conversation and activities that are inclusive to teachers who are interested in teaching in general education classrooms and including those classrooms with teachers who are interested more in teaching in special education classrooms. Inclusive environments also mean we're inclusive to the LGBTQIA community, we're inclusive to emergent bilinguals, or English language learners. We have a really diverse student body that we're proud of, and we hope we'll keep expanding.
Many of our students come into our program curious about what social justice in education means. We get many emails afterward saying, "Even though I thought I knew what social justice meant, I had no idea until I came to this program, and had my own classroom, and really realized what a difference I could make." So, really, transformative practice asks our students, our teacher-scholars to think about how they can continue to grow, both inside and outside of the classroom, even after they get their degree and credential from us here at the University of Redlands. And then, youth-centered pedagogies. So, our pedagogy, our teaching practices all center around our students is basically what that means and how we can meet the needs of our students. Rather than retrofitting curricula, thinking about our students last, we're thinking about our students and their students, their K-12 students, first and foremost.
Here's a little bit about the program, the MALT program overview. It does meet the California Commission on Teacher Credentialing for students with mild to moderate disabilities in a K-12 setting. You will complete 36-39 credit hours, and you will have 10 seven weeks terms. What does that mean? So, your classes will be seven weeks long; then you'll move on. We actually have a unique system in that you can hop in at any point. So, it's a kind of carousel learning, which is unique and makes the curricula even more accessible, which I can answer more questions about that a little bit later. So, we have six different intakes per year. So we're inviting cohorts basically year-round, and this is really ideal for people who are working full-time and don't have the time, or for whatever reasons can't show up to a physical classroom. So, all of your coursework is done online. This is a really great opportunity. And all of the faculty who are teaching will have at least one live video with you all, usually at the beginning of the class to introduce ourselves, say hello, get to meet you all, do some ice breakers. So it really feels like an intimate experience, which I think also separates us from other programs.
We're really interested in creating the intimate classroom experience that other online programs might not have. So, this means that you get to pace yourself to a certain degree, you can work from home. There's no specific time other than the one live classroom experience; there's no set in the log in times. And you get one-on-one attention from faculty members and whoever's teaching the class, as well as a Student Success Coach. And then the last thing I'll say about the online experience is that you will be in the field for the student teaching component of the program, and that will look like wherever you are, if we don't have a relationship with a school set up around you, we will more than like we try to do that. So, as our program grows, our kind of reach across the State of California will grow as well, which is really exciting for us.
The core courses are the MALT 601 which is the foundations of learning. So here, we're really just going to talk about Brown versus Board of Education. We're going to talk about the Civil Rights Movement, how that's contributed to No Child Left Behind and move forward from there. It's really; it's a class that I teach, it's one of my favorite classes to teach because it really offers a breadth of information that's really engaging. We watch videos; we read articles, we read different resources and have a lot of really dynamic engaging classroom discussions. The next class is the foundations of disability and special education. So here, we're going to introduce disability studies and talk about the tension between disability studies, the medical model and the social model of disability and how that contributes to Special Education at large.
You have your methods classes, the MALT 603 and the 605. So you have a STEM, the first, the 603 is a STEM, and the 605 is ELA, where you address very specifically, lesson planning, Common Core Standards, differentiated instruction, based upon those content areas. EDSP 616, inclusion, disability and classroom community is another one of my favorites. This class will address the writing of IEPs, the IEP meeting, labeling students with disabilities, and different forms of assessments. And we'll also critique ways that we might use the medical model of disability to a detriment. And so, it's also cautionary; we use this as a cautionary course to just say be mindful as teachers going into your classroom, how to view your students with disabilities and if there are ways that you are actually disabling your students versus enabling them.
And the last class of the core classes is the EDSP 625, diagnostic readings. So this class has really prepared our students to take the RICA exam which you have some time to pass it, but our experience has been that after students take the RICA exam, they are much more likely to... Sorry, after our students take this EDSP 625, they're much more likely to pass the RICA exam.
So then, you have two different options, depending upon your GPA and your teacher recommendation. You can do student teaching or an internship. So, to be a student teacher, you must have a cumulative GPA of 3.0. You must also have a valid CPR certificate, a negative TB test, and clear any outstanding holds to qualify to student teach. You complete 70 days of student teaching at your placement site, which we need to, the school needs to approve before you start that. And you need to have either completed the CSET, passed the CSET or submitted a waiver letter which the Office of Student Support can help you with if you have questions about that.
So according to the TTC, all teacher candidates must have filled 600 hours of fieldwork across the arc of the program. So what that means is you are going to have field work that's associated with each of the classes. So the foundation's classes, you'll have 10 hours of fieldwork, and the methods classes you'll have five. And then the additional hours will be met through student teaching. Right, so that's where the 40 hours comes in. Okay, I think I covered that. And then there's also an internship option, the internship is more competitive, and to qualify for an internship, you really need to be a stellar student, to really have close connections with your teachers, really stand out, not just academically but professionally, communicating with us.
You also need a written essay as to why you think you are qualified for this internship option, in addition to getting two letters of recommendations from outside sources, so that can be your current employer or boss or colleague, co-worker. And then two letters of recommendation from your University of Redlands instructors. The capstone course is a two-part course. So each of them is also seven weeks long, where you put together a multi-genre research project.
So again, we're tapping into inquiry-based research, and you have a lot of say in what your final capstone paper is about. Essentially you will look back on your time here at the University of Redlands and think about an issue, a concept, something that you feel very passionately about. And then you'll turn that into a multi-genre project. And so, what we're asking you to demonstrate in the end is, how your inquiry has evolved during our time together. So a lot of times I ask my students to answer the question, I used to think X, but now I think Y, right? And that really answers directly how your thinking has changed. The other question that you should answer in this is, how your research has informed your understanding of the questions you set out to explore.
So, what research questions did you have and how is this answering those questions pretty straightforward. And what have you learned from doing this project and also how does that reflect on your entire experience here with us at the University of Redlands? So, why special education? There is a growing need for special education teachers. One in ten children in California is enrolled in a special education program. So we have a 25% retirement rate by 2024, and there's a growing need for teachers because we have more students being placed in special education or with special education services. So why would you choose this specific program.
Again, I can't speak enough to the social justice component. The faculty really feel strongly about social justice, and education and special education is a huge part of that. Inclusive education is a huge part of our social justice mission that doesn't just include special education. It also includes bilingual education. Again, LGBTQIA students. It also addresses equity and inequity.
So we talk about race and class, and we really believe that it's important to address these inequities to create a more equitable platform to teach and to learn. So that means that we're not just a credentialing program, right? Like a lot of what we teach in class is not catered to just credentialing. It's much more inclusive; it's much more expansive. And we really see our teachers as I said in the beginning, as scholars, and as teachers, as researchers, as activists, as advocates and allies to their students. And that is that.
Ashley Zeman: Thank you, Dr. Bjork. That was a lot of great information. So, just a friendly reminder, if that spurred any questions in regards to curriculum, questions about the University of Redlands, or questions about the School of Education. Feel free to pop those into the Q&A box at the bottom of your screen. So I'm going to have Munaf go over the application process and requirements and then after that, we'll open it up for the Q&A.
Munaf Bhaiji: Alright, thank you again, Ashley. Our application requirements, I'm going to go through them. Ideally, what we want the candidates to do before they actually get to the application process is to really have a conversation with us in the admissions department. Now, this is obviously going to allow us to learn a lot more about you, your background and also your compatibility for the program and the university.
Now, once you decide that you want to apply, then what we normally do is we send you a generic email. It's actually titled The MALT Application Checklist e-mail. So, that's going to tell you all these requirements anyway. But we do like to go over these requirements and see what you have, and if there's something that you're not sure of, we can clarify that or give you some assistance over the phone. So the first thing that you want to do when you apply really is to complete and submit an online application. It doesn't take very long. Typically, on average it takes about 15 to 20 minutes. It's the first step in our email basically, so there's a link there provided, and you can either just click on the link or copy and paste it on a browser, create an account, and you can complete that application. Alongside the application we're also going to require official transcripts, so we're going to recommend that you order official transcripts.
Now, we don't necessarily need all your transcripts from all the different colleges you might have been to, or you may have attended, but really we're just looking for the transcripts from the relevant college, the college where you graduated from, or the college that conferred your bachelor's degree. But we may require additional transcripts from other colleges, as I'm going to explain to you, our human development requirement also is part of this program, so if you had actually done a human development course, not at the college where you got your bachelor's degree but from another college, then we may require official transcripts from there too, but otherwise, in most cases, we just need them from the college where you graduated from.
In addition to that, you will also be required to do a brief personal statement. We will be more than happy to provide you with the guidelines of what the personal statement is all about. We typically also require two letters of recommendation. We also want to make sure that you have completed successfully your CBEST, or the basic skills requirement.
Now as far as the CSET is concerned, completion of it to get on to this program is not a requirement, but you will need to register for at least one of the subtests. Now, this is typically for most of our students, what they normally do is they do this online. They will go ahead and register for one of the subtests, and you get a confirmation email, where you also have to confirm a date when you're going to be taking that Subtest. So as long as you've got that email confirmation, you can just forward that email to us, we can upload it, and that's going to fulfill your requirement for the CSET. In addition to that, we also require a certificate of clearance.
Now, most of the students are usually aware of what a certificate of clearance is, 'cause this is something that's required when you go for teaching jobs, so it's something you may have submitted in your current job. If you can get a copy of that, that would be great. If not, then we'd be more than happy to send you a link for CC. It's a CTC link basically, a website you can go to where you can actually order your certificate of clearance from there basically. But we can definitely give you more information when we get a chance to talk with you.
We also need a negative TB test result. It typically needs to be, it normally, typically, tends to be valid for about two years. So if it's under two years and you have one more recently under two years, you can go ahead an submit that, but if it's been more than two years, then you will need to get a new one. In addition to that, we also just need verification on you that you have completed 50 observation hours, in simplest terms where you have been involved with children, anywhere typically from kindergarten to twelfth grade. Now, we do make that very simple, although you can have a letter sent in which is signed by somebody who can verify, but we have a very simplified form. It's a single page form on a Word document. We'd be very happy to send that out to you. You as a prospective student can actually fill that out, but make sure that it's signed by somebody who can verify that you have completed the 50 observation hours and that will be acceptable.
Now, onto the human and child development course. This is where I will need to explain a little bit. This is a requirement. And now, in most cases, what we find is the students that have completed a bachelor's degree, typically in any liberal arts scenarios or any education-based degrees, psychology, we find that they normally have completed at least one or more human development or child development related courses. But the stipulation to that is your degree needs to be within the last six years, and if it is and you have taken a human or child development course that's acceptable to us, then you don't need to submit anything else. We will just verify that from your transcripts. Now, what if not? What if your degree... What if you did do a human development or a child development course, but your degree is more than six years old? Then you have a few other options. You have pretty much three options.
One of them is you can actually submit what we call, a writing prompt. So this is an essay you're going to have to produce. But again, not to worry too much. We will send you guidelines on the writing prompt. The other option you have also is to take what we call a CLEP exam. We'll send you the link to the website. Now, there are many different types of exams you can take on CLEP. The one we want you to take is the human growth and development. So you'll need to register for that. They'll probably send you some material which you can study. And the good thing about the CLEP exam is that there are many, many centers in California where you are able to take them at many different..
At different dates and the typical score you need to get is, you need to score about 50 or above, and that will be acceptable too. And of course, another option you may have for human development or child development is actually we have a list of many, many colleges and universities, especially in the California area. We will be more than happy to send you that list, and it's actually got not only the colleges but the actual approved courses basically. You can inquire about those and if you feel that's more feasible, then you could take that.
And I do want to mention one thing, at Redlands we also run a human development workshop. Currently we do it just once a month, it costs about $150, and you do it over two weekends, basically two consecutive weekends. You come in for a few hours on a Friday afternoon, a few hours on a... I think, five to six hours on a Saturday and you will repeat that same process the following weekend. If it's convenient for you to attend our Redlands campus, then we would strongly recommend that you take that workshop 'cause that would be obviously be acceptable and that would fulfill your requirement for the human development.
One of our most basic requirements as with many masters programs, is we want to make sure that you have a confirmed baccalaureate or bachelors degree, earned from a regionally accredited university, preferably with a GPA of 2.75 or above. Now, if you don't have a GPA of 2.75, if you're falling short of that, we are still going to encourage you to apply, because there are other things, as you can see, you have to submit so many things. Our review committee is more than happy to consider other things, also. But typically, what we are also going to ask you to do in addition to these requirements, if your GPA falls below or well below 2.75, you may be required to do what we call a GPA petition essay. This is just somewhere where you're going to explain the reasons why your GPA was low, due to any personal certain circumstances and what have you. We do allow you to explain that.
Alongside your petition, I may even recommend that in addition to the two letters of recommendation that already are our standard requirement, we may even suggest that you get two additional letters. So our job here is to obviously work with you closely, make sure that we get everything that's required in order to complete your file, but at the same time, we want to build a strong application for you guys, before we present it to our review committee who will then eventually make the decision. And as you can see, we don't have any GMAT requirements or indeed, any GRE requirements. And as I mentioned right at the beginning, we do prefer quite strongly, that you do speak to one of us here at the department. Now currently there's myself, and we have also a gentlemen with a name of Floyd Mack, we both are currently very dedicated to this program, especially if you're thinking of doing this online and Floyd's direct phone number is, 909-341-6418, or you can contact me directly at 909-341-6409. Thanks.
Ashley Zeman: Okay great. Now we have time for our Q&A session, so if you have any questions about the program, curriculum, student teaching components, admissions requirements, please do type those in the Q&A box at the bottom of your screen and we'll do our best to get through as many as we can today. If there's anything that we don't have time to address, we will follow up with you individually. Okay, for our first question is, how is this degree different from the MAED program on campus? Dr. Bjork is that something you can speak to.
Mikela Bjork: Sure, so the MAED program, is not a credentialing program. This specifically prepares you to go out into K to 12 classrooms and teach, whereas the MAED, does not.
Ashley Zeman: Okay, great. Next question, how do we choose between the internship option and the classroom-student teaching option? I know that you mentioned that the internship option, is a little bit more competitive, but in what cases... Why should someone think about doing the internship versus the student teaching? Dr. Bjork, can you speak to that one.
Mikela Bjork: Sure yeah, so the internship you are really going to be the head of the classroom versus the student teaching, you'll have a lot more support. It's really important, we get a lot of students who initially say, "Oh of course I want to do the internship. If it's competitive, there's automatically a sense of like, "I want that because everybody else wants that." And one of the things we really suggest to our students to be honest about with themselves is, this is a huge responsibility and for you to go into a classroom and be the main teacher is not a small feat, so the workload is going to be more than student teaching. You are going to be responsible for more students, you're going to be responsible for more daily administrative tasks. It's not going to be a shared partnership, which it is more of a shared partnership when you're student teaching. It's a really great oppurtunity. Student teaching is a really great opportunity to learn from the modeling of, that someone else in the classroom. You can potentially lean into other teachers, but they're not going to be in the classroom with you. Does that make sense.
Ashley Zeman: Yeah, that's helpful. Okay. And kind of a related question here. If someone were to work full-time, how would they be able to fulfill the student teaching component of this program? How do we work with students to do that.
Mikela Bjork: Yeah, that's a great question. We do work with students all the time who are working full-time and sometimes it can be really challenging, either because when they're entering or when they're finishing up is during the summer, and so, they might have to wait until the fall to get into student teaching or interning. That's not true all the time, 'cause there's also summer school, but it really depends on what their full-time job is, but it's done, and it's done often. So, we have a really... The office of student support is really, really helpful in working with our students to get creative about fieldwork hours and about getting your student teaching and your interning done. And not just done but done well, and in what feels like a timeframe that's not too stressful, as un-stressful as working full-time and being a classroom teacher can be.
Ashley Zeman: Okay, great. And so those of you who just joined us, we are doing our Q&A session now. So if you have any questions, just type them into the Q&A box at the bottom of your screen. It can be anything you feel comfortable asking to the group, and we are here to answer for you. We have Dr. Mikela Bjork on the line and also Munaf, our admissions counselor. So, if you have any questions about the program, just type them into that Q&A box. Okay, the next question is, we mentioned being able to start the program at any time throughout the year with those six different intakes. Can you elaborate on this a little bit more, Dr. Bjork, as far as what that means.
Mikela Bjork: Sure. So we have this set up, so it's a carousel. So, if you come in during what we consider the on-ground program as our second semester, you can hop in and take 616... You can have your first class be 616; you just will have to make sure that you take 601. So you can take your ELA methods courses before your STEM methods course, is another example, just as long as you have them all complete before you're going into your student teaching or your internship.
Ashley Zeman: Great. So there's just a little bit more flexibility there with being able to start basically six different intake points throughout the year. And at any one of those points, there will be courses available for you to take leading up to your student teaching, but they just might not be in the same sequence as a student that would be taking those on campus.
Mikela Bjork: Exactly. Yeah.
Ashley Zeman: Okay. Great. Next question is what should I expect in terms of exams and other homework assignments in the online courses? Do exams occur at a specific time? So, Dr. Bjork, maybe you can speak to just the types of assignments that students will have to be working on and what the time commitment would be like.
Mikela Bjork: Sure. So, there are always components in each of the courses for classroom discussion. So, students are expected to answer some questions that the professor will posit to them, and then also comment on their peer's comments, and have some kind of a discussion board, a Padlet of some sort. And I would say, it's hard to quantify it in terms of like minutes or hours because I also... Some people work faster or slower than others, which is another reason why this program is so great, because things are due by midnight on the last day of the week. So, if you are working until midnight, you can get home and log on and join the classroom discussion for an hour. And then log off and get some sleep and log back on.
There are typically reflective journal entries that are due every week, that could be from 250 to 500 words, where you're not summarizing what you've read because your professors have already read that. We're looking more for your critical lens on what you've read, and how it applies to the classroom that you either might currently be in, or that you've observed, or that you plan on... Your classroom that you plan on teaching in. And then exams really depends also on the course, but for the most part, they are final papers of some sort that will ask you to critically analyze and reflect on the activities that you've done. I know that in the STEM methods class, there's a lot of really fun activities and I actually don't think that, I don't know for certain, but I don't think off the top of my head, that ends in a final paper. Some of them are more; some of them are group projects.
We try to not exhaust one form of assessment, we believe in informal and formal assessments, summative and cumulative assessments throughout the course of the seven weeks of each class. So, hopefully, the goal is by the time you're done, you don't feel completely wiped out like you do as you might in your undergrad classes where you have a Scantron booklet, and you're just exhausted, right? We really try to make all of the assessments, high-stakes and low stakes, engaging and fun, and also give students the agency to have a part in and how they want to... How they want to... I don't want to say how they want to do their final assessment, but... Like in the 616 class, the classroom community class, I have offered in the past, students to tell me how they think I should assess them based on the content that we've talked about, and then they have co-created the assessment themselves. So, there's that.
Ashley Zeman: Oh, that's pretty cool, very neat.
Mikela Bjork: Yeah.
Ashley Zeman: Alright. So I think we just have enough time for one more question here and that question is how long does it take to get a decision once you apply to the program? Munaf, can you speak to that and then also just I think in a tandem question, that would be relatable is, how long does it take to complete the application process? So, if someone's interested in getting started, how long does that take? And then once they do get all their information completed, how long would it take for them to receive an admissions decision.
Munaf Bhaiji: Okay, so I think the first question you asked, Ashley, there's a very straightforward answer to that. Once the file is complete, then typically, it takes about, I would say about one week, normally. We expect our students allow anywhere from five to seven working days to get a decision once your file is complete. So, as soon as the file is complete, as soon as we've... If the student has fulfilled all the requirements we spoke about, the file is immediately sent out for review. Remember, everything is done electronically and then the review process pretty much starts and then you would normally get a decision in five to seven working days. Now, as far as how long would it take for the entire application process, obviously, that can vary.
It's not very easy to answer that question. But we do like to set deadlines, which is why when we have that information of the student, we always want to try to ascertain like or at least find out what the student already has, or what they will be able to upload basically. I mean obviously, the transcript part is the easy part, we just go ahead and order the transcripts. What we're finding is that a vast majority of the other colleges and universities, where the students have taken their undergrad degrees, usually they will email the transcripts to us.
So, the transcript part is usually very quick, we get them usually the same day or the very next day, and they usually upload it right away, so that can check off a few things that are on the checklist. If they've already done, I already mentioned about the human development, without going into too much detail again, if they've done a human development one, if it's there, that will be checked off right away and the CBEST because it's a requirement, because that's something that we expect the student to have already, proof of it, so they would just go ahead and then go ahead and upload that. But I think what we find is what may take a little bit longer is not having completed the CSET and because it's not required, but they still have to register. Sometimes students take their time, but it shouldn't take that long.
Ashley Zeman: Okay. So I think in a nutshell, getting started early is definitely a good idea, just given all of the requirements, so that we can try to get you set up for the next start date.
Munaf Bhaiji: Absolutely, absolutely, yeah. And I think also having a self-check on these requirements to see what you already have and just be open and let us know what you already have and then the kind of things that you're struggling with, sometimes we find students, they don't understand these requirements. We will definitely help them out here.
Ashley Zeman: Okay, great. Well, we are here to support you, so we can help walk you through all of those details and kind of look at your personal situation and help advise you on what the next best steps are. So, definitely here to support you in any way that we can. Well, that's going to conclude our question and answer session today, and the webinar. Thank you so much for your time today and your participation. We hope that this was helpful in answering the questions that you had. Feel free to reach out to us. I did put the admissions email address, and phone number, general information here that you can contact either Munaf or Floyd here, and you can get in touch with them about next steps. So thank you again, and we look forward to speaking with you. Have a great day.