School Catalognygcinstitute.com/nygc_imgs/School Catalog 10.20.16.pdf · New York General Consulting School Catalog 37 West 26th Street 5th Floor New York, NY 10010 Tel: 1-212-268-6262

New York General Consulting

School Catalog

37 West 26th Street 5th Floor New York, NY 10010

Tel: 1-212-268-6262 www.nygcinstitute.com

October 2016

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Table of Contents Administration ........................................................................................................................3 Faculty.....................................................................................................................................3 Instructor .................................................................................................................................3 School History ........................................................................................................................3 School Mission........................................................................................................................4 School Calendar ......................................................................................................................4 Admission Information ...........................................................................................................5 Academic Policies and Procedures .........................................................................................6 Standards of Progress ..............................................................................................................8 Satisfactory of Academic Progress ..................................................................................11 School Policy ........................................................................................................................12 Academic Probation .........................................................................................................12 Academic Dismissal.........................................................................................................13 Leave of Absence .............................................................................................................13 Student Conduct ....................................................................................................................14 Tuition Schedule ...................................................................................................................16 Cancellation and Refund Policy............................................................................................18 Student Weekly Tuition Liability Table ..........................................................................19 Location and Facilities ..........................................................................................................22 Academic Program................................................................................................................22 Credit for Past Education ......................................................................................................38 Financial Assistance..............................................................................................................38 Student Services ....................................................................................................................38 School License/Certification/Accreditation ..........................................................................42 Student Complaint ................................................................................................................42 Disclosure .............................................................................................................................47 College Credit – Disclaimer Statement .................................................................................47 Statement...............................................................................................................................47 Student Disclosure Pamphlet (Student Rights) .....................................................................47 Addendum .............................................................................................................................52

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1. Administration New York General Consulting, Inc. is owned and operated by New York General Consulting, Inc. Ryan Xiaoping Qu School Director Andrea Lee Carter Associate Director Joseph Canaday Academic Director Ying Ying Chen Financial Manager / School Agent Richard Chen Assistant Financial Manager Irena Zhong Director of International Student Office / PDSO Soraima Kraniotakis International Student Advisor / DSO Brian McSweeney International Student Advisor / DSO James Mehr Associate Academic Director/Administrative Director Jung Il Bae Marketing Director / School Agent Natalie Lim School Agent Tomoko Minegishi School Agent

2. Faculty Andrea Lee Carter TEFL Certification Beata Zuzanna Dolina M.A in TESOL/ Ed.D in Language, Literature, Culture Stephen McCann CELT Certification of English Language Teaching Deborah Block Post Masters ESL Certification Paul Choi CELTA Certification Lisa Seung-Yoon Moon CELTA Certification Adam Ellenberg M.A in TESOL James Mehr CELTA Certification Natalie Graham M.A. in ESL Education

3. Instructors Deborah Block Adam Ellenberg Stephen McCann Beata Zuzanna Dolina Natalie Graham Robert Devine

Lisa Moon Robert Jay Malenky Joseph Canaday Paul Choi James Mehr David Soler

4. School History New York General Consulting was established in 2003 providing international students ESL courses and test preparation courses to meet their personal, academic and professional needs. As a NYSED Licensed Private Career School approved to offer ESL courses, we customize our courses to meet the needs of students who want to learn English further.

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Our experienced teachers understand the specific difficulties that students encounter in their English and work together with students on communication and speaking, this makes our English courses both exciting and rewarding, with progress being made very quickly, so the students can pursue their professional goals with more confidence and abilities. As a SEVP certified school, NYGC is licensed by the New York State Education Department and accredited by ACCET whereby we are committed to a partnership of quality in providing excellence in the field of ESL and beyond.

5. School Mission

The mission of New York General Consulting is to educate a diverse international student population through innovative and accommodating ESL programs and test preparation courses for their personal, academic and professional needs. NYGC faculty and staff are highly qualified and dedicated to professionalism and institutional integrity in a student-centered, culturally supportive environment to enhance student achievement.

6. School Calendar

NYGC does not utilize the conventional academic calendar of quarters or semesters. New classes begin according to demand. New classes begin to accommodate enrollment and class size requirements. The school is closed on the following holidays:

New Year’s Day Martin Luther King Day President’s Day Memorial Day Independence Day Labor Day Columbus Day Thanksgiving Weekend Christmas Day

Class Schedules Classes begin at regular intervals throughout the year. Typically, start dates for new courses occur approximately once every two weeks. Applicants may consult with the Academic Office to determine the next scheduled start date. For a comprehensive schedule of current course offerings please contact the school directly.

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7. Admission Information Admission Requirements Applicants seeking admissions to the school must meet all of the following criteria:

Applicants must be at least 16 years old Applicants can benefit from learning

Credit for previous training and education may not be transferred to NYGC. Job placement assistance is not provided. Admission Process

Applicant students can apply to our Intensive English Program (IEP) courses on institution’s website: www.nygcinstitute.com following the instructions or come to the campus.

All the IEP courses at NYGC require the following documents: A completed NYGC application for admission signed by the student Proof of financial evidence that is either in English or translated into English

showing your bank account balance in U.S. currency A non-refundable registration fee for U.S. $100 A non-refundable I-20 processing fee for U.S. $100 If you are a transfer student, you must have all your previous I-20 forms. A valid passport A copy of visa I-94 Transfer form

Applicants will be interviewed by a BPSS certificated school agent. A School Catalog will be provided to students at the time of interview. A tour of the facility will be also provided.

Once NYGC International Student Office receives all of your documents and completed application, your application will be processed within two business days and your acceptance packet and I-20 will be sent to you. On average, the packet takes about two weeks to arrive. However, we do offer expedited service. If you are interested in expediting your shipping, please check this option on your application.

Student will sign an enrollment agreement when his or her application is accepted. The institution does not discriminate on the basis of sex, race, ethnic origin or religion.

NYGC welcomes students with special needs from all over the world. Our experienced instructors and school faculty provide high quality education products and humanitarian services to our students to satisfy their individual needs. Accommodations can be made for handicapped students.

http://www.nygcinstitute.com/

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8. Academic Policies and Procedure Attendance Policy Continuous and consistent classroom attendance requirements exist to provide the student with a well-rounded scope of the course material as well as the essential hands-on experience that is crucial to the mastery of the subject. Students’ regular attendance demonstrates to their peers and teachers that they maintain a solid commitment to their education.

Minimum Standards

The following attendance standards are required: A student enrolled as an F-1 Visa student is required by law to complete 18 classroom hours each week. 80% cumulative attendance in the classroom Failure to meet the attendance standards may result in dismissal or termination and loss of visa status.

Late Arrivals and Early Departures Each instructor will track classroom attendance to the nearest quarter of the hour. If a student arrives more than fifteen minutes past the commencement of class or leaves more than fifteen minutes early, they will be marked late (L) and the time will count against the 80% cumulative requirement. The time missed will count against the 80% cumulative requirement. Receiving “L” four times is equal to one full absence. If a student arrives more than thirty minutes after class commences (or departs more than thirty minutes early), one absence will be recorded and the instructor may disallow entry into the class. Breaks A student’s period of attendance at NYGC is measured according to commonly accepted academic standards. A clock hour is based on an actual hour of attendance (though each hour may include a 10-minute break). In accordance with BPSS and accreditation standards, NYGC is not permitted to count more than one clock hour per 60-minute period. Therefore, NYGC instructors must provide a 10-minute break for every 50 minutes of instruction. The total break time may be dispersed throughout the class session (not to exceed 20 minutes) at the discretion of the instructor, but it must not come at the start time or end time of the class session. Excused Absences NYGC does not allow excused absences. All absences are treated the same and all students must maintain 80% cumulative attendance to stay in good standing. Probationary Status for Attendance A probationary status will be given to students who fail to meet the 80% attendance requirements for the course. Students are required to meet immediately with the Academic

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Director/Academic Council Executive to develop a learning action plan in order to reach the 80% attendance requirement within 90 days.

Consecutive Absences Absences exceeding ten (10) consecutive class days not authorized with the proper documentation will lead to termination.

Dismissal

A student who has been dismissed for any attendance-related reason detailed above may retake the course the next session only when authorized with written permission by a school Director. Documentation Instructors are responsible for the proper daily maintenance of the class attendance register. The attendance register is kept at the school at all times. In the event that a substitute teacher is used, the substitute must initial the day’s attendance. Attendance will be taken in the following manner:

1. Approximately ten minutes after class begins 2. Approximately ten minutes before class ends

Instructors document student attendance and punctuality on a daily basis on a course attendance sheet. Within this chart, instructors have six options from which to choose:

P – present A – absent L – late (student is more than 15 minutes late or leave more than 15 minutes early) H – holiday D – dropped M – make up Instructors must make the entries in hard copy attendance registers for each class in ink. Instructors shall initial, in ink, the attendance register daily to attest to its accuracy. At the end of the course the instructor must sign and date a verification of the instructor by oath or affirmation of the accuracy of the attendance register.

School Closures Students will not be given attendance credit during school closures for holidays and school breaks as well as weather or other unforeseen reasons. Under abovementioned circumstances, the courses will be extended accordingly.

Add/Drop Forms Students who enter the class after the start date of the course will be required to bring a Student Add Form to the teacher in order to be added to the attendance register. No student may be added to the register without this form completed by the Academic Director or designated Academic Council Executive. For dropped students or students on a leave of

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absence occurring before the class end date, a Student Drop Form must be completed by the Academic Director or designated Academic Council Executive and given to the teacher to document the student’s last date of attendance on the attendance register.

Student Sign-in Sheets If the attendance register is not available, a student sign-in sheet may be used, but only during the first week of instruction. Student sign-in sheets shall be prepared by the teacher and contain all of the following information:

the room number, schedule course name, the time and date of each class, a daily record of attendance for each student which shall identify each student as

“present” (P), “absent” (A), or “late” (L), the name and signature of the instructor for each class with a verification of the

instructor by oath or affirmation of the accuracy of the attendance register.

9. Standards of Progress

Placement New York General Consulting uses the Cambridge English Unlimited Placement Test for placement and assessment. It follows the Common European Framework of Reference for Languages (CEFR). The CEFR, developed by Cambridge University is an international standard for describing language ability. It is used around the world to describe learners’ language skills. The CEFR has six levels – from A1 for the most basic beginner to C2 for the very highest level of ability. Proficiency Scale

Cambridge English

Unlimited Test Score

Cambridge English

Unlimited Proficiency

Level

Common European

Framework of Reference

for Languages

New York General

Consulting Level

Proficiency Description

0-15 Starter A1 Level 1

CAN understand basic instructions or take part in a basic factual conversation on

a predictable topic.

16-35 Elementary A1/A2 Level 1

CAN understand basic notices, instructions or

information.

CAN complete basic forms, and write notes including times, dates and places.

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36-55 Pre-

Intermediate A2/B1 Level 2

CAN express simple opinions or requirements in a

familiar context. CAN understand

straightforward information within a known area, such as

on products and signs and simple textbooks or reports

on familiar matters. CAN complete forms and

write short simple letters/postcards related to

personal information.

56-75 Intermediate B1/B2 Level 3

CAN express opinions on abstract/cultural matters in a limited way or offer advice within a known area, and understand instructions or

public announcements. CAN understand routine

information and articles, and the general meaning of non-routine information within a

familiar area. CAN write letters or make

notes on familiar or predictable matters.

76-95 Upper

Intermediate B2/C1 Level 4

CAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide

range of topics.

CAN scan texts for relevant information, and understand

detailed instructions or advice.

CAN make notes while someone is talking or write a

letter.

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96-120 Advanced C1/C2 Level 5

CAN contribute effectively to meetings and seminars

within own area of work or keep up a casual

conversation with a good degree of fluency, coping with abstract expressions.

CAN read quickly enough to cope with an academic course, to read the media for information or to understand non-standard correspondence.

CAN prepare/draft professional correspondence,

take reasonably accurate notes in meetings or write an essay which shows an ability

to communicate. CAN advise on or talk about complex or sensitive issues,

understanding colloquial references and dealing

confidently with hostile questions.

CAN understand documents, correspondence and reports, including the finer points of

complex texts. CAN write letters on any subject and full notes of

meetings or seminars with good expression and

accuracy.

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Graduation Requirements To successfully complete any course offered at NYGC, students must meet the minimum passing requirements for the course in which they are enrolled, as stated on the course syllabus. The course instructor will distribute the syllabus to students on the first day of class. Grading System A course grade will be determined by a student’s performance on assessment materials for that course. Each course’s assessment materials are designed to measure a student’s mastery of the course’s student learning outcomes. The examinations, tests, assignments that will constitute assessment materials are course-specific and are listed on each course’s syllabus. Grading Scale Superior 93-100 A Excellent 85-92 B Good-Average 78-84 C Passing 70-77 D Failing Below 70 F Satisfactory Academic Progress To maintain satisfactory academic progress students are expected to meet the minimum passing requirements for the course in which they are enrolled as well as the 80% cumulative attendance requirement. Students are expected to attain a minimum cumulative score of 70% on examinations, tests, assignments that will constitute assessment materials. Minimum passing requirements are defined by the course curriculum and stated on the course syllabus. Students who fail to meet the minimum passing requirements for the course in which they are enrolled may receive an incomplete for the course and may repeat that course a second time or take another course on the same level, if the student fails the second time to meet minimum passing requirements for the course in which they are enrolled, the student will be placed on academic probation and must meet with the Academic Director before reenrolling. Satisfactory Program Progression Students are placed at the advisement of the Academic Council using the State Education Department approved Cambridge English Unlimited Placement Test. Placement is made in accordance with prerequisite Cambridge score requirements for each course. Following initial placement, students will select courses with the advisement of an School Agent and the Academic Council that meets their learning goals and needs. Intended

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student program progression will be dependent upon satisfactory student achievement within their registered course. The Cambridge English Unlimited Placement Test is used in conjunction with satisfactorily completed course final exams to facilitate and approve student advancement through the NYGC program. The satisfactory progression of students within and through levels is overseen by the Academic Council, Assessment Coordinator, and Academic Director. Upon satisfactory completion of a course a student may elect to remain within the level of their study with approval from and advisement of their teacher and the Academic Council. A student may elect to progress to a new course within the current level in order to further develop level specific skills. Upon satisfactory completion of a course a student may elect to advance to a higher level course of study. Each course’s prerequisite is outlined by according to each course syllabus and/or course curriculum. To advance in levels, the student may also retake the Cambridge English Unlimited Placement Test administered by the Academic Council. A certificate is given to each graduate in confirmation of satisfactory program completion. Student Evaluation Upon completion of a course, the instructor will complete a Student Evaluation Form for each student. This form evaluates the student in all four skills (reading, writing, speaking, and listening) as well as instructor comments regarding strengths and weaknesses of the student related to the student learning outcomes of the course. Once the instructor has filled out the form, he/she passes it to the Academic Director or designated Academic Council Executive who then makes a level recommendation for the student when they return from a leave of absence. Student Evaluations are aggregated quarterly for evaluation of course objectives and outcomes. After the Student Evaluation Report is created, the forms are maintained in the individual student files and the report is kept in hard copy in the Academic Office and in digital form on the school server. NYGC also requires students to take a national recognized external proficiency exam “iTEP” as an exit test when they leave the institution. For any reasons that student cannot take the exam, student will sign an opt-out form.

10. School Policy Academic Probation Probationary Status for Grades Students who fail to meet the minimum passing requirements for the course in which they are enrolled may receive an incomplete for the course and may repeat that course a second time or take another course on the same level, if the student fails the second time to meet minimum passing requirements for the course in which they are enrolled, the student will be placed on academic probation and must meet with the Academic Director before reenrolling. Students are required to meet immediately with the Academic

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Director/Academic Council Executive to develop a learning action plan in order to meet passing requirements within 90 days. Probationary Status for Attendance A probationary status will be given to students who fail to meet the 80% cumulative attendance requirements for the course. Students are required to meet immediately with the Academic Director/Academic Council Executive to develop a learning action plan in order to reach the 80% attendance requirement within 90 days. Academic Dismissal

At the end of probationary period if the student fails to meet one or more of the satisfactory

minimum requirements, he/she will no longer be making satisfactory progress and may be

dismissed from the school.

Procedure for making an appeal for academic dismissal A student may appeal the academic dismissal by submitting the complaint in writing to the Academic Director. The director will determine the appropriate action to resolve the complaint. The Director will substantiate any appropriate documentation and decide the appeal as well as notify the student in writing within two weeks. If the student is not satisfied with the Director’s action, the student can write to:

New York State Education Department

The Bureau of Proprietary School Supervision 116 W. 32 Street 5th Floor, New York, NY 10001

Leave of Absence A student must request a leave of absence in writing before the beginning date of the leave of absence, unless unforeseen circumstances prevent the student from doing so. If a student does not request a leave of absence within a timeframe consistent with the institution’s consecutive absence policy, he or she must be withdrawn. A student enrolled under an F-1 or M-1 visa may be granted multiple leaves of absence for a maximum total period in accordance with: (a) the written leave of absence policy of the institution; (b) the regulations of the Department of Homeland Security; and (c) sound educational and professional practice. The student must sign and date the leave of absence request and specify a reason for the leave. The reason must be specified in order for the institution to have a reasonable expectation of the student’s return within the timeframe of the leave of absence as requested.

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The student must attest to understanding the procedures and implications for returning or failing to return to his/her course of study. The institution must document its approval of the leave of absence request in accordance with its published policy. The student will not incur any additional charges as a result of the leave of absence. An approved leave of absence may be extended for an additional period of time provided that the extension request meets all of the above requirements, and the total length of the leave of absence does not exceed the specified limit. In NYGC, a student is entitled to 5 weeks Leave of Absence after completing 14.2 weeks study; 4 weeks leave of absence after completing 12.2 weeks study. The school will present documentation explaining the request for the Leave of Absence. Requests and approvals will be made in writing to be approved by an administrator. Students will be evaluated upon their return from a leave of absence and placed at the appropriate part of the program based on the amount of program content that they still remember.

11. Student Conduct

Students are expected to conduct themselves in an adult manner. Drugs and Alcohol are prohibited on school premises. Students guilty of continued unsatisfactory behavior are subject to immediate dismissal. Prior to starting class, all students will be given a copy of the Student Handbook, detailing the institution’s policy to prevent the unlawful possession, use, or distribution of illicit drugs and alcohol by its students and employees. Each student is required that he/she will follow the policy. Students are expected to attend each and every class for which they are registered, arrive on time, and complete all assigned work and examinations related to those courses. Students who are absent are responsible for all missed class work. All course requirements must be fulfilled, and students are responsible for the entire content of the course. Every NYGC students is expected to maintain high standards of academic integrity in completing assigned work, taking examinations, conducting experiments, using hardware and software, and interacting with fellow students. Violations of standards of academic integrity, including cheating, plagiarizing, copying another student’s work and violating copyrights on printed material or software, are subject to disciplinary actions. NYGC guarantees that the students have right to access their records and its policy for releasing information about an individual student, in accordance with the Family Education Rights and Privacy Act. NYGC ensures the confidentiality of students’ record. Student Responsibilities

1) Read School Catalog

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2) Come to class prepared (i.e. pen, paper, homework, presentations, speeches, etc.) 3) Turn off all cell phones and electronic devices before class 4) Participate actively during group activities

Students are NOT permitted to:

1) bring food into the classroom 2) continually walk in and out of class while class is in session 3) enter the classroom more than 15 minutes late 4) talk or leave class during a presentation

If the student has an issue with a student, peer, student advisor, or instructor they are encouraged to speak to the Academic Director, Director of International Student Office, and/or Administrative Director. Plagiarism Policy New York General Consulting values academic integrity and as such, plagiarism is not permitted. The intent to use or the use of someone else’s ideas, words, or work as one’s own will not be tolerated. Your work in class, as well as your homework, must be your own. If you use another person’s ideas, words, or work you must use proper punctuation and citations that give the originator credit. Concerns regarding appropriate citation and plagiarism can be addressed by your instructor or the Academic Director. SEVIS SEVIS refers to the Student Exchange and Visitor Information System. SEVIS was created by the Bureau of Citizenship and Immigration Services (BCIS)—formerly known as the Immigration and Naturalization Services (INS) —to collect, maintain, and track information about international students and exchange visitors. SEVIS is an Internet-based system that allows New York General Consulting, BCIS, and the Department of State to view a student’s information. SEVIS is an effort to reduce paper work, improve reporting procedures, and facilitate compliance with regulations. *SEVIS will require all students to be issued a new SEVIS-generated I-20 form. *It is critical that your information be correct in SEVIS. Please report any changes to your personal information (name, address, phone number, etc.) promptly. *Pay close attention to announcements and notices that may affect your F-1 status, thus your SEVIS record. Maintaining F-1 Status To maintain F-1 status, students must:

• Maintain a valid passport and I-20. • Pursue a full course of study. • Make normal progress towards completing the course of study.

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• Follow established procedures for transferring schools, changing education level or program, and/or extending the period of study.

• Report any change of legal name or residence within 10 days of such change to the school.

• Limit on-campus work to 20 hours a week or less while school is in session. • Do not work off-campus without special authorization. • Do not remain in the United States beyond the period of authorized stay.

12. Tuition Schedule Tuition and fees are due on or before the student’s first day of class. However, NYGC may agree to accept signed agreements of installment payment. The method used for collecting delinquent tuition and any other monies owed, which is consistent for all students. Please contact school director for more information. Methods of payment accepted by NYGC towards student debt include cash, check, money order and credit card. For ESL courses, school may charge a SEVIS Fee of 200 U.S. dollars and mailing fee (depends on the actual cost) if applicable, however these are optional. The institution may allow students to use an installment plan; in this case the plan will be defined within the Enrollment Agreement. The school will collect a one-time only non-refundable I-20 processing fee U.S. $100, registration fee U.S. $50 or $100, and books, supplies and equipment fee U.S. $50 or $60 when student enrolls; On the program start day, student will make a deposit of at least U.S. $100 for tuition, and pay balance within the four weeks, after four weeks, school will charge late fee U.S. $ 30. When students leave the institution, they are required to take a national recognized external proficiency test as an exit evaluation tool; the institution will charge a test fee of $50.

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Programs Total Clock Hours

Tuition Books, Supplies & Equipment Fee Non-Refundable

Registration Fee Non-Refundable

Non-refundable I-20 processing fee

Total Cost

ESL Intro 220 1260 60 100 100 1520 ESL Level 1 220 1260 60 100 100 1520

ESL Level 2 220 1260 60 100 100 1520

ESL Level 3 220 1260 60 100 100 1520

ESL Level 4 220 1260 60 100 100 1520

ESL Level 5 220 1260 60 100 100 1520

iBT TOEFL Prep Course

220 1380 60 100 100 1640

Advanced Writing Skills

128 640 50 50 100 840

Public Speaking for International Students

128 640 50 50 100 840

Socializing in English

128 640 50 50 100 840

Advanced Socializing in English

220 1260 60 100 100 1520

Introduction to Writing

220 1260 60 100 100 1520

Accent Reduction

128 640 50 50 100 840

Connecting in English

128 640 50 50 100 840

Everyday English

128 640 50 50 100 840

English Grammar in Use

128 640 50 50 100 840

Business English

220 1260 60 100 100 1520

American Culture

220 1260 60 100 100 1520

GRE/GMAT Prep Course

220 1590 100 100 100 1890

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13. Cancellation and Refund Policy The terms and conditions regarding our cancellation and refund policy are as follows: Cancellation Prior to the Start of Class or No Show:

1. If NYGC cancels a course subsequent to a student’s enrollment, the institution will refund all monies paid by the student.

2. If an applicant is rejected for enrollment by the institution, or if a prospective student has his/her visa application rejected, the institution will refund all monies paid, less non-refundable charges.

3. If an applicant accepted by the institution cancels prior to the start of scheduled classes or never attends class (no show), the institution will refund all monies paid, less non-refundable charges.

4. The books, supplies, and equipment fee will be refunded in full to the student in all above cases of cancellation prior to the start of class.

5. Non-refundable charges include the actual cost for the shipping/courier fee, registration fee ($50 for 7.1 week programs, $100 for 12.2 week programs), I- 20 processing fee ($100), and travel cancellation insurance.

Withdrawal or Termination after Start of Class:

1. If a student withdraws or is terminated from the institution after the start of class, the student will be liable for tuition based on the last date of attendance during the current period of financial obligation and all non-refundable charges. Period of Financial Obligation is defined as follows: the training period for which a student is legally obligated to pay (e.g. month, term, or session), which may be less than the total period of enrollment, if tuition is charged in smaller increments.

2. The refund due will be calculated using the last date of attendance (LDA) and be paid within forty-five (45) calendar days from the documented date of determination. The date of determination is the date the student gives written notice of withdrawal to the institution or the date the institution terminates the student due to the student’s failure to adhere to the institution’s attendance, conduct, or student progress policy.

3. When determining the number of weeks completed by the student, NYGC considers a partial week the same as if a whole week were completed, provided the student was present at least one day during the scheduled week.

4. First Period of Financial Obligation: For students whose last date of attendance occurs before or at the mid-point of their period of financial obligation, NYGC will retain a prorated amount of tuition for that period. For students whose last date of attendance occurs after the midpoint, the institution will retain all of the charges for that period.

5. Subsequent Periods of Financial Obligation or Enrollment periods: For students who have completed the first period of financial obligation or extended their enrollment at the institution but whose last date of attendance occurs before or at the midpoint of any subsequent period of financial obligation, NYGC will retain a prorated amount of tuition for that period. For students whose last date of attendance occurs

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after the midpoint of any subsequent period of financial obligation, the institution will retain all of the tuition for that period.

6. Non-refundable charges include the actual cost for the shipping/courier fee, registration fee ($50 for 7.1 week programs, $100 for 12.2 week programs), I- 20 processing fee ($100), and book/supplies/equipment fee ($50 for 7.1 week programs, $60 for 12.2 week programs).

Student Weekly Tuition Liability Table for 7.1 Week Programs For students who withdraw at any point in the first four weeks, NYGC will retain the charges applicable to the first four weeks as outlined in the tables below. For English Grammar in Use, Public Speaking for International Students, Socializing in English, Accent Reduction, Everyday English, Advanced Writing Skills, and Connecting in English programs: First Quarter (7.1 Week Programs)

If termination occurs School may keep Student refund

percentage Student refund dollar amount

Prior to or during the first week 0% 100% $640.00

During the second week 25% 75% $480.00

During the third week 43% 57% $364.80

During the fourth week 57% 43% $275.20

After the fourth week 100% 0% $0.00

Student Weekly Tuition Liability Table for 12.2 Weeks Programs For students who withdraw at any point in the first six weeks, NYGC will retain the charges applicable to the first six weeks as outlined in the tables below. For ESL Intro, ESL 1, ESL 2, ESL 3, ESL 4, ESL 5, American Culture, Business English, Advanced Socializing in English, and Introduction to Writing programs: First Quarter (12.2 Week Programs)







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During the fifth week 42% 58% $730.80

During the sixth week 50% 50% $630.00

After the sixth week 100% 0% $0.00

For iBT TOEFL Prep Course programs: First Quarter (12.2 Week Programs)










For GRE Prep Course and GMAT Prep Course programs: First Quarter (12.2 Week Programs)










The student refund may be more than that stated above if the accrediting agency refund policy results in a greater refund.

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General Requirements:

1. Students that have received an I-20 from NYGC must enroll for a minimum of twelve weeks.

2. NYGC requests students provide a written notification of withdrawal. In the event that no notice of withdrawal is provided, NYGC will automatically administratively withdraw a student after he or she has been absent for a maximum of 30 consecutive calendar days (excluding scheduled breaks) and complete a refund calculation, processing refunds to or on behalf of the student.

3. NYGC may not bill for a period in excess of twelve (12) months. 4. Students may enlist the help of educational or travel agents to fill out forms and

process payments to NYGC on their behalf. Students should be aware that, in case they are entitled to any refunds pursuant to the Refund Policy, students’ monies collected by NYGC authorized agents will be refunded by the agents, not by NYGC. NYGC will not be held responsible for any engagements students enter with educational or travel agents. However, NYGC will ensure and document that the refund has been made on behalf of the student to the agent.

5. If an authorized overseas agent for recruiting students is utilized, NYGC must inform the student of its contractual relationship with the agent and how that relationship will affect the ability of the student to obtain a refund. In addition, NYGC must document that the refund has been made on behalf the student to the agent.

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14. Location and Facilities New York General Consulting, Inc. is located at 37 West 26th Street 5th Floor. New York, NY 10010. NYGC’s campus occupies a 15-room space on the 5th floor at 37 West 26th Street with approximately 10,000 square feet. Ten classrooms and two computer labs are available on the school premises. The school provides up-to-date equipment as an integral part of each course. One classroom/computer lab is equipped with 15 fully functioning computers and a mounted projector. The second workstation is equipped with 5 fully functioning computers. There are various audio visual technology resources available to instructors for use inside the classroom. Throughout the admission procedures, for international students whose native language is not English, NYGC provides special accommodations such as bilingual services. New York General Consulting is conveniently situated in the heart of Midtown Manhattan, and can be reached by New York City Subways and buses, as well as commuter rail lines and buses from outlying areas. The E, F, N, Q, R, A, C, 1, 2, 3, 4, 5 and 6 subway lines all have stations within walking distance of the school. The New Jersey Transit, PATH and Long Island Railroad are also readily accessible.

15. Academic Program All courses may not be offered all semesters depending on enrollment. For a list of courses currently in session, please contact the school directly. All courses are designed to be completed in seven weeks and one day or twelve weeks and two days. ESL INTRO (12.2 weeks) INTRODUCTION Did you know that English is the third most spoken language on the planet? How would you like to be able to speak to that many people? This course is designed to give you the ABC’s of English. It is for someone who has never taken English and will teach the basics to the beginners.

Learn the alphabet, basic vocabulary, and sentences Will build the skills needed to learn English in more advanced courses Easygoing learning environment

COURSE GOAL The goal of this course is to introduce students to the English language, vocabulary, structure and basic grammar, as well as provide them with an opportunity to learn about various aspects of American culture and society.

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COURSE DESCRIPTION Students will use beginning English language skills in listening, speaking, reading, and writing for everyday adult situations and essential academic purposes. They will be expected to read short adapted texts and to write phrases and short sentences. The class will be taught using a student-centered, communicative approach to English language learning. COURSE OBJECTIVES

To foster students’ ability to engage in simple conversations about topics relevant to everyday adult life

To introduce students to various aspects of American culture, social norms and societal expectations

To introduce students to the English alphabet and counting system To develop students’ basic reading and writing skills in English To introduce students to basic English grammar To enable students to engage in short conversations using basic English language

structures and simple forms of verb tenses To develop students English vocabulary relevant to everyday adult life To enable students to exchange personal information To enable students to give and receive information over the phone and through e-

mail ESL LEVEL 1 (12.2 weeks) INTRODUCTION For the students that have learned the basics from ESL INTRO. This class will teach many different English phrases that will be used every day as well as learning about common American street signs and guides. Learn to utilize common English phrases and guide yourself through New York City quickly and naturally.

Survival Language practice and easy to understand phrases Discover the culture of New York City Focus on conversation and communication

COURSE DESCRIPTION This course will help students improve their English language skills in listening, speaking, reading, and writing for everyday adult situations and essential family, social, and professional purposes. They will be expected to read short texts, write short paragraphs about various topics introduced in class, and actively participate in class discussions. The class will be taught using a student-centered, communicative approach to English language learning. COURSE GOAL The goal of this course is to build on students’ previous exposure to the English language, to improve their ability to understand written and spoken English, improve their ability to communicate in real-world adult situations, and understand and discuss various aspects of American culture and society as they apply to conversational and non-academic settings.

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COURSE OBJECTIVES To introduce students to elements of paragraph structure To introduce students to the basic anatomy of an essay with introductions, body

paragraphs, and conclusions To develop students’ ability to write effective thesis statements To develop students’ ability to give convincing written support for their ideas To introduce students’ to techniques for introducing facts, quotations, statistics, and

examples from an outside source To enhance students’ ability to maintain unity and coherence throughout a

paragraph To enhance students’ ability to maintain unity and coherence throughout an essay-

length composition To familiarize students with rhetorical devices commonly used in academic writing To introduce students to prewriting, outlining, and revision techniques

ESL LEVEL 2 (12.2 weeks) INTRODUCTION The key focus of this course is to have students begin to communicate fluently. Phrases and statements that will help them navigate life in the United States and New York City. Students will become more familiar with the culture of the city and life in America.

Basic grammar and writing reinforced and built upon Focused teacher interaction and coaching Practicing speech skills in a supportive environment.

COURSE DESCRIPTION This course will help students improve their English language skills in listening, speaking, reading, and writing for everyday adult situations and essential academic purposes. They will be expected to read short texts, write short paragraphs about various topics introduced in class, and actively participate in class discussions. The class will be taught using a student-centered, communicative approach to English language learning. COURSE GOAL The goal of this course is to build on students’ previous exposure to the English language to improve their ability to understand written and spoken English, improve their ability to communicate in real-world adult situations, and understand and discuss various aspects of American culture and society. COURSE OBJECTIVES

To foster students’ ability to engage in conversations about topics relevant to everyday adult life

To facilitate conversations students to various aspects of American culture, social norms and societal expectations

To introduce past and future tenses of verbs To develop students’ reading and writing skills in English

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To enhance students’ ability to interpret short reading passages To develop students’ ability to communicate effectively, both orally and in writing To enable students to engage in short conversations using basic English language

structures and simple forms of verb tenses To develop students English vocabulary relevant to everyday adult life and

academia ESL LEVEL 3 (12.2 weeks) INTRODUCTION Refine your reading, writing, listening and conversational skills for the purpose of participating in everyday adult situations. This course will integrate language skills with an emphasis on improving English proficiency and understanding of American culture.

Continues building skills first learned in ESL II Oral communication practice and skill development Make direct and indirect requests Describe important life events and their consequences

COURSE DESCRIPTION The course is designed to help students to refine reading, writing, listening and conversational skills for the purpose of participating in everyday adult situations. Students will participate in group discussions, give oral presentations, practice their listening skills and improve their pronunciation. COURSE GOAL This course will integrate language skills with an emphasis on improving English proficiency and understanding of American culture. Continued focus will be given to helping students acquire strategies for effective oral communication. COURSE OBJECTIVES

To improve students’ ability to engage in conversations about topics relevant to everyday adult life

To facilitate conversations students to various aspects of American culture, social norms and societal expectations

To introduce advance grammar and vocabulary To help students increase their reading comprehension To help students develop essay writing skills To enhance students’ ability to interpret various forms of text To develop students’ ability to use correct grammar and sentence structure so as to

be able to communicate effectively, both orally and in writing To enable students to engage in face to face conversations using correct language

structures and appropriate vocabulary

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ESL LEVEL 4 (12.2 weeks) INTRODUCTION Students will use high-intermediate to advanced English language skills to engage in speaking, listening, writing, and reading tasks applicable to professional, personal, and academic life.

Hold classroom discussions Create dialogs Complete written compositions Listen to conversations and lectures regarding current events, cultural values,

personal views, and other aspects of contemporary life COURSE DESCRIPTION Students will use high-intermediate to advanced English language skills to engage in speaking, listening, writing, and reading tasks applicable to professional, personal, and academic life. Students will hold discussions, create dialogues, complete written compositions, read articles, and listen to conversations and lectures regarding current events, cultural values, personal views, and other aspects of contemporary life. COURSE GOAL This course aims to develop to support functional skills for highly nuanced expression and interaction in an English language environment, primarily focusing on making multi-faceted descriptions, analyses, and evaluations. COURSE OBJECTIVES

To foster students’ ability to make detailed analyses of situations relevant to contemporary life

To develop students’ ability to make detailed and nuanced comparisons To enable students’ to state, explain, and engage in discussion about their own

experiences and beliefs To enable students’ to state, explain, and engage in discussion about others’

experiences and beliefs To foster students’ capacity to engage in conversations and debates pertaining to

current events and contemporary issues To develop students’ writing skills with an emphasis on compositional forms that

commonly appear in academic and/or professional situations To develop vocabulary relevant to contemporary life To strengthen and refine students’ command of complex, irregular, and otherwise

challenging grammatical structures ESL LEVEL 5 (12.2 weeks) INTRODUCTION This course supports speaking, listening, and reading skills that amount to a highly nuanced, near-fluent command of the English language for the purpose of participating in everyday adult situations, as well as academic and professional contexts.

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Current events and relevant topics help achieve learning goals Strengthen grammar and vocal skills through practice Build on your own past life experiences to improve your future ones

COURSE DESCRIPTION This course supports speaking, listening, reading, and writing skills that amount to a highly nuanced, near-fluent command of the English language for the purpose of participating in everyday adult situations, as well as academic and professional contexts. Students will hold discussions, create dialogues, complete written compositions, read articles, and listen to conversations and lectures regarding current events, cultural values, personal views, and other aspects of contemporary life. The class will be taught using a student-centered, communicative approach to English language learning. COURSE GOAL This course aims to develop and integrate language skills, with a focus on making multifaceted descriptions and analyses. COURSE OBJECTIVES

To refine students’ ability to engage in conversations about topics relevant to everyday adult life

To improve students’ ability to express ideas about various aspects of American culture, social norms, and expectations

To facilitate discussion about contemporary hot-button issues To reinforce students’ command of advanced grammar and vocabulary through

guided practice To develop students’ ability to use correct grammar and sentence structure so as to

refine their verbal and written communication To introduce writing techniques for academic compositions To help students increase their reading comprehension To further students’ ability to interpret various forms of text

ADVANCED WRITING SKILLS (7.1 weeks) INTRODUCTION Writing a college essay is not easy, and colleges will be very strict with their rules and their grading. Without knowing the rules to writing a proper college level essay, there is very little chance of graduating. Advanced writing will teach you the fundamentals of the college essay including an accurate thesis statement, proper essay structure, supporting information, topic focus, and citation rules.

Practice writing a variety of college level essays Learn the proper structure and focus of a well organized research paper Word processor skill development

COURSE DESCRIPTION Throughout this course, students will be introduced to several essay forms. Students will discuss the elements of these compositions and students will practice writing each type of

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essay. Students will also discuss and practice general strategies for planning, writing, and revision. COURSE GOAL This course aims to develop the fundamental techniques of composition, exposition, argument, analysis, and rhetoric that students need to successfully complete common types of written compositions assigned in college and graduate level courses. COURSE OBJECTIVES

To introduce students to elements of paragraph structure To introduce students to the basic anatomy of an essay with introductions, body





ACCENT REDUCTION (7.1 weeks) INTRODUCTION Ever had to repeat yourself when giving directions to a cab? Or repeat your name when ordering a coffee at a Starbucks? This class will help you sound more American by teaching you how to properly pronounce American English.

Pronunciation drills Vocal training Practice situations and phrases Interesting speaking games and activities

COURSE DESCRIPTION This course is designed for students who wish to hone their pronunciation. This course will introduce students to the technical elements of American English phonetics, intonation, and cadence, as well as breath control and embodied qualities of speech. COURSE GOAL This course aims to develop the fundamental techniques of American English elocution. This is intended to foster comfort, efficiency, and effectiveness of speech for any English-speaking context, as well as improve active listening habits. COURSE OBJECTIVES

To foster recognition of the difference between targeted American English sounds and non-standard productions

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To familiarize students with the technical properties of voice and speech To develop standard pronunciation of a wide range of sounds found in American

English in isolation To introduce standard pronunciation of those American English sounds in the

context of words, sentences, and spontaneous speech To introduce American formal and informal expressions

AMERICAN CULTURE (12.2 weeks) INTRODUCTION What makes a person an American? Who founded the country and shaped its people’s attitudes and culture? What are the similarities and differences between American culture and your own? If you’ve asked yourself these questions and others, American Culture is right for you. This course takes you through the history of the United States of America and gives you an accurate look at not only what American Culture is, but why.

Comprehensive University level study and note taking skills developed Advanced audio and visually enhanced instruction Lecture style learning environment World events discussed with a focus on different cultural reactions

COURSE DESCRIPTION This course introduces and examines American culture within the context American values, attitudes and cultural patterns. Students will be encouraged to think about their own values or patterns of behavior and compare them to what they learn in class or have experienced while living in the U.S. COURSE GOAL The goal of this course is to teach students about American traditions, practices and values from a historical, political and cultural perspective. Students will learn to analyze culture and behavior from a more holistic standpoint and be able to recognize not only the difference between American culture and their own, but also the many similarities. By the end of the course, students should have a greater understanding of American values, behaviors and attitudes. COURSE OBJECTIVES

To foster knowledge about American culture and society the values and beliefs that have given meaning and shape to the experiences of its peoples

To help students develop the skills necessary for post-secondary academic study ( i.e. note-taking, analysis and interpretation of data, skimming and scanning for information, etc.)

To help students develop or refine skills in written and oral communication To enhance students reading and listening comprehension To provide a “safe” within which students can express their personal beliefs and/or

share their experiences with regard to various aspects of culture To develop students’ academic English vocabulary

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To familiarize students with the way academic texts in English are constructed and organized

To teach students strategies to that will help them understand, retain and later use new vocabulary

To facilitate class discussions about various themes presented in the course ENGLISH GRAMMAR IN USE (7.1 weeks) INTRODUCTION Master English grammar and syntax in this accelerated program designed to help you successfully negotiate professional and socio-cultural interactions in an English language environment. Build a strong foundation for your speaking skills and learn to speak with proper English grammar. This course aims to equip students with grammatical tools to communicate wishes, ideas, opinions, and feelings with precision and accuracy.

Group activities for developing confidence Interactive classroom worksheets Focused teacher interaction and coaching Improved confidence in personal communication

COURSE DESCRIPTION The knowledge, skills, and linguistic elements introduced and reinforced through this course support the understanding and use of English grammar to successfully negotiate professional and socio-cultural interactions in an English language environment. Students will be expected to have a basic knowledge of English grammar and sentence structure. COURSE GOAL This course aims to equip students with grammatical tools to communicate wishes, ideas, opinions, and feelings with precision and accuracy. COURSE OBJECTIVES

To familiarize students with principles of English grammar beyond the basic level To strengthen and develop students’ functional understanding of English grammar

principles To give students practice using elements of grammar in practical, real-life contexts To enhance students’ capacity to express themselves with clarity and precision

PUBLIC SPEAKING FOR INTERNATIONAL STUDENTS (7.1 weeks) INTRODUCTION Speaking in front of an audience can seem like a difficult and scary task. This course aims to develop spoken communication skills needed for post-secondary education, vocational work, and/or American life. Gain the advantage over your audience with proper training and technique.

Train to be more comfortable with formal and informal dialog Improvisation and drama communication games Learn from the masters with audio and visual speeches given by the best

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Write speeches and deliver them to an audience COURSE DESCRIPTION This course will introduce students to various speech forms and give them practice planning and delivering these speeches to audiences. Over the course of the term students will give three speeches: an informative speech (completed as a group project), a persuasive speech (completed individually), and a demonstrative speech (completed individually). COURSE GOAL This course aims to develop spoken communication skills needed for post-secondary education, vocational work, and/or American life. COURSE OBJECTIVES

To introduce students to the elements of informative, persuasive, and demonstrative speeches

To develop “public speaking” skills as defined by any form of spoken communication skills with more one person

To introduce students to techniques for researching speeches To introduce students to techniques for organizing speeches To introduce students to techniques for practicing speeches To introduce students to techniques for delivering speeches To enhance students’ confidence speaking and reduce speaking-related anxieties To give students experience presenting projects and addressing issues in contexts

similar to post-secondary institutions and work settings SOCIALIZING IN ENGLISH (7.1 weeks) INTRODUCTION You know the formal grammar, you know the sentence structure, and you know the writing. Now learn conversational English and build your skills for casual conversations with Americans and ESL speakers alike.

Easygoing and comfortable learning environment Community style discussions about relevant current events Story telling How to be polite with people

COURSE DESCRIPTION This course is designed for students who wish to polish their English language skills for a variety of social settings. As such, the focus will be on conversation in pairs, small groups, and class-wide discussions. Nonetheless, the course will also include reading and writing skills as they apply to daily, sociocultural interactions in an English-speaking context. COURSE GOAL This course aims to develop confidence and ease in social contexts through guided practice with the grammar and vocabulary commonly used for interpersonal exchange in recreational settings.

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COURSE OBJECTIVES To foster students’ ability to talk about themselves and ask about others To foster students’ ability to discuss life experiences, preferences, and opinions in

formal and informal settings To foster students’ ability to discuss plans for recreation and leisure To foster students’ ability to engage in conversation about current hot-button topics To develop students’ command of the grammatical structures that support

comprehension and clarity in social situations To expand students’ vocabulary relevant to topics that commonly arise in social

situations ADVANCED SOCIALIZING IN ENGLISH (12.2 weeks) INTRODUCTION Continue building on the skills learned in socializing. This course will allow you to really flex your conversational muscle and have deeper and more meaningful conversations with Americans and ESL speakers alike.

Comfortable and easygoing learning environment Community style advanced discussions about relevant current events Get more personal with conversations and express yourself properly

COURSE DESCRIPTION This course is designed for upper intermediate students who wish to polish their English language skills for a variety of social settings. As such, the focus will be on conversation in pairs, small groups, and class-wide discussions. Nonetheless, the course will also include reading and writing skills as they apply to daily, socio-cultural interactions in an English-speaking context. COURSE GOAL This course aims to develop confidence, proficiency and ease in social contexts through guided practice using the grammar, word focus, communication strategies and interactions commonly associated with interpersonal exchange in formal and informal settings. COURSE OBJECTIVES

To successfully correspond through emails in a formal and informal setting To interpret memos, flyers and notices To identify and implement the qualities of a good first impression To apply persuasion techniques to a target audience To verbally express obligations; ask permission and give requests To decipher and expand use of American euphemisms and idioms in context To appropriately and effectively react to news in formal and informal situations To identify key aspects of time management and crisis management To effectively weigh alternative choices in the workplace and make decisions

accordingly To interpret the intention of body language of peers

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To identify and respond to indirectness in written, verbal and unspoken communication

To identify and apply patterns relevant to problem solving To be confident expressing and clarifying ideas, needs and opinions To explain and navigate issues of privacy and security in a technological

environment

EVERDAY ENGLISH (7.1 weeks) INTRODUCTION For the students that have learned the basics from ESL I. This class will teach many different English phrases that will be used every day as well as learning about common American street signs and guides. Learn to utilize common English phrases and guide yourself through New York City quickly and naturally.

Survival Language practice and easy to understand phrases Discover the culture of New York City Focus on conversation and communication

COURSE DESCRIPTION This course will help students improve their English language skills in listening, speaking, reading, and writing for everyday adult situations and essential family, social, and professional purposes. They will be expected to read short texts, write short paragraphs about various topics introduced in class, and actively participate in class discussions. The class will be taught using a student-centered, communicative approach to English language learning. COURSE GOAL The goal of this course is to build on students’ previous exposure to the English language, to improve their ability to understand written and spoken English, improve their ability to communicate in real-world adult situations, and understand and discuss various aspects of American culture and society as they apply to conversational and non-academic settings. COURSE OBJECTIVES

To introduce students to elements of paragraph structure To introduce students to the basic anatomy of an essay with introductions, body





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BUSINESS ENGLISH (12.2 weeks) INTRODUCTION The business world is an extremely competitive one. A lot is required from someone who is trying to be successful. In order to succeed you will need to know the vocabulary, speech, and mentality of a business professional. If you think you have what it takes, then this class is for you.

Develop Business related communication skills Financial and Economic vocabulary Learn marketing solution skills

COURSE DESCRIPTION This course is especially designed to focus on the areas of communication skills, writing, corresponding at work, reporting workplace data, developing speaking and technology skills, and communicating for employment purposes. COURSE GOAL The goal of this course is to teach students business writing skills while reviewing and reinforcing basic grammar and mechanics. Students will also learn about various cultural, verbal and non-verbal communication techniques, how to identify them, and how to communicate taking these techniques into consideration. Students will learn how to analyze data and communicate their findings via charts and other technology. Students will also be able to identify their employment needs and carry out the proper steps to obtain employment. By the end of the course, students will have a better understanding of how people communicate in business in the U.S. COURSE OBJECTIVES

Recognize the importance of becoming an effective and professional communicator in today’s changing work environment

Discuss how to become a successful leader Analyze nonverbal messages and explain techniques for improving nonverbal

communication skills Explain how culture influences communication, and describe methods for

improving nonverbal communication skills Comprehend that business writing should be audience focused, purposeful, and

economical Identify and execute the three phases of the writing process Distinguish formal and informal methods of researching data and generating ideas

for messages Sketch out the components of a writing plan for e-mails and sales letters, including

gaining attention, building interest, reducing resistance, and motivating action Identify the goals and strategies of business communicators in delivering bad news,

including knowing when to use the direct and indirect patterns Describe business report essentials, including functions, organizational patterns,

formats, and delivery methods

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Identify procedures for promoting positive workplace relations through conversation

Delineate procedures for planning, leading, and participating in productive business meetings, including professional etiquette techniques, resolving conflict, and handling dysfunctional group members

Plan for employment by identifying your interests, evaluating your assets, recognizing the changing nature of jobs, choosing a career path

Explain how to organize report data, create an outline, and make effective headings Demonstrate data using tables, charts, and graphs Explain important steps in preparing effective oral presentations

iBT TOEFL PREP COURSE (12.2 weeks) COURSE DESCRIPTION This course aims to develop fundamental reading, writing, listening, and speaking techniques and strategies to develop TOEFL test-taking confidence and ability, and to achieve the requisite scores to apply to universities. Students will become familiar with the content and structure of all sections of the TOEFL test and key test-taking strategies for each task that appears on the test will be introduced. Students will be given opportunities to apply and strengthen these strategies through practice exercises made to simulate the TOEFL test. COURSE OBJECTIVES

Reading

To familiarize students with the content and structure of the reading section To familiarize students with the question types that appear in the reading section To develop students’ ability to read for information To develop students’ ability to perceive the organization and structure of a

written text To build academic vocabulary

Writing

To familiarize students with the types of writing tasks included in the writing section

To introduce students to elements of the basic anatomy of an essay with introductions, body paragraphs, and conclusions

To develop students’ ability to make persuasive arguments using a thesis statement and supporting arguments

To develop students’ ability to present and compare information and ideas from outside sources

To familiarize students with rhetorical devices commonly used in academic writing

Listening To familiarize students with the content and structure of the listening section

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To familiarize students with the question types that appear in the reading section To introduce note-taking strategies to aid listening comprehension To develop students’ ability to listen for information To develop students’ ability to perceive the organization and structure of a

lecture To develop students’ ability to follow the arc of conversations To build academic vocabulary

Speaking To familiarize students with the question types that appear in the speaking

section To develop students’ capacity to verbally articulate their ideas To develop students’ capacity to verbally give information To introduce techniques for structuring coherent and unified verbal responses To introduce techniques for planning an appropriate response to a given task or

prompt

INTRODUCTION TO WRITING (12.2 WEEKS)

COURSE DESCRIPTION Introduction to Writing is a process and organization focused writing course designed to present writing in a formulaic manner as a process based skill. This course will focus on organization, and the pre-writing, writing, and post-writing process. Students will draw on their knowledge, beliefs, and personal experience to develop and enhance communicative writing abilities. COURSE GOAL The goal of this course is to cultivate autonomous academic and practical writing skills through the presentation of step-by-step writing processes. COURSE OBJECTIVES

To compare, contrast, and analyze the components of academic writing models/samples

To compare, contrast, and analyze the components of practical writing models/samples

To utilize multiple brainstorming methods to generate writing topics To identify and replicate expository organizational skills and various organizational

methods To evaluate the work of peers and provide constructive peer-feedback To independently edit and correct grammatical and organizational errors, common

to beginning writers, of both personal and sample writing pieces To habituate pre-writing, writing, and post-writing activities

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CONNECTING IN ENGLISH (7.1 WEEKS) COURSE DESCRIPTION This course is designed for students who wish to polish their conversational English language skills for a variety of social settings. As such, the focus will be on conversation in pairs, small groups, and class-wide discussions. Nonetheless, the course will also include reading and writing skills as they apply to daily, socio-cultural interactions in an English-speaking context. COURSE GOAL This course aims to develop confidence and ease in social contexts through guided practice with the grammar and vocabulary commonly used for interpersonal exchange in recreational settings. COURSE OBJECTIVES

To foster students’ ability to talk about themselves and ask about others To foster students’ ability to discuss life experiences, preferences, and opinions in

formal and informal settings To foster students’ ability to discuss plans for recreation and leisure To foster students’ ability to engage in conversation about current hot-button topics To develop students’ command of the grammatical structures that support

comprehension and clarity in social situations To expand students’ vocabulary relevant to topics that commonly arise in social

situations GRE PREP COURSE (12.2 WEEKS) COURSE GOAL The goal of this course is to develop students’ skills in specific writing, reading, and mathematical concepts tested by the GRE in the context of diverse array of themes ranging from history to finance that the GRE draws on. Students will learn to recognize and correctly use advanced vocabulary. Students will improve their ability to catch main ideas, express opinions persuasively, and attack arguments.

COURSE OBJECTIVES

To develop students English vocabulary relevant to the highest level of difficulty and academic contexts

To enable students to recognize synonyms, antonyms, word strengths, and shifts in meaning based on contexts

To facilitate students’ abilities to catch weaknesses in arguments and to present persuasive counter-arguments

To enhance students’ ability to comprehend and interpret dense reading passages To develop students’ ability to utilize numerous mathematical formulae

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16. Credit For Past Education Not applicable.

17. Financial Assistance Financial Aid There is currently no available Financial Aid at NYGC. However, NYGC may agree to accept signed agreement of installment payments. For more information regarding this matter, please contact the School Agents at (212) 268-6262.

18. Student Services The institution has in place student support services which provide appropriate information and advice to students. Students will receive academic and professional development advising and counseling as required. The school directors, instructors, and supporting staff are available to provide students academic counseling and personal development advice to ensure their NYGC educational experiences are rewarding. The institution provides access to an orientation program whether verbal, printed, web-based or other media format on or before the first day of class. The orientation program provides, at a minimum, information about the instructional course or program, the educational objectives of each course or program, administrative policies affecting students and support services available to students. Throughout their tenure at NYGC students are provided with:

Academic advising and additional assistance as necessary;

Referrals for professional assistance for students are made as necessary;

Internet access in school;

Information regarding extracurricular and social, cultural events as appropriate;

Support in their adjustment to the program or institution and to the surrounding

culture and community;

Information and counseling on immigration regulations;

Information and advice on health insurance plan if required;

The institution has an internal complaint or grievance procedure to consider student

complaints that complies with the NYGC Internal Grievance Procedure Policy.

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Individualized Counseling

New York General Consulting welcomes students from a variety of cultural backgrounds whose native language is not English. We believe that having a diversity of cultures represented on our campus and in our classrooms enrich the education of the entire NYGC community.

Individualized academic, personal, and immigration counseling are provided to students all day long. School instructors, faculty, and staff are caring, thoughtful, and dedicated. We work closely with our students to meet all of their personal, academic, and professional needs.

Our small classes and nurturing school community offer students a supportive and stimulating environment in which to further their general education while expanding their skills in English.

The English as a Secondary Language (ESL) teachers work closely with each student to develop a course of study based on the student’s abilities and academic goals.

Students receive assistance regarding I-20 forms and visas, if needed Students receive help in accessing local resources The ESL teachers assist students with the transition into the mainstream classrooms

and American culture in general For students pursuing admission into an American university, advising is available

as well as help with Test of English as a Foreign Language (TOEFL) preparation

NYGC also provides other services for students (i.e. - opening a bank account, applying for a driver's license, transportation information, etc). Additional assistance is extended to students who need verification of their student status. Health Insurance Medical treatment in NYC is expensive, so it is highly recommended that all international students purchase student health insurance for their stay in NYC. International students holding F1/J1 visas have the option of purchasing AIG's affordable Compass Health Insurance plan, or ISO's International Student Health Insurance. Students may speak to their agent/counselor at anytime regarding further information about student health insurance. However, purchasing health insurance is not mandatory. Culture Recreation/Social Events While attending NYGC, all students have access to many fun, educational, social, and recreational activities. Throughout the course of study, teachers take students on cultural outings/field trips in New York City, ranging from museum visits to outdoor activities, cultural parades, and

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free concerts. To further enhance student's social and cultural experiences, our friendly staff plans holiday parties at school to foster school spirit and introduce students to American culture and holidays. Student ID Card All students attending New York General Consulting are eligible to receive a student ID Card. Having a student ID card is helpful for receiving discounted admission to many museums in NYC and other benefits.

Living Accommodation Assistance

NYGC does NOT accommodate or arrange living houses or apartments as well as dormitories to international students by itself or at the campus.

Security and Safety

New York General Consulting is concerned about the safety and welfare of all campus members and guests and is committed to providing a safe and secure environment. Because no campus is isolated from crime. NYGC has developed a series of Policies and Procedures that are designed to ensure that every possible precautionary measure is taken to protect persons on campus. Although we have been fortunate not to experience a significant number of serious crimes, we realize that crimes of all nature do exist. In order to reasonably prevent such incidents, a competent and trained school administration office is present. Nevertheless, faculty, staff and students are responsible for following a number of measures to ensure that they and their possessions are adequately protected. At NYGC safety is a primary consideration in the maintenance, grounds-keeping and lighting of the campus. The administration office also works closely with the International Student Office and the building management to ensure that safety policies and procedures are uniformly executed and conveyed in a clear and consistent manner to the institution's students, faculty and staff. The Administration Office is located 37 West 26th Street 5th floor. The Office aids in enforcement of federal, state and local statutes and the institution’s regulations.

The Administration Office is responsible for law enforcement, security and emergency response at the institution. It is also responsible for providing support services such as:

1. Testing and maintaining all fire prevention equipment and alarms 2. Helping inspect buildings for safety compliance. Enforcement of state and federal

statutes 3. Enforcement of state traffic violations

To report a crime or emergency, call 911 or contact the Office at 212-268-6262. The Office maintains a close working relationship with all appropriate law enforcement agencies and elements of the criminal justice system. Numerous efforts are made to advice members of

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the campus community in a timely basis about campus crimes and crime-related problems. The institution encourages its faculty, staff and students to report any crimes and suspicious activities immediately. The institution’s building is accessible to members of the campus community and to guests and visitors during normal business hours, Monday-Friday, and for limited designated hours on weekends during periods of time when the school is in normal operation. Public Safety policies and procedures, especially regarding locking individual rooms, building entrances and related precautions are discussed with participants in crime prevention seminars, in routine floor meetings conducted by the building management and in printed materials which are posted and distributed by the school

The institution’s students have a right to live in an environment free from sexual harassment and/or assault. If a student experiences any circumstance that can be interpreted as a sexual offense, that student should report the situation to the school campus security authorities. In this case, campus security authorities may be located in the Administration Office or in the International Student Office. The student also has the option to notify the proper law- enforcement authorities and the option to be assisted by campus authorities in notifying such authorities. Procedures for on-campus disciplinary action in case of an alleged sexual offense shall include a clear statement of the following: 1) the accuser and the accused are entitled to the same opportunities to have others present during a campus disciplinary proceeding. 2) Both the accuser and the accused shall be informed of the outcome of any campus disciplinary proceeding alleging a sexual offense; 3) Possible sanctions for sexual assault include, but are not limited to the following; a) fines, b) disciplinary probation, c) expulsion. The possession, use, or sale of firearms, ammunition, fireworks, major or minor explosives or any legal weapon is forbidden and subject to school discipline as well as to criminal sanctions. New York General Consulting complies with federal, state and local laws including those, which regulated the possession, use and sale of alcoholic beverages and controlled substances. The following represents the drug and alcohol policies of NYGC. On the school's premises or at school-sponsored activities, the following are prohibited: Distribution, possession or use of any illegal drugs or controlled substance; Providing alcoholic beverages to individuals under 21 years of age, possession of alcoholic beverages by individuals under 21 years of ages; illegal possession of an open container of an alcoholic beverage, public intoxication, driving while intoxicated and drinking alcoholic beverages in an unlicensed public place.

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19. School License/Certification/Accreditation

As an SEVP certified school, NYGC is licensed by the New York State Education Department and accredited by ACCET whereby we are committed to a partnership of quality in providing excellence in the field of ESL and beyond.

20. Student Complaint/Grievance Procedure It is inevitable that students will sometimes disagree with faculty decisions regarding grades, instructional techniques, advising, course content and classroom experiences. Students with concerns regarding any of the aforementioned are provided with the following grievance process: Grievances Regarding Grading: Each course syllabus must clearly delineate the grading process in a course. The weight given to each assignment should be reflected and adhered to consistently in the class. Students should receive clear instructions regarding the requirements for successful completion of the course, i.e., on what basis would a student not receives a passing grade. If a student receives a grade that he or she believes does not reflect his or her performance in a class, he or she has the right to meet with the instructor to discuss the grading process. The student should be prepared to present evidence of work completed in the class. If, after meeting with the faculty member, the student reasonably believes that he or she has still been graded unfairly, she should meet with the Academic Director to discuss his or her grievance. The Academic Director should consult with the faculty member to determine if there is sufficient evidence (grades on all assessment materials, copies of all written assessment materials, etc.) to substantiate the grade received by the student. Once the Academic Director consults with the faculty member she/he should make a decision to either uphold the decision of the faculty member or to ask the faculty member to reevaluate the student's grade on the basis of the review. The decision of the Academic Director will be final. The Academic Director will issue a written response of disposition to the student and faculty member. Grievances regarding grading should be filed within one week of the students’ receipt of a final course grade. Grievances Regarding Course Requirements: Course syllabi should reflect all course requirements. Course requirements must be directly related to the course objectives and student learning outcomes of the approved curricula.

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Students must not be required to complete any requirement that could prove injurious to their physical or mental health. Any student who believes that he or she is being required to complete and/or adhere to unreasonable requirements should voice his or her concern to his or her instructor. If, after meeting with a faculty member, the student maintains that the course requirements are inappropriate with respect to the course objectives and student learning outcomes, the student should voice his concern to the Academic Director. The Academic Director must meet with the student and the faculty member to discuss the student’s grievance. The Academic Director should give due consideration to the student's grievance and speak with other students in the class, if necessary, to determine the validity of the claim. If the Academic Director he or she should begin an official process of curricular revision under the guidelines of the Bureau of Proprietary School Supervision. Grievances Regarding Classroom Atmosphere: The classroom should reflect an environment where teaching and learning occur in a cooperative fashion between students and the instructor. Use of profanity or sexist or racist characterizations, or sexual harassment will not be tolerated. Disruptive behavior, including talking during presentations and lectures will not be tolerated. Faculty members are required to conduct themselves in a professional manner at all times. Students are expected to conduct themselves in a respectful manner throughout the class period. If a student believes that the classroom atmosphere is inappropriate or improper as defined herein, he or she should share his or her concerns with the faculty member. If the faculty member does not address the student's complaint in what he or she considers a satisfactory manner, the student should submit a written grievance report to the Academic Director. The Academic Director should give due consideration to the student's grievance and speak with the faculty member and other students in the class, if necessary, to determine the validity of the grievance. On the basis of the investigation, the Academic Director will render a decision. The Academic Director will issue a written response of disposition to the student, the faculty member and the department director. Grievances regarding inappropriate classroom conduct should be filed before the end of the session in which the alleged inappropriate behavior occurs. Grievances Regarding the Advising Process: Students are assigned academic advisors upon first week enrollment and have a right to effective advising throughout their matriculation. Academic advisors are required to provide accurate and timely information regarding course and graduation requirements, as well as academic support programs for their advisees. If a student believes that he or she is not receiving adequate advising he or she should bring his or her grievance to the attention of the Academic Director. The Academic Director, in consultation with the advisor and the student, will evaluate existing options for the student.

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The Academic Director will issue a written response of disposition to the student and her department director. Grievances regarding the advising process should be filed as soon as the student believes that he or she is or has been ineffectively advised. Other Grievances: If a student has grievances regarding administration and/or other matters, the student should bring his or her concerns to the School Director in writing. The Director will take the appropriate action to resolve the complaint. The Director will substantiate any appropriate documentation, make a final decision, and notify the student in writing within two weeks. If students are not satisfied with the Director’s action, students can write to:

New York State Education Department

The Bureau of Proprietary School Supervision 116 W. 32 Street 5th Floor，New York, NY 10001

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STUDENT GRIEVANCE FORM Student's Name_______________________________ Date__________________________ Address: ____________________________________ Phone_________________________ Type of Complaint: Grading Course Requirements Classroom Atmosphere Advising Process Administration issue Other Matter Write your complaint below. Please make sure to include any relevant date, time, location, etc. You may attach additional pages if needed.

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ACCET Document 49.1 Date Developed: April 1990 Date Revised: April 2008/December 2012 Page 1 of 1 Pertinent to: All institutions

NOTICE TO STUDENTS: ACCET COMPLAINT PROCEDURE This institution is recognized by the Accrediting Council for Continuing Education & Training (ACCET) as meeting and maintaining certain standards of quality. It is the mutual goal of ACCET and the institution to ensure that educational training programs of quality are provided. When problems arise, students should make every attempt to find a fair and reasonable solution through the institution’s internal complaint procedure, which is required of ACCET accredited institutions and frequently requires the submission of a written complaint. Refer to the institution’s written complaint procedure which is published in the institution’s catalog or otherwise available from the institution, upon request. Note that ACCET will process complaints which involve ACCET standards and policies and, therefore, are within the scope of the accrediting agency. In the event that a student has exercised the institution's formal student complaint procedure, and the problem(s) have not been resolved, the student has the right and is encouraged to take the following steps: 1. Complaints should be submitted in writing and mailed, or emailed to the ACCET office. Complaints received by phone will be documented, but the complainant will be requested to submit the complaint in writing.

2. The letter of complaint must contain the following:

a) Name and location of the ACCET institution;

b) A detailed description of the alleged problem(s);

c) The approximate date(s) that the problem(s) occurred;

d) The names and titles/positions of all individual(s) involved in the problem(s), including faculty, staff, and/or other students;

e) What was previously done to resolve the complaint, along with evidence demonstrating that the institution's complaint procedure was followed prior to contacting ACCET;

f) The name, email address, telephone number, and mailing address of the complainant. If the complainant specifically requests that anonymity be maintained, ACCET will not reveal his or her name to the institution involved; and

g) The status of the complainant with the institution (e.g. current student, former student, etc.). 3. In addition to the letter of complaint, copies of any relevant supporting documentation should be forwarded to ACCET (e.g. student’s enrollment agreement, syllabus or course outline, correspondence between the student and the institution). 4. SEND TO: ACCET CHAIR, COMPLAINT REVIEW COMMITTEE 1722 N Street, NW Washington, DC 20036 Telephone: (202) 955-1113 Fax: (202) 955-1118 or (202) 955-5306 Email: [email protected] Website: www.accet.org Note: Complainants will receive an acknowledgement of receipt within 15 days.

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21. Disclosure The school reserves the right to make any changes in faculty, tuition and class schedules, with the approval of the State Education Department. NYGC reserves the right to cancel any program. Prior notification will be made to students regarding the cancellation and rescheduling of the program. The student should be aware that some information in the catalog may change. It is recommended that students considering enrollment check with the school director to determine if there is any change from the information provided in the catalog. In addition, a catalog will contain information on the school’s teaching personnel and courses/curricula offered. Please be advised that the State Education Department separately licenses all teaching personnel and independently approves all courses and curricula offered. Therefore, it is possible that courses/curricula listed in the school’s catalog may not be approved at the time that a student enrolls in the school or the teaching personnel listed in the catalog may have changed. It is again recommended that the student check with the school director to determine if there are any changes in the courses/curricula offered or the teaching personnel listed in the catalog.

22. College Credit – Disclaimer Statement

Licensed private career schools offer curricula measured in clock hours, not credit hours. Certificates of completion, i.e., school diplomas, are issued to students who meet clock hour requirements. The granting of any college credit to students who participated in and/or completed a program at a licensed private career school is solely at the discretion of the institution of higher education that the student may opt to subsequently attend.

23. Statement The failure of a student to notify the director in writing of withdrawal may delay refund of tuition due to pursuant to Section 5002 of the Education Law.

24. Student Disclosure Pamphlet (Student Rights)

Information for Students

Student Rights Schools are required to give this disclosure pamphlet to individuals interested in enrolling in their school. What is the purpose of this pamphlet?

All prospective and enrolled students in a non-degree granting proprietary school are required to receive this pamphlet. This pamphlet provides an overview of students’ rights

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with regard to filing a complaint against a school and accessing the tuition reimbursement fund if they are a victim of certain violations by the school.

Licensed private career schools which are licensed by the New York State Education Department are required to meet very specific standards under the Education Law and Commissioner's Regulations. These standards are designed to help insure the educational appropriateness of the programs which schools offer. It is important for you to realize that the New York State Education Department's Bureau of Proprietary School Supervision closely monitors and regulates all non-degree granting proprietary schools. The schools are required to have their teachers meet standards in order to be licensed by the Department. Schools are also required to have their curriculum approved by the New York State Education Department, at minimum, every four years, thereby helping to insure that all curriculum offered in the schools are educationally sound.

In addition, staff members of the Bureau of Proprietary School Supervision are often in the school buildings monitoring the educational programs being offered. The interest of the New York State Education Department is to ensure that the educational program being offered meets your needs and that your financial investment is protected.

The New York State Education Department's Bureau of Proprietary School Supervision wishes you success in your continued efforts to obtain the necessary skill training in order to secure meaningful employment. In addition, Bureau staff will continue to work with all the schools to help insure that a quality educational program is provided to you.

Who can file a complaint?

If you are or were a student or an employee of a Licensed Private Career School in the State of New York and you believe that the school or anyone representing the school has acted unlawfully, you have the right to file a complaint with the New York State Education Department.

What can a student or employee complain about?

You may make complaints about the conduct of the school, advertising, standards and methods of instruction, equipment, facilities, qualifications of teaching and management personnel, enrollment agreement, methods of collecting tuition and other charges, school license or registration, school and student records, and private school agents.

How can a complaint be filed by a student or employee?

You should try to resolve your complaint directly with the school unless you believe that the school would penalize you for your complaint. Use the school's internal grievance procedure or discuss your problems with teachers, department heads, or the school director.

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We suggest that you do so in writing and that you keep copies of all correspondence to the school. However, the school cannot require you to do this before you file a complaint with the New York State Education Department. If you do file a complaint with the Department, please advise the Bureau of any action that you have taken to attempt to resolve your complaint.

The steps you must take to file a complaint with the New York State Education Department are:

1. Write to the New York State Education Department at 116 West 32nd Street, 5th Floor, New York, New York 10001, or telephone the Department at (212) 643-4760, requesting an interview for the purpose of filing a written complaint. Bring all relevant documents with you to the interview, including an enrollment agreement, financial aid application, transcripts, etc. An investigator from the Department will meet with you and go through your complaint in detail.

2. If you cannot come for an interview, send a letter or call the office to request a

complaint form. You must complete and sign this form and mail it to the office. Please include with it copies of all relevant documents. You should keep the originals. You must file a complaint within two years after the alleged illegal conduct took place. The Bureau cannot investigate any complaint made more than two years after the date of the occurrence.

3. The investigator will attempt to resolve the complaint as quickly as possible and may contact you in the future with follow-up questions. You should provide all information requested as quickly as possible; delay may affect the investigation of your complaint. When appropriate, the investigator will try to negotiate with the school informally. If the Department determines that violations of law have been committed and the school fails to take satisfactory and appropriate action then the Department may proceed with formal disciplinary charges.

What is the Tuition Reimbursement Fund?

The Tuition Reimbursement Fund is designed to protect the financial interest of students attending non-degree proprietary schools. If a school closes while you are in attendance, prior to the completion of your educational program, then you may be eligible for a refund of all tuition expenses which you have paid. If you drop out of school prior to completion and you file a complaint against the school with the State Education Department, you may be eligible to receive a tuition refund if the State Education Department is able to provide factual support that your complaint is valid and to determine that there was a violation of

Education Law or the Commissioner's Regulations as specified in Section 126.17 of the Commissioner's Regulations. To file a claim to the Tuition Reimbursement Fund, you must first file a complaint with the State Education Department at the address included in this pamphlet. The staff of the State Education Department will assist you in the preparation of a tuition reimbursement form (a sample of this form should have been provided to you upon enrollment).

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What is the tuition refund and cancellation policy?

All schools must have a tuition refund and cancellation policy for each program included in the catalog and in the student enrollment agreement.

Read and understand the school's policy regarding tuition refund and cancellation before you sign the enrollment agreement. If you do not understand it, or are confused by the school's explanation, get help before you sign. You may ask for assistance from the Department at the address included in this pamphlet.

What should students know about "private school agents?"

Private School Agents are employed by schools for the purpose of recruiting or enrolling students in the school; they are not school counselors. Private school agents cannot require a student to pay a placement or referral fee. Each school agent must be licensed by the New York State Education Department, must have an Agent identification card and must be a salaried employee of the school. School agents who cannot show an Agent Identification Card are breaking the law if they try to interest students in enrolling in a particular school or group of schools. The name(s) of the agent(s) who enrolled a student must appear on that student's enrollment agreement. Therefore, you should write down the name of the agent who talked to you. Each student will be required to confirm the name(s) of the agent(s) when signing the enrollment agreement. A full refund shall be made to any student recruited by an unlicensed private school agent or even by a licensed agent if there is evidence that the agent made fraudulent or improper claims. To find out if you are eligible to receive a refund, you must follow the complaint procedures included in this page.

What should students know about "grants and guaranteed student loans"?

A grant is awarded to a student based on income eligibility, and it does not need to be repaid (for example, New York State Tuition Assistance Program (TAP) grants or Pell grants provided by the federal government).

Guaranteed student loans are low interest loans provided under the Federal Guaranteed Student Loan Program. The decision to apply for such a loan is yours--the school cannot require that you apply for a loan. You should understand that if you pay school tuition with money loaned to you from a lender you are responsible for repaying the loan in full, with interest, in accordance with the terms of the loan agreement. A failure to repay the loan can hurt your credit rating and result in legal action against you. Even if you fail to complete your educational program, you are still responsible for repaying all of the money loaned to you.

It is your right to select a lender for a guaranteed student loan. The school cannot require you to apply to a particular lender or lending institution. However, the school can recommend a lender, but if it does, the school must also provide you with a statement about your right and ability to obtain a loan from another lender and the insurance premiums

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charged on these loans. Read and understand all the information and applications for financial aid grants and loans before signing.

Where can students file a complaint, file a claim to the tuition reimbursement fund, or get additional information?

Contact the New York State Education Department at:

New York State Education Department 116 West 32nd Street, 5th Floor New York, New York 10001 Attention: Bureau of Proprietary School Supervision (212) 643-4760

This pamphlet is provided to you by the New York State Education Department (NYSED).

The NYSED regulates the operation of Licensed Private Career Schools.

Important Contact Information School Front Desk: (212) 268-6262 Ext. 100 International Student Office: (212) 268-6262 Ext. 112 & 113 School Academic Office: (212) 268-6262 Ext. 114 School Administrative Office: (212) 268-6262 Ext. 109 School Finance Office: (212) 268-6262 Ext. 116 School Student Service: (212) 268-6262 Ext. 102 & 104 (Korean) Ext. 103 (Japanese) Ext. 116 (Chinese) Ext. 113 (Spanish), Ext. 102, 103, 104, 113, and 116 (English) New York State Education Department: (212) 643-4760 Student Exchange and Visitor Information System (SEVIS): (703) 603-3400

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Addendum

Documents

School Catalognygcinstitute.com/nygc_imgs/School Catalog 10.20.16.pdf · New York General Consulting School Catalog 37 West 26th Street 5th Floor New York, NY 10010 Tel: 1-212-268-6262