Student Resources
 

Your Needs. Met. 

Wood Tobe-Coburn strives to provide our students with the tools they need to succeed. We take a personal approach in providing each and all of our services, beginning with the first admissions visit through to our job placement services

This personal approach has contributed to last year’s 99.3% on-time graduation rate(Sources, 17), defined as the percentage of graduates completing the program within the normal timeframe.  

Some of our student-focused resources include:

Admissions:  You’ll be paired with an admissions representative who will work closely with you throughout the admissions process

Education Department:  The Education Department’s goal is for every student to succeed academically. In addition to teaching resources and support for extra help, academic advising is readily available and staff can direct students to a variety of on and off campus resources.

Financial Aid:   The Financial Aid staff is involved with students beginning in admissions and continuing through to graduation.

Job Placement Services: Our proactive Job Placement Services staff helps students before and after graduation with resumes, interviewing skills, locating job opportunities, arranging interviews, and assisting in salary negotiations.

Activities:  Activities vary each year, but students may work together on fundraising initiatives, attend field trips related to their programs of study, and have a variety of celebrations. 

Student Services Offered for Students with Disabilities:  Wood Tobe-Coburn is committed to providing appropriate reasonable accommodations for students with disabilities as required under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Since the scope and types of disabilities are varied, students requesting accommodation will work individually with the school's Director of Education or designated coordinator on an appropriate plan. It is the student's responsibility to contact the Director of Education to begin the process.

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