Javier E. Espinales, CST, M.Ed.

(1)

(2)



Low Graduation Rate vs Default Rates



Accreditors

 _{Institutional}  _{Programmatic - CAAHEP} 

Students



Instructors

(3)



Low Graduation Rate vs Default Rates

 _{The Government and the Department of}

Education are concerned.

 _{Students that withdrew still had a debt owed with}

(4)



2010 Senate investigated 30 for-profit

colleges.



Federal financial aid over nine years doubled

from 12.2% to 24.8%



$5.4 billion to $32.2 billion in 2010.



Drop out rates are:

 _{For-profit 50% - 70% vs 31% public colleges &}

(5)

Degree sought, level of institution,

degree completed, and time to degree Total (%) Public (%) Private not-for-profit (%) Private for-profit (%)

Degree- or certificate-seekers attending 2-year institutions and completing a degree or certificate

Graduation rate within 100% of normal program completion time

17.9 11.9 38.6 36.4

31.2 22 52.7 60.2

(6)

 Regional Accreditation - six

 Middle State Association of Colleges & Schools

▪ MSACS

 New England Association of Schools & Colleges

▪ NEASC

 _{North Central of Colleges & Schools}

▪ NCCS

 _{Northwest Association of Colleges & Schools}

▪ NACS

 Southern Association of Colleges & Schools

▪ SACS

 Western Association of Schools & Colleges

(7)



National Accreditation - nine

 _{Accrediting Commission of Career Schools and}

Colleges (ACCSC)

 _{Accrediting Council for Continuing Education and}

Training (ACCET)

 _{Accrediting Council for Independent Colleges and}

Schools (ACICS)

(8)



Association of Advanced Rabbinical and

Talmudic Schools (AARTS)



Council on Occupational Education (COE)



Distance Education Training Council (DETC)



National Accrediting Commission of Career

Arts and Sciences (NACCAS)



Transnational Association of Christian

(9)

 State Regulatory Agencies

 Exp. Texas Workforce Commission (TWC)

 Specialized Accreditation

 Known as programmatic accreditation

 American Medical Association (AMA)

 _{American Dental Association (ADA)}  National League Nursing (NLN)

 _{Accrediting Bureau of Health Education Schools (ABHES)}  C0mmission on Accreditation of Allied Health Education

(10)



Many regional, national and state accreditors

want a retention from 65% – 69%.

(11)



Intrinsic Needs

 _{Why does the student enroll into classes?}

▪ Learn a skill

▪ Be competent in an area

▪ Acquire another set of skills

▪ Perfect a skill

▪ Succeed and do well

▪ Feel involved and interact with people

 _{Satisfying these initial needs meets the goals for}

some.

(12)

 Extrinsic Needs

 _{Maslow Hierarchy}

▪ Basic: Psychological and survival

▪ Safety : Home & campus

▪ Belongingness : Acceptance and appreciation

▪ Ego-status: Gain status within the group

▪ Self-actualization: Driven to accomplish goals and

works within himself 0r herself. Becomes self-directed in their motivation

 _{The students extrinsic needs to be met in order to}

(13)



Fear of College

 The 18 – 20 y/o’s

▪ Social failure in college – fitting in.

▪ Biggest issues for some lack of maturity & life experience.

 _{Nontraditional students}

▪ Maturity on their side

▪ Out of school for awhile.

▪ Career change.

(14)



Age

 Average age career college students 28 y/o

 _{Younger students bring a limited life experience &}

immaturity

 _{Older students bring vast knowledge of life}

experience & maturity

 Younger students can be considered no nothing vs older students as know it all's.

 You are not a baby sitter.

(15)



Cultural Diversity

 _{They come from many ethnic cultures,}

backgrounds and behaviors

 _{Some come with English language deficiencies}  _{Develop strategies in handling the different}

personalities.

 Use your college resources to help the student be successful in class.

(16)



Support Systems

 _{External support}

▪ Family and friends

 _{Internal support}

▪ College

(17)



Student Frustrations

 _{Fall into four categories}

▪ 1. Impersonal problems

▪ Parking too far or public transportation

▪ Offer solutions

(18)

 _2._People

▪ Financial Aid Office

▪ Admissions Office

▪ Counseling or Student Affairs

▪ Classmates

▪ Attend to their complaints immediately

▪ The students should see you as a neutral party

(19)

 _3._Rules

▪ Adult learners tend to question the rules

▪ Need to make sense

▪ No control of college rules but you have control of classroom rules.

(20)

 _4._Limitations

▪ Number of books

▪ Computer availability

▪ Few lab supplies

▪ Student break rooms

▪ Vending machine selection ▪ Smoking areas

▪ Restroom issues

▪ Ensure books and lab supplies are available

▪ Schedule the computer room

(21)



Disabilities

 _{Range from physical disabilities to those with}

cognitive disabilities.

 Physical disabilities can participate with certain environmental changes to the campus.

 Cognitive disabilities can range from learning disabilities such as

▪ Reading – Dyslexia

▪ Writing – Dysgraphia

(22)



Disabilities (cont.)

 _{In the last 10 – 15 years many students that have}

had support from their high schools.

 _{They will be able to tell you what modification and}

adaptations work best for them.

 _{For those that did not have the support federal}

law was pass to provide an Individual Educational Plan

(23)



Set the Stage for Learning

 _{Physical comfort}  _Security

 _Acceptance  _Self-respect

(24)



The Road to Success

 _{Tell them how to succeed in the course}  _{Help students set goals}

 _{Hold high but realistic expectations for your}

students

 _{Recognition and rewards}  _{Avoid intense competition}

(25)



Motivation

 _{Offering expertise}  _{Having empathy}  _{Show enthusiasm}  _{Demonstrate clarity}

 _{Diversified the class to the needs of the students}  _{Personalized in a manner that recognizes the}

(26)



Motivation through Retention

 _Semantic

▪ Long term memory

▪ Learned over a life time

 _Episodic

▪ Things that happen in our lives

(27)

 Moving from Episodic to Semantic

▪ Use mnemonic’s

▪ 12 Cranial Nerves

 On Old Olympus' Towering Top A Fin And German Viewed Some Hop

▪ Aorta vs Vena Cava – right side or left side

 Both a-o-r-t-a and r-i-g-h-t have 5 letters;

(28)



Motivating through Transference

 _{Want the student to retain the material in long}

term memory.

 _{Repeat at least 45 times and/or for 30 consecutive}

days.

 _{Once the student gets comfortable they achieve}

(29)



Be involved with your student.



Show you care.



Be proactive.



Be the magnet.

(30)

 Cuseo, Joe, ( 2015), “The Big Picture”, Key Causes of Student Attrition & Key Components of a Comprehensive Student

Retention Plan, Marymount College.

 _{Editorial Board, (2014),}_{Editorial: Bottom Line First, Students} Second at Some For-Profit Colleges, St Louis Post-Dispatch.  Integrated Postsecondary Education Data System (IPEDS),

(2010), Graduation Rates 200 component, U.S. Department of Education, National Center for Education Statistics.

 _{Lewin, Tamar, (2010),}_{Report finds Low Graduation Rapes at} For-Profit Colleges, The NY Times.