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Career College Central

INSIDE! APSCU’s

The Link

MAY 2013 15500 W. 113th St., Suite 200 • Lenexa, KS 66219

Myth Busters BUSTING common myths about career colleges

Corporate Universities

Are business-led education programs a threat to career colleges?

Lessons from Institutional Types

Things for-profit and traditional institutions can learn from each other

The Definitive Voice of the Career College Sector of Higher Education

www.CareerCollegeCentral.com


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Contents Career College Central

News

InsIDe! ApsCu’s

26 Inside Corporate Universities

the LInk

MAY 2013 15500 W. 113th St., Suite 200 • Lenexa, KS 66219

Myth Busters

By Jenni Valentino As the divide between higher education and the workforce grows, more and more corporate businesses are taking educational programs into their own hands. Are these corporate universities a threat to the higher education industry?

Contributed Articles

BUSTING common myths about career colleges

CorporAte unIversItIes

are business-led educaTion programs a ThreaT To career colleges?

Lessons froM InstItutIonAL tYpes

24

Things for-profiT and TradiTional insTiTuTions can learn from each oTher

The Definitive Voice of the Career College Sector of Higher Education

www.CareerCollegeCentral.com

On the Cover Myth Busters

10

Myths being presented as fact is a particularly common – and damaging – situation in the career college realm. Whether it’s elected officials who haven’t done their homework or the media not conducting thorough enough investigations, there are many mistruths about career colleges that have gained significant momentum over the years. In this edition of Career College Central, the most pervasive myths are dispelled – in a big way.

Subscribe! Career College Central grants you access to: • Insightful operations tactics from sector experts • Student stories • Sector research and analysis Only $59 for an annual subscription and $39 for additional subscriptions. Contact Us Today! Call 913.254.6016 or email bridgetd@careercollegecentral.com MAY 2013 | 2

Soldier Suicides

By Dr. Pietro (Pete) Savo The number of military suicides has increased significantly in the last decade. With the large number of military students who choose to pursue an education at career colleges, it is becoming more important than ever for the career college sector to understand and prevent suicidal behavior.

54

On Faculty Development

By Don Arnoldy In most cases, career college instructors often have the subject matter expertise, but not the skills to teach their knowledge. By utilizing methods already used in the classroom, career colleges can effectively teach new faculty how to become teachers.

18

The Evolution of Career Services

20

APSCU Hill Day 2013

By Robert Starks Jr. Career services programs have been around since the late 19th century and have changed very little in structure since then. Updating career placement models to better fit the needs of the 21st century student may significantly improve the success of career colleges.

Kevin Kuzma Taking Capitol Hill with a more positive message than years past, career college leaders concentrated on the value the sector brings to the higher education realm and the sector’s important role in providing skilled labor to the American workforce.

6

Are We Really Serious …

By Beth Dawson Are for-profit schools really harming students’ educational pursuits, especially among at-risk students? Beth Dawson of The Development Project takes a look at the numbers comparing community colleges and the career college sector.


38

16

A Level Playing Field for All

By Nella Citino Should career colleges and not-for-profits be held to the same standards? Nella Citino of Madison Media Institute explains why she thinks the answer is "yes," but has little hope that not-for-profit schools will hold up to the standards as well as their for-profit counterparts.

Tweet That, Facebook This

By Bethany Smith Sharing images and photos can be an easy customerboosting aspect to any business’ job. Making sure to avoid controversy with those photos and customer base can be a totally different story. Bethany Smith of Plattform Advertising gives some tips.

66  Tuition Hindrance

By Jane Mahoney After they were briefly eliminated in budget cuts, tuition assistance benefits were reinstated for service members in the United States Army, Air Force, Marine Corps and Coast Guard. But even then, the issue wasn’t solved completely.

60  Learning from one Another

By Jennifer Patterson Lorenzetti Every institutional type has something it can teach others. Jennifer Lorenzetti of Hilltop Communications shares a few lessons from her experience working in multiples areas of higher education and with various types of schools.

In Every Issue/Columns 5

Letter from the editor

30

IMAGINE AMERICA FOUNDATION

43 the link 50 Book Review 64

LINK UP ON LINKEDIN

68

SECTOR LEADER Q&A

52 70

SCARAMUZZO

72 76

MAKING HEADLINES

MOGHADAM

www.CareerCollegeCentral.com Publisher/Editor Kevin Kuzma kevink@careercollegecentral.com Graphic Designer Rick Kitchell Columnists Amir Moghadam Vincent Scaramuzzo Staff Writers Tasha Cerny Jane Mahoney Bethany Smith Jenni Valentino Copy Editors Erin Cockman Piper Hale Nate McGinnis Megan Schulte Subscriptions Managers & Advertising Sales Bridget Duffy Hays bridgetd@careercollegecentral.com 913.254.6016 Joe Leonhardt joe@careercollegecentral.com 913.269.7536 Career College Central, May/June 2013 Application to mail at periodicals postage rates is pending at Olathe, Kan. Career College Central is published bimonthly, six times a year, in January, March, May, July, September and November. Annual subscription fee is $59. Office of known publication: PlattForm Advertising, 15500 W. 113th Street, Suite 200, Lenexa, KS 66219. Periodicals Postage Paid at Olathe, Kan., and at additional mailing offices. POSTMASTER: Send address changes to PlattForm Advertising, 15500 W. 113th Street, Suite 200, Lenexa, KS 66219 For more information about subscriptions or advertising (website and/or magazine), please contact: Bridget Duffy Hays, Director of New Business Development 15500 W. 113th Street, Suite 200, Lenexa, KS 66219 TEL: 913.254.6016 FAX: 913.764.4043

www.CareerCollegeCentral.com

Why I chose Subscribe at www.CareerCollegeCentral.com

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MAY 2013 | 4


We

weren’t even in the air yet. We were taxiing to the runway. The Capitol building was off to our left, and the light was beginning to change around the dome, turning from a natural resplendence of Washington’s first real sunshine in days into a dull, fake light from twilight flood lamps. The man who took the seat next to me had introduced himself before he sat down – a beginning I took to mean that he would be talking the entire flight. As soon as he was comfortable, though, he was quiet for a few minutes. Then he asked a question. “You heading home or heading off somewhere?” “Home,” I said. “Kansas City. How about you?” “We’re all heading home, too. We’re from St. Joseph, Missouri. There are nine of us here on a trip for the chamber of commerce. I grew up on the Kansas side.” “I grew up in Kansas, too … Kansas City, Kansas,” I said. “That place is a real success story,” he said. He was talking about the development of an area in KCK called The Legends. Twenty years ago, the area was nothing more than an empty field with a single water tower before a racetrack that hosts NASCAR events was built in 2001 as the focal point for a collection of shops and restaurants. Now, there’s also a minor league ballpark and perhaps one the most attractive and beautiful Major League Soccer stadiums in the United States. “Yeah, it’s definitely growing,” I said. And our conversation ended not long after that remark. The gentleman next to me had found something positive to say about my hometown, which resounded with me. I had lived 20 years in that city, gone to public schools, and every school year the community seemed to die a little more. Kansas City, Kan., is not so much a place where you have a childhood so much as it is a place from which you escape with childhood memories. Finally, though, city leaders were finding ways to turn things around.

LETTER

from the

editor Some legislators favor changing the threshold to 85/15. Even our soldiers, who deserve to reap the rewards of their service to our nation, are seeing their benefits cut. This edition of Career College Central dives into all of these issues. Our cover story makes an attempt to “bust” the myths that might have set our sector back in the eyes of those who rail against it. Clearly, we see our role as helping schools illustrate the positives they bring to higher education and the importance of career education to our nation’s future. If our sector is successful in sharing the important role it plays in the workforce, millions of people won’t have to find some other way to make a life. If their skills are better suited to hands-on work, they won’t have their options limited to the courses of study available at already crowded community colleges. The people I grew up with are the ones who will suffer the most if elected officials refuse to see the contribution of career colleges. Most of them are ordinary, hardworking people who have experienced a number of challenges in their lives – challenges that would defeat people in the surrounding communities. Once, I faced challenges similar to theirs. My escape was a college education.

The power of a little positivity was actually central to my visit to Washington, D.C. After spending a week on Capitol Hill at the Association of Private Sector Colleges and Universities' Hill Day event and visiting with elected officials, I felt good about the possibilities of career college leaders sharing the real value of their colleges with our elected leaders. This year, the executives who were representing career colleges took to the Hill with a positive message about what they stand for. This replaced the approach in years past, when they mostly came to discuss what they opposed. As we flew out from Washington, D.C., I looked down on a city where elected officials have been making it harder for Americans to go to college. Many of them want to reduce the range of educational choices available to potential college students, more specifically by limiting access to for-profit schools where job skills are the focal point over a traditional liberal arts education. Proposed changes to the 90/10 rule, which requires for-profit colleges to receive 10 percent of their revenue from nonfederal sources to be eligible to receive federal student aid, could undermine hundreds of successful smaller schools.

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beth dawson

A Solution for Urban Students Improving access and outcomes for students in urban areas By Beth Dawson, The Development Project

MAY 2013 | 6


L

ast winter, in an interview on WBBN Chicago News Radio, Sen. Dick Durbin, D-Ill., declared his intent to renew efforts on Capitol Hill to crack down on for-profit colleges. Durbin said his issues with private sector colleges can be summarized using “three simple numbers.” His argument was based on the fact that 12 percent of students in the United States attend for-profit colleges, they use 25 percent of the funds for financial aid, and the for-profit sector has a 47 percent default rate. My problem is that legislators want to place additional regulations on forprofit schools, which has already forced many to close their doors, when in reality the problems in higher education are not exclusive to those schools – far from it. While the senator was cautioning students – particularly low-income, firstgeneration students – to stay away from for-profit colleges, he recommended they pursue their education at local community colleges. This causes great concern to me as a community leader actively engaged in public initiatives in northeast Ohio to improve education and workforce development. Let’s consider how this looks at a local level. According to the Ohio Association of Career Colleges and Schools, the most recent two-year graduation rate at Ohio’s community colleges is 14 percent, compared to 52 percent at for-profit schools. A study conducted by Underwood and Associates in Columbus reports that 40 percent of Associate degrees awarded in Ohio in 2008 were earned at for-profit colleges. The most recent data from the Ohio State Board of Career Colleges and Schools reports that job placement rates at Ohio’s career colleges average around 80 percent. According to Underwood and Associates, the loan default rate for Ohio’s career college students is 10.3 percent, compared to 8.2 percent for community college students. It is also noteworthy that Ohio’s career colleges serve a high number of women, minorities and older students, demographics that are typically underserved in higher education. This being said, I respectfully challenge Senator Durbin’s focus on three numbers that do not come close to telling the whole story about the career college sector and its role in supporting our nation's economic and workforce goals.

Our ability to successfully recover from this recession relies heavily on developing an educated, demand-driven workforce.

To tell the whole story, we must take into account the most fundamental performance measure of any educational institution: graduation rates. In fact, we cannot have this conversation about the value of for-profit colleges, or any college, without taking this into consideration. If we want to provide students with the best options in order to improve outcomes, we need to identify which institutions will best support this goal. While community colleges across the country are facing capacity issues and low graduation rates, it simply doesn’t make sense for the senator to suggest that we limit access to for-profit colleges. Local community college leaders face the challenge of keeping up with demand and improving outcomes while working within a broken system. In northeast Subscribe at www.CareerCollegeCentral.com

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Ohio, our ability to successfully recover from this recession relies heavily on developing an educated, demand-driven workforce. According to the Northeast Ohio Talent Dividend, a 1 percent increase in degree attainment equals $2.8 billion in economic gain for the region. To take career colleges out of the picture, as Durbin suggests, would significantly reduce the number of degree holders in our respective communities, causing a negative impact on our local economy. I am very familiar with the problems and concerns within the private sector. At the same time, I continue to see growing achievement gaps in our local communities that simply cannot be ignored. For nearly five years, I worked as Director of Workforce Development at a career college in Cleveland while it was a for-profit institution. This school served a large number of students from underserved communities. Many of these students had not been adequately prepared for the rigor of traditional higher education. Oftentimes they were single parents, were the first in their families to go to college, relied on public transportation and faced a host of other serious barriers to academic achievement. Despite these challenges, the most recent data from the Integrated Postsecondary Education Data System reports that this career college has a 70 percent graduation rate and a 4 percent default rate. If Durbin’s narrow view of for-profit colleges prevails, schools like this that are compliant and deliver above-average outcomes would no longer be accessible to students in underserved communities. While there is great work being done to improve graduation rates for those students at community colleges in northeast Ohio, we would see better results if we began to identify the best postsecondary options for these students rather than limiting them to public colleges. We need to consider all of the relevant data and advise students accordingly. For example, according to the College Scorecard, the overall graduation rate at Cuyahoga County Community College (serving more than 30,000 students) is just 3.6 percent, with neighboring Lorain County Community College at 7.6 percent and Lakeland Community College at 13.1 percent. Since the numbers show that Ohio’s career colleges are graduating students at a substantially higher rate, doesn’t it seem that Durbin, as well as all elected officials and community leaders, would want to build the capacity of institutions that can deliver the outcomes we all so desperately need?

The Center for Community Solutions: Northeast Ohio Regional Indicators and Objectives initiative reports the six principal cities that make up the region can claim that only 26.2 percent of young adults (ages 25-34) have an Associate degree or higher – far lower than the average of 42 percent for comparable cities. With about 40 percent of Associate degrees awarded in Ohio coming from the for-profit colleges, it makes sense that these schools be considered demand-driven engines of economic development. The time has come to encourage a spirit of cooperation among all sectors to work together toward our mutual goal of improving degree attainment within our respective communities. As career college officials respond to regulations being placed on our sector, I suggest they consider workforce strategies at their local campuses that align with the needs of the region. I have been active in public initiatives for several years, and participation by the career college sector is almost nonexistent. We need to be visible if we want our sector to be seen as a valued partner in economic development. Our sector can make a collective impact that does even more to support economic growth in northeast Ohio and further demonstrates our value. Higher education is changing. Schools that demonstrate the ability to respond to the needs of their students and meet employer demand will be the ones to thrive in the 21st century. In closing, I find it ironic that Durbin’s position against for-profit colleges and his strategies are actually causing harm to the very students he says he is protecting. In his radio interview, Durbin made a strong statement that the safest course for these students is community college. The graduation rates for underserved students at the community colleges in northeast Ohio are between 0 and 3 percent. The senator’s message that this is the best option for these students leads me to question whether we are really serious about wanting to improve access and outcomes in our urban communities. Now is not the time to limit access to education models that work – especially since we are all working toward the same end goal.

Beth Dawson is President of The Development Project, which is focused on improving educational attainment within underserved communities. While working as Director of Workforce Development for Remington College in Cleveland, she proved the concept of workforce development for career colleges by building a model that aligns the campus with the needs of the community, increases cash revenue, links students with community resources that help remove barriers to completion, and greatly improves public perception. She is currently a member of the Northeast Ohio Talent Dividend Steering Committee, a board member of Ohio Reach (focused on increasing postsecondary attainment for foster youth), and active on two local P-16 councils. For more information, visit www.thedevelopmentproject.org. MAY 2013 | 8


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kevin kuzma

Myth Busters Common myths about career colleges exposed Story compiled by: Kevin Kuzma, Editor Tasha Cerny, Staff Writer Jenny Faubert, Imagine America Foundation Dr. Amir Moghadam, MaxKnowledge Inc.

MAY 2013 | 10


E

very business sector has them – mistruths constantly quoted as fact, often in a deliberate attempt to undermine the valuable contributions accomplished by that sector. These accusations are sometimes presented as statistics. Upon further review, though, they aren’t backed by any research at all – they are essentially quoted at random. Myths being presented as fact is a particularly common – and damaging – situation in the career college sector. For years now, the news media has attacked career education, seldom going further than making random accusations and rarely trying to report the truth about the impact career colleges have on our nation’s economy and labor force. This happens on an annual basis when default rates and student drop-out rates are announced. The seemingly high numbers at career colleges are reported in the most alarming way possible, and yet journalists fail to look behind the numbers to interpret why there might be differences in these figures at career colleges as compared to other institutions. This is just one example of misleading reporting; there are plenty of other examples and other common misconceptions, which we will present here side by side with the hard facts. We are bringing you the truth on these issues this month. We are busting myths.

Myth:

Career college students have lower graduation rates than students at other types of institutions. Graduation Rate 100%

Being able to complete a program of study faster and enter the workforce is one of the many reasons students chose to attend career colleges. Students at career colleges attained certificates eight and a half months earlier and Associate degrees nearly seven months sooner than did students who were enrolled at public colleges. U.S. Department of Education, National Center for Education Statistics, 2003-04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS: 04/09)

Myth: For-profit colleges receive the largest share of military educational benefit programs.

Fact:

Career colleges are a popular choice for military students because classes are flexible, and many courses and degrees are offered online. Military veterans and military students choose career colleges over other sectors because they more often need to work around jobs and family.

Imagine America Foundation Fact Book 2013

Myth:

For-profit colleges are rapidly increasing their reliance on taxpayer dollars.

Fact:

Career college students have a lower net cost to taxpayers per student ($183) than public students ($13,249) and not-for-profit students ($16,669). Furthermore, career college students tend to repay the public cost of their education sooner than their public and not-for-profit college student counterparts. Imagine America Foundation Fact Book 2013

2-Year Career Colleges 50% Public 2-Year Institutions 0%

Fact: Career college students have comparable or

higher completion rates than public institutions. In fact, graduation rates at two-year career colleges (63 percent) were higher than those of students at public two-year institutions (22 percent). U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Graduation Rate Survey, 2010-11

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kevin kuzma

Myth: Unlike traditional not-for-profit and public

colleges, virtually all of the revenues of for-profit colleges come directly from taxpayers.

Fact:

Revenue for career colleges comes almost entirely from tuition and fees. On average, 84 percent of revenue for two-year career colleges and 89 percent of revenue for four-year career colleges comes from sources other than government subsidies and tax benefits. Imagine America Foundation Fact Book 2013

Revenue from Tax Payers

16%

2-Year Career Colleges

Myth: Most for-profit colleges charge higher tuition

than comparable programs at community colleges and state public universities.

Fact:

While it’s true that for-profit colleges typically post around the same or higher tuition rates than their not-forprofit counterparts, for-profit students are more likely to graduate with a usable degree and competitive job skills, and in their posteducation lives, they tend to earn higher weekly wages. The Labor Market Returns

Myth:

11%

4-Year Career Colleges

Federal taxpayers are investing billions of dollars a year in companies that operate for-profit colleges. Yet, more than half of the students who enroll in those colleges leave without a degree or diploma within a median of four months.

Fact:

Based on an average increase in earnings and an average state and federal marginal tax rate, a graduate of a two-year career college will repay the public cost of his or her education in less than a decade, versus the approximately 14 years it takes a public college graduate. Furthermore, graduation rates at two-year career colleges are significantly higher (63 percent) than those of public two-year institutions (22 percent). Imagine America Foundation Fact Book 2013

Myth: For-profit colleges ask students with modest

financial resources to take a big risk by enrolling in hightuition schools. As a result of high tuition, students must take on significant student loan debt to attend school. When students withdraw, as hundreds of thousands do each year, they are left with high monthly payments but without a commensurate increase in earning power from new training and skills.

Fact:

Many of the students who choose to attend for-profit colleges are non-traditional students who receive significant financial aid packages to cover the cost of school. For-profit students choose to pay a higher tuition in order to pursue a degree because these institutions provide flexible enrollment options and a shorter time commitment. Furthermore, for-profit colleges have higher graduation rates than their not-for-profit counterparts. Imagine America Foundation Fact Book 2013

MAY 2013 | 12


Myth:

Tuition at career colleges is more expensive than public schools.

Fact:

Tuition at career colleges exceeds in-state tuition charged by most public institutions but falls below the average tuition and fees for private not-for-profit, fouryear institutions. However, out-of-state tuition and fees are higher at public four-year institutions than they are at fouryear career colleges.

U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Institutional Characteristics Survey, 2011-12

Myth: Career colleges are only about making a profit. Fact: Total revenue was $25 billion at career colleges

(in constant 2010-11 dollars), with the majority of revenue coming directly from tuition and fees ($22.8 billion) compared with $309 billion at public institutions ($57 billion from tuition and fees) and $172 billion at private not-for-profit institutions ($57.4 billion from tuition and fees). U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Finance Survey, 2010-11

Myth:

The vast majority of students leave career colleges with student loan debt that may follow them throughout their lives, which can create a financial burden that is extremely difficult and sometimes impossible to escape.

Fact:

Though career college students tend to be more at risk of defaulting on their loans, these students also tend to receive less financial aid as a whole than students at public universities. Despite this, almost 60 percent of career college students are repaying their loans, compared to about 50 percent at public institutions. Career college students are also more likely to repay their loans in full or receive forgiveness than students from any other higher education sector. Imagine America Foundation Fact Book 2013

‌ graduation rates at two-year career colleges are significantly higher (63 percent) than those of public two-year institutions (22 percent).

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kevin kuzma

Myth: Pell Grants flowing to for-profit colleges have increased at twice the rate of the program as a whole.

Fact:

While most of the students who attend career colleges qualify for financial aid, students at four-year career colleges receive only 11 percent of grants, while students attending other private, four-year colleges or not-for-profit institutions receive 28 percent, and students at public fouryear public colleges receive 38 percent. Imagine America Foundation Fact Book 2013

Myth: Many for-profit colleges fail to make the necessary investments in student support services that have been shown to help students succeed in school and afterwards, a deficiency that undoubtedly contributes to high withdrawal rates.

Fact:

Despite serving a larger number of students more at risk of withdrawal, career colleges provide a large number of student services aimed at helping students succeed. Forty percent of degrees from career colleges are awarded to minorities, compared to 21 percent at public colleges and 16 percent at not-for-profit schools.

Imagine America Foundation Fact Book 2013

MAY 2013 | 14

Myth: Profit is a greater priority than education at career colleges.

Fact:

If profits took such precedence, career colleges would work with much leaner staffs than they do. With the following instructor-to-student ratios at career colleges vs. public schools, career colleges’ substantial investment in academia is apparent. According to the National Center for Education Statistics, in 2009, 14,810,642 were enrolled in public institutions throughout America and staffed a total of 913,679 faculty members. In that same time, 1,851,986 students were enrolled in career colleges with 116,904 faculty members. National Center for Education Statistics, Digest of Education Statistics, 2011

Career college students are also more likely to repay their loans in full or receive forgiveness than students from any other higher education sector.


A prospect’s path to enrollment is completed within 2 weeks of their initial contact.

Find out on page 59.

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bethany smith

Tweet That,

Facebook

This How a photo policy for social media can keep you in the clear By Bethany Smith, PlattForm

A picture is worth a thousand words

When it comes to social media, that old cliché is more than true. Posts with an image receive 120-180 percent more engagement from fans than a text-based post. That’s huge! Even the networks themselves are taking notice. In 2012, the leading social network, Facebook, bought a photo sharing app, Instagram, in a $1 billion deal. In 2013, the visual-heavy Pinterest became as popular as the primarily text-based network Twitter. In an effort to integrate their own visuals, Twitter acquired Vine, an app that shares images and short videos. And, of course, data and acquisitions aside, babies and cat pictures have been finding viral success on the Web for years. With stats like that, it’s unsurprising that brands want to tap into the success of photo sharing to engage with their fanbases. The only problem is that no one ever talks about the second part of that old cliché. Yes, a picture is worth a thousand words, but it can also be worth thousands of dollars in legal trouble.

So, how can you protect yourself as a brand but still share photos on your networks? Know the rules and have an established photo policy for social media. If you don’t have a dedicated social media person who is familiar with the photo policy running your content sharing strategy, you should consider establishing or hiring someone for this role. While there is no general legal requirement to obtain someone’s authorization before taking a photograph of him or her, there are a few expectations. Generally, it is how a photo is used that opens a company to the risk of legal action. Photos of children can be an especially gray area.


Some rules to follow regarding sharing photos of people: • Photos should only be from public events or spaces • Photos should never be used for commercial purposes • Photos should never cast the subject in a negative light or use the subject to highlight a controversial topic • Only post photos you own or have been given permission to use. (If someone posted a photo to a brand's Facebook wall, for example, that person would be granting the brand tacit permission to use the image) • When using photos taken by others, provide credit to the photographer • Remove any photos immediately if the photographer or the subject of the photo requests that you do so • Never provide the full names of children (even if you are given parental consent) • Do not post images of children without the consent of parents or guardians; written permission may be required • You may post a photo of a child if the child’s face is not visible (for example, in a photo of an event in which the back of a child who is facing away from the camera is in view) • At events that would include children, consider including a sign or a public posting somewhere stating that the event is being photographed and photos will be shared on social sites

A picture is worth a thousand words, but it can also be worth thousands of dollars in legal trouble.

As an additional precaution, you may wish to add a paragraph to your Facebook/blog stating something such as "Our Facebook is a public network that may include photos and content from our events. This content is strictly for non-commercial purposes. Contact our page administrators if you feel that any content infringes on your safety or rights, and it can be removed." Finally, though these rules can help protect you in most sticky photo situations, it’s always a good idea to talk to your legal representatives and compliance team members with any concerns you may have before posting. So, don’t be afraid to share your snaps, but know the rules so you don’t get a bum rap. Bethany Smith is an SEO and Social Media Specialist for PlattForm. In her two years of experience, she has helped develop the company’s social media strategies for education clients and has been an early adopter of new Social Media trends. Prior to her work at PlattForm, she was a social media and Web Manager at the Topeka, Kan., ABC news affiliate. Contact her at bethany.smith@plattformad.com. Subscribe at www.CareerCollegeCentral.com

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robert starks jr

The Evolution of Career

Services “Trying to place an evolving person into the changing work environment .... is like trying to hit a butterfly with a boomerang.” – Mitchell & Krumboltz (1996) The 21st century is characterized by an accelerated pace of change, rapid technological advancement and an increasingly connected world. These dynamics have transformed the labor market and required career seekers to evolve with it. The skills one needs to successfully find and secure employment as well as manage, advance and transition one’s career are different for the 21st century workforce, yet many career colleges still use a career services delivery model from the 19th century. According to the Council for the Advancement of Standards in Higher Education (2010), placement assistance began in the 19th century when commercial employment agencies began to place graduates of the nation’s teacher training programs into jobs. Placement models aligned with the needs of the time because they were established when small graduate cohorts were entering a stable economy with little to no global competition. Furthermore, jobs typically had linear career paths and were expected to span one’s lifetime. Moreover, most jobs created in the agricultural and industrial economies required unskilled or semi-skilled labor. In addition to the realities of the 19th century economy, the placement approach was also influenced by early developing career theory. MAY 2013 | 18

Transforming the way career colleges deliver career services. By Robert Starks Jr., MaxKnowledge Inc. The concept of placement is rooted in the trait-and-factor theory of occupational choice developed in the early 1900s by Frank Parsons, the father of vocational guidance. The trait-and-factor theory is one among a group of theories referred to as matching theories. Trait-and-factor theory assumes that vocational guidance is a rational decision-making process requiring an expert practitioner (e.g., career adviser) to evaluate candidates’ traits and match them to a best-fit job in the labor market. This approach to vocational guidance continues to dominate the delivery of career services in higher education institutions. Trait-and-factor theory still has value and relevance, but it assumes a level of stability in both the work environment and the individual career seeker. Moreover, due to its focus on identifying existing traits, the theory does little to address the development of skills necessary for successfully securing employment over the lifetime of a career seeker. Finally, because it necessitates an expert practitioner to conduct extensive trait evaluations, scalability is problematic, particularly with the advent of online education. Today’s professional environment is drastically different and continues to evolve at a rapid pace.


Increased access to education has contributed to larger graduate cohorts widely dispersed across the globe. Globalization has made economies interdependent and has increased competition in the job market. Stability is no longer the norm for the modern workforce; the average person today is likely to have several jobs in his or her lifetime and change careers multiple times. Moreover, there is a rising trend of freelancing, contract work and self-employment, resulting in individuals having multiple “gigs” to pay the bills. Our very concept of work has changed. The idea of a job being a one-time, logical decision that continues into the rest of our lives is no longer true. If everything is so drastically different, why are we not witnessing disruptive innovation in the way career colleges approach the delivery of career services? The 19th century placement model is outdated in a 21st century economy. Beyond the fact that placement is simply an inaccurate and antiquated term for what career services professionals do, it perpetuates the fallacy that a career is the outcome of a linear process. In today’s fast-paced, changing work environment, career seekers must be agile, self-sufficient and comfortable navigating through a complex, evolving job search and career management process to achieve their career goals. Additionally, success is not only determined by career seekers’ soft skills, technical skills or experience, but also by their employability skills – skills necessary for obtaining and keeping a job, making job and career changes, and successfully seeking career advancement. Career colleges obviously realize this and work hard to address these necessary skills, but most do so with a career services delivery model primarily designed as a secondary service. Why is this so? In an article previously published in Career College Central entitled “Mind the Gap,” a quote was included from a 2012 press release by David J. Pauldine, President of DeVry University. “It is clear to us that effectively educating today’s workforce requires market-driven curricula that provide students with requisite hard and technical skills, as well as a competent level of hands-on experience prior to graduation,” Pauldine said. Although this assertion is valid, employability skills are a missing component because they are often viewed as “extracurricular” or not as critical as technical or soft skills. This explains why, at most institutions, students must voluntarily choose to participate in career services outside of the classroom to develop the necessary employability skills for career success. There is general agreement that employability skills are critical to student success, yet they are typically absent or curtailed from curricula. Why are these skills typically missing from curricula, and why are the services provided by the career center not required at most institutions?

Career colleges have an incredible opportunity to rethink the way they deliver career services. The days of referring to career services as the back end of the career college environment must end. This thinking is driven by tradition, not the market. How can the process of vocational guidance start during the admissions process? How can employability skills be embedded into existing curricula, and how can they be a significant part of the design of new educational programs? These are but a few of the questions we need to address in order to reshape the way we deliver career services.

Exemplary career development systems must be woven into the fabric of an institution, rather than designed as a supplemental service outside of the classroom. Exemplary career development systems must be woven into the fabric of an institution rather than designed as a supplemental service outside of the classroom. Based in systems thinking, we must examine the complex structures and behaviors of our institutions to fully understand the interdependent relationships among institutional infrastructure, students' career readiness and graduate employment rates. If we commit ourselves to gaining a better understanding of how we can improve the design of our career services delivery models, our students, their parents, our employers, our communities and our institutions will all benefit.

Robert Starks Jr. is the Vice President of Learning Initiatives for MaxKnowledge Inc., the leading employee training company for the career college sector of higher education. His experience in career services, alumni relations and community outreach in the career education sector earned him four Best Practice Awards from the Arizona Private School Association. Starks earned his Master of Science in Management from Colorado Technical University and his undergraduate degree in Marketing from Arizona State University. He is the Director of Media and Technology for the Arizona Career Development Association (ACDA) and the Founder of CareerTipster.com. Robert can be found on Twitter @robertstarksjr and contacted at roberts@maxknowledge.com. Subscribe at www.CareerCollegeCentral.com

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kevin kuzma

A More Positive Approach During Hill Day discussions, career college leaders focus on value and the sector’s pivotal role in higher education By Kevin Kuzma, Editor

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years past, career college leaders inadvertently brought something with them to Capitol Hill during the Association of Private Sector Colleges and Universities' (APSCU) Hill Day and Policy Forum. While the meetings between those representatives of career education and our nation’s elected officials were always cordial, conversations focused mostly on the issues that our sector opposed – the areas in which school leaders felt they were being slighted: the Department of Education’s gainful employment and 90/10 rules, removal of ability to benefit, spending of federal funds on advertising campaigns, over-regulation of for-profit schools in general, and so forth. In that sense, it could be said that sector leaders were defensive. More than capable of presenting their stances on these issues deftly, and yet there was still as an inherent negative undertone behind their words. This year’s event, held March 11-13 at the Hyatt Regency Crystal City in Arlington, Va., carried a strikingly different tone. During the policy forum, a day before leaders would be on the hill for visits with elected officials, Tony Guida, EDMC’s Senior Vice President – External Affairs, led a debriefing about the most critical issues facing career colleges. He began with a simple statement. “This year is an exciting Hill Day," Guida said. “We have a positive message – of what we’re for.” MAY 2013 | 20


What the sector stands for, as Guida explained it, are openness and value, fairness, and quality. His initial comments addressed what might be the most threatening piece of legislation to face career colleges since the gainful employment rule: the Students First Act. Introduced in March by longtime foe of career education, Senator Tom Harkin, D-Iowa, the bill was proposed as a way to target and prevent colleges and universities taking advantage of students who receive federal student aid in order to reduce their own costs and receive a higher profit. Though the bill’s wording is vague and seems meant to encompass all higher education institutions, it focuses predominantly on for-profit schools. Guida encouraged APSCU members to thoroughly review the Students First Act, noting that the act would hold school executives accountable for compliance issues. If passed, presidents, chief executive officers and chief financial officers would personally sign the student aid program participation agreements that the Department of Education enters with their schools. These executives then would be held liable if their schools “knowingly and willfully” violated the agreements or engaged in gross negligence.

The Students First Act earned repeated mentions in numerous sessions as the convention went on, but the main topic of discussion was reauthorization of the Higher Education Act (HEA). Sally Stroup, APSCU’s Executive Vice President of Government Relations and General Counsel, set the stage for HEA reauthorization. She explained APSCU’s priorities for the reauthorization, which focus on three essential concepts: • Affordability and addressing the skills gap; • Simplification • Accountability and transparency. “To address the needs of current and future postsecondary students, reauthorization should focus on affordability as it relates Subscribe at www.CareerCollegeCentral.com

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to addressing our growing skills gap, a more streamlined and easy-to-understand financial aid system that continues to support access for all students and improved transparency that leads to greater accountability," Stroup said. "In the coming weeks and months, we will be working with our higher education colleagues and members of Congress to help ensure that these three priorities are a central part of the reauthorization conversation." Stroup said it is possible that HEA could be reauthorized during the next Congress. APSCU’s HEA task force, which includes Diane Auer Jones, CEC; Tom Babel, DeVry; and Mark Pelesh, Corinthian Colleges, spoke specifically about APSCU’s goals for the reauthorization. The other initiatives APSCU will focus on this year include: • Access to year-round Pell Grants designed to help students complete their degrees faster and join the workforce sooner • A simpler and more navigable federal student aid system One that starts by standardizing terms and delivery of aid, improves repayment options that ease financial burdens, and recognizes individual student circumstances • Policies that facilitate credit transfer so degree completion is not delayed as a result of repeating coursework • Consumer information adjusted according to the risk level of the students served and put into context so students can realistically see how they may perform compared to their peers

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Veterans were a key part of the discussion this year, with tuition assistance being suspended for all military branches the week of the event. Jennifer Steele, Policy Researcher at RAND Corporation, led a discussion on facilitating veterans' workforce transitions. Steele discussed the history of the GI Bill and explained the issues veterans can experience upon returning home. RAND was tasked with reviewing the new GI Bill and veterans' satisfaction with their benefits. Compiling research and hosting focus groups, RAND identified areas where career colleges were succeeding with vets. Their research shows 61 percent of vets are satisfied with transfer of credit at career colleges, and about 67 percent of vets are satisfied with academic advising. The last presentation of the policy forum was led by Rep. Richard Hudson (R-N.C.) Hudson discussed his time in Washington and his constituents' struggles in the workforce. He acknowledged the value of the career college sector, saying, “People are suffering. It’s tough. To get the right skills, there is no cookie-cutter approach.” Hudson said he was displeased with the way student loans are being handled – that he harbored a fear that a bubble was being created. In one of the most honest and dead-on remarks of the day, he said all sectors of education should be treated in the same way and that “there should be oversight, but there’s a point where it goes too far.”

Kevin Kuzma is Editor of Career College Central. His feature writing, essays and short stories have appeared in The Kansas City Star, Urban Times, Review, Ink Magazine and Present Magazine. He can be contacted at kevink@careercollegecentral.com.


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dr. pete savo

IDENTIFYING THE SIGNS Military Students at Risk By Dr. Pietro (Pete) Savo Service Disabled Veteran Owned Small Business

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oday, headlines in the media are dominated by politics, economic doom and gloom, the jobless rate, and citizens of other countries being murdered by their dictator leaders. However, the headline we should all be paying more attention to is the one that appeared in The Salt Lake Tribune last year: “More soldier suicides than combat deaths in 2012.” The soldiers of the U.S. military are defending and protecting all of the United States’ interests across our entire planet, only to come home and kill themselves.

With these new students landing in colleges and universities nationwide, academic leadership needs to understand suicide warning signs. Since World War II and up until recently, U.S. military suicide rates have been lower than civilian rates, and wartime suicide rates in the military have historically dropped. Yet in 2008, the military suicide rate exceeded the civilian rate for people between 17 to 30 years of age, according to the study “Army Suicides: ‘Knowns’ and an Interpretative Framework for Future Directions.” With both wars in Iraq and Afghanistan, something dynamic transformed our U.S. military service members and increased the military suicide rates. Quincy Bloxom, a U.S. Army veteran, suggested that the warning signs are always there; it's just a matter of making leadership accountable in regards to directing treatment. Bloxom is a former Staff Sergeant and Operation Iraqi Freedom veteran currently pursuing a higher education with hopeful ambitions of attending Rutgers University's joint JD/MBA program. As an influx of U.S. military war veterans joins the ranks of higher education, we as educators have an obligation to support our heroes when they need us to do our part.

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Suicide warning signs

Many service members are leaving the military ranks and beginning their academic journeys due to the availability of education benefits they have earned while serving our nation. With these new students landing in colleges and universities nationwide, academic leadership needs to understand suicide warning signs. Here are some common suicide warning signs taken from Suicide.org, an organization dedicated to preventing suicide:

Every college and university has an internal suicide prevention reporting structure and resource. Research the resources in your community and have this information available before you need it. Education from these sources is the best way help identify and prevent such a significant public health problem among U.S. military service members who are now enrolled at or entering colleges and universities nationwide.

• Previous suicide attempt or behavior that has led to self-injury • Somatic symptoms, including sleep and pain complaints •S  tressors such as marital or intimate relationship issues, legal, housing, and occupational problems • Current or pending disciplinary or legal action • Substance misuse •P  roblems with a major life transition (e.g., retirement, discharge, divorce, etc.) • Loss of a fellow warrior • Setbacks in military career or personal life • Severe, prolonged stress that seems unmanageable • Sense of powerlessness, helplessness or hopelessness •B  ehavior that isolates service members from friends, family members and educators

Many universities’ suicide prevention programs engage in deploying various technological mechanisms, including online training courses, social networking and the sheer power of social media. Using the power of technology, we are releasing the integral aspects of a comprehensive suicide prevention program.

What is important to understand is that someone need not be an expert in suicide prevention to prevent a suicide. The key is to have open eyes, communicate relentlessly and help the person rediscover that suicide can never be an option. Kevin Caruso from Suicide.org stated that 75 percent of those who die by suicide have some suicide warning signs. Our motivation must first be to save that 75 percent.

Suicide prevention

Suicide prevention should never be the responsibility of the experts; suicide is the responsibility of all. When we witness someone exhibiting suicide warning signs, we need to do everything we can to help them. Today, with the Internet and social media, a simple Google search provides endless ways to get help. Social networking websites for suicide prevention can connect people with common experiences. The National Suicide Prevention Lifeline and the American Foundation of Suicide Prevention Facebook pages provide links to suicide prevention websites and hotlines, as well as information about the warning signs of suicide. The power of communicating through social media can help us become more current with our reality. Today, social media is sharing ideas, valuable information and solutions at speeds that no organization could possibly hope to match. Colleges and universities can also benefit from this limitless communication tool.

This article is by no means a conclusion but only one chapter in encouraging suicide prevention. As best said by Bloxom, “The problem to avoid is becoming an example at the next suicide awareness briefing.” Our goal as educators is to use the unlimited power of knowledge to reduce or eliminate suicide examples. We have become a key component to the solution regardless if we are ready or not, and we are now a part of the first line of defense for preventing soldier suicides.

Short list of suicide prevention resources: Veterans Crisis Line: 1.800.273.8255, Press 1 National Suicide Prevention Lifeline: 1.800.273.TALK (8255) DCOE.Health.mil AfterDeployment.org VeteransCrisisLine.net SuicideOutreach.org CrisisCallCenter.org SuicidePreventionLifeline.org SamaritansNYC.org MilitaryOneSource.mil

Dr. Pete Savo is the Chief Financial Officer of a Service Disabled Veteran Owned Small Business (SDVOSB), a higher education service business that provides qualified student candidates to military-friendly colleges and universities nationwide. Savo, a respected lecturer and published author, was employed 18 years with Sikorsky Aircraft and six years as a direct business operations and lean manufacturing consultant for the U.S. Air Force Small Business Manufacturing Technical Assistance Production Program (MTAPP), Air Force Outreach Program Office and the Department of Defense (DOD) supply chain missions. He can be reached at psavo@educationresource-information.org or 603.321.6224. Subscribe at www.CareerCollegeCentral.com

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jenni valentino

Inside Corporate Universities Business-led education programs: a growing trend By Jenni Valentino, Staff Writer

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orporate universities – educational programs run by organizations looking to train employees for their specific industries – have existed for decades. However, the sheer number of corporate universities that have cropped up over recent years – from just 400 in 1993 to more than 2,000 (including those run by Walt Disney, Pixar and Boeing) in 2001 – indicate that more and more corporations and businesspeople are taking their employees’ education into their own hands in response to the failings of traditional colleges and universities. Some suggest that traditional business programs (graduate programs in particular) are providing a smaller and smaller return on investment. As a result, these increasingly abundant corporate universities pose a true threat – a threat that wasn’t there, say, 20 years ago. Forbes contributor Doug Guthrie makes his opinion clear in the title of his January 2013 piece “Corporate Universities: An Emerging Threat to Graduate Business Education.” He expands on this idea by stating that these institutions “pose a greater threat today to higher education because they are a response to academia’s deficits.” MAY 2013 | 26

As Guthrie states, these training programs are succeeding because they focus “so exclusively and aggressively on the human resource needs of their own companies and industries.” The response to the failings of traditional programs by taking education local is impressive. But is it truly threatening to, say, Harvard University’s MBA program? Perhaps. Although students and employers alike are beginning to see “beyond the ivy” and past prestigious university names, reputation is still extremely important when it comes to how employers view their prospective employees. Thus, one of Guthrie’s primary examples – McDonald’s Hamburger U, founded in 1962 – doesn’t seem to hold water as a true threat. Maybe Guthrie is correct and now, as traditional universities seem to be collapsing from the inside out, is the perfect time for Hamburger U to finally take down traditional graduate education. But it doesn’t seem likely. Hamburger U is an extreme example. Let’s look at one program that does have the reputation to make a difference: the Institute for Integrative Nutrition (IIN). Founded by Joshua Rosenthal, an entrepreneur with no prior business experience, IIN has offered holistic nutrition education since 1992. Promising students a career in a year, the world’s largest nutrition school has produced 20,000 certified health coaches worldwide and continues to grow exponentially each year.


According to information provided by IIN in a February 2013 GetBiz.com article, their reputation is legitimate:

• Seventy percent of students launch a health coaching practice while still a student • Of these students, 69 percent begin working with clients in a six-month program before graduation • Sixty-nine percent make an income through health coaching while still in school • Twenty-five percent charge $100/hour

Just 10 weeks into her 40-week program, IIN student Jenni Gill is confident that IIN will lead her into the health coaching career she desires. “I feel pretty confident based on conversations I’ve had with other current students and recent graduates. They have been able to make their way into the health coaching business post-graduation by giving speaking engagements and taking on clients. One current student mentioned the program to her chiropractor, who decided that he would love to have a health coach in his practice. As soon as she gets her certification, she’s going to partner with her chiropractor.” Gill chose to enroll in IIN’s yearlong program after years of interest in nutrition and the effects of food on one’s health and general well-being. “I actually started out considering a more formal dietician program at a traditional university, but was wary of returning to academia as an adult. Traditional nutrition programs are very heavy in chemistry and sciences, which kind of turned me off – the thought of going back to school and having to go through chem lab again,” she said. “Then I found the Institute for Integrative Nutrition, which teaches over 100 dietary theories. The idea is that there are all sorts of diets out there and that what works for one person may not work for another person. Their intent is to teach you about different kinds of diets, how they can affect people and the details of each. They focus less on the hard science of it all and more on the practical application to daily life.” Rosenthal teaches at the school alongside well-known health and wellness experts, including Deepak Chopra, Barry Sears and Andrew Weil. IIN’s brick and mortar school is located in the Flatiron District of New York City, but the school enrolls many of its students via mobile lecture hall, a revolutionary classroom app installed on the student’s Apple device. This is how Gill receives her instruction.

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“It’s been great,” Gill said. “All of the lectures are preloaded into your app, and every week your new module becomes available. The modules include video and audio lectures which average between two and four hours every week. I love having instruction on the Apple device. I have it on my iPhone, and I have it on my iPad. I can prop it up in the kitchen and watch video lectures while I’m cooking, have it sitting on the floor next to me when I’m folding laundry, or listen to audio lectures while I’m running. As someone with two small children, being able to listen to the lectures while I’m going about my daily life is very helpful. I haven’t had any issues with the app. It functions well, and the videos all load quickly.”

“You have to make the effort to get out of it what you want to get out of it because you’re not being tested on minutiae like you are in a traditional university. Beyond that, though, the lectures are pretty much what you would picture from a traditional college.” – Jenni Grant, Institute for Integrative Nutrition Student For those concerned about the lack of face-to-face interaction afforded by attending school online, IIN provides connection opportunities between students and instructors. “There is a Facebook group for all of the current students in the programs, so you’re able to interact with other students and staff on that page,” Gill said. “You’re also assigned to a small group of approximately 12, including someone who has already gone through the program and is actively working as a health coach as your leader. There are conference calls every other week where you can discuss things with your coach and the other students. It’s a more personalized, smallMAY 2013 | 28

group environment where you’re really talking to the other students. The instructors also have online office hours where they’re committed to being on Facebook, so you can have an IM conversation or set up a one-on-one call outside of the schedule if you need assistance.” The Institute for Integrated Nutrition’s delivery methods don’t necessarily set it apart from traditional education programs these days, as more and more undergraduate and graduate programs have started offering online degree completion. So, beyond the extremely focused subject matter, how does IIN differ from a traditional college or university? “You have to make the effort to get out of it what you want to get out of it because you’re not being tested on minutiae like you are in a traditional university,” Gill said. “Beyond that, though, the lectures are pretty much what you would picture from a traditional college.” At a time when law degrees, business degrees and sundry other graduate programs are increasingly viewed as little more than a way to rack up debt and avoid the disappointing employment market for a few more years, what sets programs like these apart? “I think these programs serve a different population. While they have the potential to overlap with MBA programs, a lot of the people enrolled in IIN are older, in their 30s or 40s, and looking to change careers. It’s not a lot of people right out of high school or college wanting to go to nutrition school or business people looking to advance in the career they have.” For Gill, choosing to enroll in IIN over a traditional nutrition science program was the right choice, even though job posting boards aren’t necessarily full of empty health coach positions. “Based on anecdotal evidence, if you’re willing to put in the work, network and put yourself out there, a lot of opportunities will open up. It’s about networking and making your own opportunities with the support and education from IIN behind you, and there definitely seems to be a need for it.”

Jenni Valentino is a freelance writer and editor with years of involvement and experience in the career college sector. She can be reached at jzvalentino@gmail.com.


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The Responsible Borrowing Tool Students Understand Encouraging student financial success while training for the future Amanda Jones, a 2013 Imagine America ASEP recipient attending Sullivan University, shares her experience with Financial Planning Made Simple (FPMS) and how it helped her make more responsible financial decisions. Q: How or when did you first learn about financial aid? Did you find this information useful? Amanda: I first learned about financial aid last year, as I was thinking about starting school. At the time, the information was not useful at all; instead, it was rather confusing and left me with unanswered questions. Q: What was your financial situation before using the concepts of FPMS? What financial struggles did you face? Amanda: M  y financial situation before Financial Planning Made Simple was basically living paycheck to paycheck and never having money left over for anything. I didn't know how to save or put money away for emergencies. Q: How has FPMS helped you stay on task with your finances? Amanda: I now keep track of when and where I spend money. Q: Did you create a budget using the student financial planning tool? Have you created a budget before? If not, did creating a budget help you make a more responsible financial decision? Amanda: I had never in my life made a budget before, but I figured I would give it a try. With this new budget, I am now more responsible with my spending. Q: Did you borrow less because of watching FPMS? If so, approximately how much?

Amanda: Yes, I did take out fewer loans. The total is about $26,000. Q: Did FPMS help better prepare you to pay your student loans upon graduating? Why or why not? Amanda: I do think it helped me prepare, because I can go ahead and start saving up money to put toward my payments when I finish school. Q: What was the most important concept you learned from viewing FPMS? Amanda: The most important thing I learned was that without a budget and keeping track of spending, you never know where your money is going or how much you really have. Q: How can other students benefit from FPMS? Amanda: Other students can benefit by learning financial responsibility and how to save that extra penny or two.

Daniel Redford, a 2013 Military Award Program (MAP) recipient attending ECPI University – Online, shares his experience with FPMS and how it helped him make more responsible financial decisions. Q: What was your financial situation before using the concepts of FPMS? What financial struggles did you face? Daniel: I learned a lot in the few minutes it took to watch the video associated with this award. I realize there are a lot of creature comforts that I can eliminate to make better use of that money. Being able to pay bills in full each month is a little easier knowing that I have eliminated certain debts.


Q: How has FPMS helped you stay on task with your finances? Daniel: It makes it a little easier to eliminate the worry if I am going to have the money to pay all of my bills on time. Q: Did you create a budget using the student financial planning tool? Have you created a budget before? If not, did creating a budget help you make a more responsible financial decision? Daniel: I did not create a budget, but only because I had a budget similar to the one shown before I watched the video. It assists me in seeing how much money I have coming in, going out, and what bills have and have not been paid. Q: Did you borrow less because of watching FPMS? If so, approximately how much? Daniel: I did. This semester it was about $1,000 because I was able to pay the rest in full with money set aside. Q: Upon graduating college, did FPMS help better prepare you to pay your student loans? Why or why not? Daniel: It has, because it has helped me to establish a visible chart to see where my expenses are going. Q: What was the most important concept you learned from viewing FPMS? Daniel: Prioritizing expenses and eliminating ones that may not be useful for the current time. Q: How can other students benefit from FPMS? Daniel: Eliminating unneeded debt not only helps students, but everyone. Having a plan in advance on how to tackle your expenses helps to eliminate stress.

Scan with your smartphone or go to www.Imagine-America.org/ FinancialPlanningMadeSimple for more information.

Join the Discussion About Developing an Institutional Annual Report to the Community at the APSCU Convention Because changing the public’s opinion about career colleges needs to start at the local level, the Imagine America Foundation (IAF) has developed a Civic Engagement Survey for the career college sector, which, when combined with the Fact Book 2013: A Profile of Career Colleges and Universities and an institution’s own data, will serve as the basis for an effective community outreach plan. The APSCU breakout session, led by IAF President Robert L. Martin, is designed to help attendees develop their own communications plan by modeling what an institutional annual community report could look like. The session will highlight key Fact Book 2013 data, civic engagement trends and development that can be utilized by the attendees in their communications efforts. Dr. Gary Meers (MaxKnowledge) will report on the new IAF Civic Engagement Survey and its results as they apply to institutional applications, program development and communications efforts. Career Education Review Editor Michael Cooney will detail components of a model institutional annual report and provide strategies for its utilization. Joining the discussion will be representatives of the pilot institutions who will outline their experiences and the best practices they developed in using the IAF data, survey and communications tools. Developing an Institutional Annual Report to the Community will be held Wednesday, June 5, 2013, from 2 to 2:50 p.m.


Find Out How to Teach Your Students to Borrow Responsibly It is our goal to create and implement programs that support career colleges and their students. In March 2011, IAF launched the Financial Planning Made Simple (FPMS) tool to colleges participating in the Imagine America scholarship and award programs. A survey led by Wonderlic of IAF applicants in 2012 found that 82 percent of respondents had to take out student loans for school. The alarming news: 55 percent of those students did not understand all aspects of the student loan process. One approach to solving this financial illiteracy problem, which shows promise, is FPMS. After watching an 18-minute video on the basics of budgeting, borrowing and the repayment process, 49 percent of respondents said they decided to borrow less money for school. The value of the FPMS tool is that students found it useful and easy to use. One of the hallmarks of its success was the willingness of students to take the time to use the tool and finding it so helpful that they want to utilize it to checkup on their progress in the future. 92 percent of the students indicated they would use the budgeting tool in the future. Learn how FPMS can work for your students – visit booth 310!

Stop by IAF Booth 310 for a Chance to Meet Band Members of Kool & the Gang! The Imagine America Foundation (IAF) and APSCU will host Kool & the Gang at the Annual IAF Concert during the 2013 APSCU Convention & Exposition in Orlando, Fla. Presented by Champion College Services, the event’s proceeds help support IAF’s scholarship and award programs, providing financial aid resources to students and future sector research. Kool & the Gang has sold more than 70 million albums worldwide and influenced the music of three generations. Thanks to songs like “Celebration,” “Cherish,” “Jungle Boogie,” “Summer Madness” and “Open Sesame,” they've earned two Grammy Awards, seven American Music Awards, 25 Top Ten Rhythm and Blues Hits, nine Top Ten Pop Hits, and 31 gold and platinum albums. Kool & the Gang have performed continually for the past 35 years, longer than any rhythm and blues group in history. Their bulletproof funk and jazzy arrangements have also made them the most sampled band of all time. Meet members of Kool & the Gang on Thursday, June 6, 2013 – visit booth 310!


What OTHERS are Saying About the Imagine America Foundation’s

Fact Book 2013: A Profile of Career Colleges and Universities “The Imagine America Foundation’s annual Fact Book contains a wealth of data about private sector colleges and universities and the students they serve,” said Association of Private Sector Colleges and Universities (APSCU) President and CEO Steve Gunderson. “APSCU regularly uses this vital information when speaking with congressional members and the media.” “The IAF Fact Book is an invaluable resource for our sector of postsecondary education.” – Fred Lockhart, Executive Director Arizona Private School Association “We use this data on a regular basis to show the impact our students and schools have on our economy.” – R. David Rankin, Executive Director Ohio Association of Career Colleges & Schools

“Whether I am meeting with the Higher Education Coordinating Board or legislators at the state capitol, the Imagine America Foundation’s Fact Book highlights the exceptional job career colleges are doing to graduate their students and enhance the workforce in Texas.” – Jerry Valdez, Executive Director Career Colleges and Schools of Texas

“The Fact Book is an invaluable tool in our work with legislators and other policymakers in Idaho, Oregon and Washington. In Idaho and Oregon, it is the only tool that provides data which demonstrates the number of job-ready graduates private sector colleges provide employers. In all three states, we refer to the data as a credible resource – information that demonstrates our sector’s role in higher education and workforce development.” – Gena Wikstrom, Executive Director, Northwest Career College Federation “The Imagine America Foundation’s annual Fact Book provides evidence of career schools' valuable role in higher education and the more than 3.9 million students they serve.” – Michael Platt, CEO and Executive Chairman PlattForm

LEARN MORE Please visit www.Imagine-America.org/Factbook or scan the code with your smartphone. Subscribe at www.CareerCollegeCentral.com

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nella citino

A Valuable

Option An instructor and avid supporter of career education explains why career colleges measure up to other academic institutions By Nella Citino, Madison Media Institute

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L

ast month, I posted a comment on an article in the Career College Central LinkedIn group, which led to an invitation to write this piece. It all started with a news article titled “Hold all colleges in Wisconsin to the same standards,” which Association of Private Sector Colleges and Universities President and CEO Steve Gunderson penned addressing his concerns about comparing standards between Wisconsin’s for-profit and not-for-profit postsecondary education institutions. Gunderson is a former U.S. congressman who represented Wisconsin’s 3rd congressional district in the 1990s. He also attended Brown College in Minneapolis, which is an accredited for-profit college. My comment about the article was this: “As I am presently working for a successful for-profit college in Wisconsin, I endorse the standards knowing that nonprofits would not hold up as well.” How do I know this? With the White House’s College Scorecard (whitehouse.gov/ issues/education/higher-education/college-score-card), it’s easy to identify where my college, Madison Media Institute, stands on graduation, employment and loan default rates. If you look at our listed numbers we are expensive, but high graduation rates, retention rates and academics surpass most of the not-for-profit colleges in Wisconsin. Our college also does well in helping our graduates find employment, which is the most important factor in a student’s return on investment – information not listed on the College Scorecard website. I am aware the statement I made in response to the article is a bold statement. I am also aware that we are a small college and can adjust quickly to changes in the work environment. This gives our graduates the skills to have the best chance of employment in the ever-changing media industry. For-profit colleges have avid supporters and avid detractors in the Wisconsin political arena. I am not here to play politics or argue numbers regarding other not-for-profit educational institutions in the state. Those numbers are already very easy to find. I am here to advocate a complete commitment to the community where for-profit colleges are located. Our colleges should be viewed as a valuable resource instead of a drain on tax dollars.

Since Madison Media is a media college, we offer studies in music, video, web design, graphics, electronic systems, mobile applications, game development, entertainment and social media. We truly teach it all. To support these programs, we have some of the best instructors the industry has to offer. All of our instructors continue to work in the business, and we embrace and promote our passion for the industry in our communities. This passion translates to our students, who are hungry to learn. We attract a wide variety of demographics, but most of our students are farm kids from Wisconsin or urban kids from Milwaukee. They have one unifying desire and that is to succeed, but it is our intention to show students that even though they are in college for a short time, they are still part of the bigger community, and giving back to that community is part of succeeding. This is where our students’ newly learned talents and abilities come into play. We show them that they have something to offer. Through our students, we offer limited media services to the community. As a department chair, I am constantly assessing the talent within our student body. It is no different than at any other company. As some students struggle, others will rise to the challenge, show leadership skills and take on noteworthy projects. This is where community outreach becomes an important part of the learning experience; some may call it an internship, but I call it community outreach. Students work on videos that local nonprofit organizations need. The media industry, for the most part, is a service industry. Students work on training videos, promotional videos and public service announcements. We do not advertise these services because we do not want to compete with local production companies and take business away from them. Most nonprofits do not have the money to invest in extensive promotions and outreach. We also help with websites, graphics work and animation if necessary.

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Through these efforts, the positive attention our college has received far outweighs any negative publicity. This concept is not new, but it is a great motivator for students. It is a competitive process for the students, and most of them rise to the occasion. Also, the nonprofits we work with must be flexible, committed and understand they are working with students. Ultimately, since we can attract talented potential candidates, we have received quite a few awards for these efforts. Some of our students graduate with awards already in their portfolios. However, the most important result that I have seen from the community outreach initiative is the confidence gained by the student. I have seen students change before my eyes. I have had timid, quiet, young students change into confident, outspoken individuals during this process. As we all know, word of mouth is much more important these days than any kind of advertising we pay for, and our students learn this important lesson during the outreach process. In college, I had a professor who promoted the same idea. He saw no difference between the college and the community. If the college was going to do a theater production, it was going to include people from the community. What do other for-profit colleges have to offer the community? Institutions should always challenge themselves to come up with community outreach efforts, as it is worth the time and the effort to establish a great reputation. So, hold all colleges in Wisconsin to the same standards? Yes. Look at the numbers? Sure. But know there is a story behind the numbers, and you just read a little part of our story that you might not have been aware of. Now, you are.

Nella Citino has been working in the broadcast and video industry for more than 20 years and actively works in other capacities with the nonprofit community of Madison, Wis. She turned her attention to education 10 years ago, starting out as an instructor and then chair at Madison Media Institute, which is under the corporate umbrella of the American Higher Education Development Corporation located in New York. She has received several national awards for her broadcast work, including Emmys, Gabriels and Tellys, and she is active with the Wisconsin Broadcaster’s Association, Media Communications Association International and Film Wisconsin. Citino received her Bachelor’s degree from Kent State University and her Master’s degree from Bowling Green State University. Madison Media recently received recognition from The President’s Higher Education Community Service Honor Roll for its community outreach work. MAY 2013 | 40


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Visit us at APSCU Booth #203


P O W E R E D

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merica faces a real challenge. By 2020, we’re looking at projections of 55 million new members of the workforce. 32 million will replace retiring workers, and the projections suggest 23 million will fill brand-new jobs that don’t exist today. Now, 85 percent of all new jobs, and 65 percent of all jobs, require postsecondary education. Our current economy encompasses 12 million unemployed and more than 90 million undereducated Americans. We see ongoing skills, capacity and opportunity gaps throughout America. A recent study shows that per capita public support for public, postsecondary schools decreased by 28 percent in the past five years. We all know that postsecondary education leads to quality jobs and prosperity for Americans and their families, yet how do we manage to serve those most in need in an era of deficit reduction? I believe our sector can, will and must play an important role in this work. In June, we will gather at our annual convention in Orlando around the theme of “Opportunity for All.” We have designed a convention that will educate, inform and

OPPORTUNITY

FOR ALL By Steve Gunderson, President and CEO, APSCU

P O W E R E D

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stimulate your thinking about the future of postsecondary education. While I’d like you to join us just because it will be great to see you, the real reason I want you there is because this convention is being designed specifically to equip our sector to advance our theme of “Opportunity for All.” What is the role of the higher education community in addressing the challenges before us? In today’s world of diverse postsecondary education, we need to lift up and celebrate every aspect of our postsecondary delivery system, including traditional colleges and universities, community colleges, and, yes, private sector colleges and universities. We begin this convention with a real sense of optimism. Kenneth W. Gronbach, a demographer and futurist, will begin the convention by giving us insights and opportunities. He will share how future unemployment rates, education levels, economic growth rates and more will create opportunities for our sector. Under former Indiana Gov. Mitch Daniels’ guidance, Indiana passed the most sweeping education reforms in the country. Our sector has long been celebrated for its innovation and flexibility, but there are many new delivery systems in the pipeline. What is next for delivering costeffective education, and how can we either lead or be part of this evolution? It will be quite interesting to hear Daniels’ (now President of Purdue University) perspective on higher education innovation. “Opportunity for All” defines our sector’s service to diverse and non-traditional student populations. Dr. Freeman Hrabowski, President of the University of Maryland, Baltimore County, is ideally suited to help us extend the opportunity of education and career training to all elements of the American family. He was recently named by President Obama to chair the newly created President’s Advisory Commission on Educational Excellence for African-Americans. His research has focused on science and math education, particularly in the African-American community, and we hear a constant drumbeat on the need for more STEM degrees in this country to meet the needs of a global economy. He will not only inform you – he will motivate you! Our final plenary speaker brings to us the experience of our military and veteran students. Gen. Wesley Clark, former Democratic candidate for president, understands both the military student and the world environment. A highly respected and recognized speaker, he will conclude our convention as he brings all of these dynamics together.

MAY 2013 | 44

In addition to these important voices, the Convention Task Force has created a series of concurrent session tracks that lift up the specifics of implementation and operations in our daily work. From a strong CEO track to specific tracks on compliance, educational technology and admissions, we’ve created a program for every aspect of your work. Finally, we will hold four specific sessions on helping schools better understand the recommendations for best practices in veteran education, marketing and admissions, career services and placement, and financial literacy. Last year, private sector colleges and universities served more than 4 million students and conferred more than 890,000 awards, including more than 395,000 degrees, many of which went to non-traditional and minority students. Private sector colleges and universities will have to play a vital role in continuing to provide skills-based educational opportunities. Doing this better, faster and more efficiently requires active participation and involvement on the part of our members to create a postsecondary education delivery system that is second to none. Our convention is an ideal space for this sort of collaboration. It is in this shared experience that we become stronger and more resolute as a sector. Today, there is no tool in our nation’s higher education toolbox better suited or more eager and willing to help our country seize the abundance of education, learning, employment and growth opportunities than our sector. Since the beginning of the recession, we have conferred more than 3.25 million certificates and degrees. We’ve built the bridge to opportunity, and we’ll keep on building it in the future. This convention will look at the “Opportunity for All” for our students, our schools and our nation. Looking forward to our conversation in Orlando!


the changing realm of career services By Martha Lanaghen

As

a member of the APSCU Blue Ribbon Task Force on Career Services and a presenter at the 2013 convention, I know there has never been a better time to professionally engage with industry peers in order to keep abreast of the latest changes and innovations in the field. In my area alone, career services, the changes in the last five years have been profound both internally (within our schools) and externally (the environment in which our schools operate). The Perfect Storm At our firm, we like to call it “the perfect storm.” From one direction you have changing legislation and accreditation policies, and from another direction comes a shift in the public discourse about all college employment outcomes (not just private sector colleges). Then you also have college students who are demanding more transparency around employment outcomes and just plain old “better value” for their tuition dollars. That perfect storm is encouraging every college in America to review their career-related processes. The perfect storm is driving a lot of change surrounding career services practices, and among them is our life cycle approach to career preparedness. Unlike a few years ago, when our career services departments might have started working with a student a few weeks to a couple months before graduation, we now see that starting earlier reaps great rewards in terms of employment outcomes. Most colleges that we work with begin working with the students in their first term, but the most exciting life cycle change we’re seeing is schools that implement career services steps within the admissions process.

Blue Ribbon Task Force on Career Services Best Practices To help address these changes and guide our member schools, APSCU very thoughtfully assembled four working groups to identify best practices and make recommendations about how we interact with our students and staff. The Blue Ribbon Task Force on Career Services is charged with bringing together a broad spectrum of experienced and innovative thinkers to explore guidelines for our orientation toward career services and the student experiences we create at our schools. The outcome of this group’s work will be a report that spans the entire student life cycle and every functional area of campus operation. The task force’s recommendations will be just that – guidelines or ideas for best practices that our schools can use to shape their own processes and measure the experiences and outcomes that their schools are creating. APSCU Convention – “Opportunity for All” One of the most wonderful things about the convention theme is that “Opportunity for All” encompasses not only the opportunity we create for our students, but also the opportunity we create for staff and faculty. I know our staff and faculty proudly tell of how their lives are changed because they have the opportunity to work with caring, highperforming teams, and also because they love to see the look on a student’s face when the student realizes, “Hey! I can do this!” I think that we create, and more importantly support and facilitate, a college opportunity for our students – many who would not succeed without the additional support and tools that our member schools provide. Martha Lanaghen is the President and Founder of The Sparrow Group, a collaboration and consulting firm that specializes in student retention and employment operations and the products and tools that support great learning and employment outcomes. She is a co-presenter at two convention sessions, “Outstanding First-Year Experiences that Drive Retention and Student Success” and “APSCU Best Practices in Career Services/Placement.” She can be reached at martha@sparrowgroup.biz. P O W E R E D

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Meet the 2013 GREAT Award Winners

this year’s Hill Day, APSCU honored the recipients of the 9th Annual Graduate Recognition for Excellence, Achievement and Talent (GREAT) Awards. The GREAT Awards honor recent graduates of private sector colleges and universities who have excelled academically and overcome great odds to achieve their educational dreams. The goal of these awards is to place a well-deserved spotlight on individuals who have managed to overcome enormous challenges while sharing the inspiring stories of everyday career college students who are America’s future. APSCU has been hosting GREAT Awards ceremonies in Washington, D.C., for nearly a decade, showcasing talented, private sector institution graduates and honoring their achievements during a few days of activities and ceremonies, including an opportunity to meet with members of Congress. Here are this year’s GREAT Award winners: Roland Banasco, Keiser University Roland Banasco, a 20-year law enforcement professional who is now the Chief of Police for a Florida municipality, received undergraduate and graduate degrees in criminal justice from Keiser University. Banasco became the first Latino police chief in Lake County and now runs an active department of 14 deputies by applying what he learned from criminal justice courses at Keiser. “Honestly, I would not be where I am today without Keiser’s help,” said an excited Banasco. “This school, its faculty and staff helped shape my destiny and put me on a path to success.” Banasco holds an Associate degree, a Bachelor of Arts degree and a Master of Arts degree in Criminal Justice from Keiser University. In addition, Banasco is continuing his education, pursuing his doctorate in business administration. He currently serves on Keiser University’s advisory board for criminal justice degree programs.

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By APSCU Staff

Audrey Gardner, Herzing University Audrey Gardner never thought she’d end up running a transatlantic nonprofit serving youth in Senegal, West Africa. But an amazing twist in Gardner’s life has now placed her at the helm of a unique nonprofit she founded called Youth Action Without Borders (YAWB), which works closely with Senegal-based Croix Rouge (Red Cross) representatves in an effort to serve young Senegalese with a better education and quality of life. Gardner credits much of her success to Herzing University, where she earned an undergraduate degree in business administration. That education helped her understand the world of nonprofit management, offering her the critical tools she needed to make YAWB a full-time exercise. “At Herzing, I learned a lot of useful strategies and techniques that I’ve been able to transfer into my nonprofit,” said Gardner. “That’s not just good for me – it’s good for the children I’m serving.” Gardner is the first U.S. citizen to hold the title of Goodwill Ambassador for the Croix Rouge Senegalaise and receive the Humanity Award from Croix Rouge Senegalaise Temoignage DE Reconnaissance. Garnder graduated from Herzing University in December 2011 with a Bachelor of Science in Business Administration with a concentration in Business Management. Wanda Lothrop, ITT Technical Institute Wanda Lothrop wasn’t even sure if she’d be able to achieve a college degree, much less go as far as she did. Growing up had already been tough, and there were moments where the odds were stacked against her. The wife and mother had enjoyed a successful career in the U.S. Navy, but she soon found herself taking care of her grandmother who was stricken with Alzheimer’s.


These became very difficult times for Lothrop. Yet she managed to rise to the occasion, earning a degree in criminal justice at ITT Technical Institute. During her time in the Navy, Lothrop came to the realization that she wanted a career in law enforcement and security. “This was the path I wanted to take,” said Lothrop, who credits much of her current success to ITT. “I had looked at a lot of schools in the San Diego area before deciding on ITT. It was a good decision.” Lothrop managed to not only become an honors student at ITT, but she soon became a security coordinator supervising and training nearly 80 employees at General Atomics. Michael Mercado, Lincoln Technical Institute After losing his father to cancer, Michael Mercado decided he would learn to fix his father’s car and enrolled in Lincoln Technical Institute’s Master Certified Automotive Technology program. Soon after, he discovered he had cancer and underwent six months of treatment. During that time, he also lost his mother to kidney failure. Despite these challenges, Mercado was determined to defeat the odds and prepare for a career in the automotive industry. The entire time, he achieved an attendance rate of 100 percent and a GPA of 4.0, graduating at the top of his class. It wasn’t long before he ended up with a job as a mechanic at Rallye BMW. “Lincoln was outstanding the entire time,” said Mercado. “They were patient with my situation and were a tremendous help in getting me through a very difficult period in my life.” Johnny Nguyen, Kaplan Career Institute From language barriers to culture shock, Johnny Nguyen had come a long way since fleeing communist Vietnam. Nguyen attempted to escape Vietnam on 13 different occasions, the 12th time ending up in a Vietnamese prison cell. But after a scary, nearly three-day drift in the South China Sea with other terrified refugees battling hunger and pirates, he finally found himself settled with a wife and raising a family in Northern California.

Nguyen was very successful as a telecommunications technician in California, but he wanted to be closer to family on the East Coast and moved to Harrisburg, Penn. Completely reinventing his life, Nguyen made the leap into a career as a medical assistant, choosing Kaplan Career Institute for his education. The husband and father graduated at the top of his Medical Assistant program at Kaplan Career Institute. “Kaplan was like family,” said an emotional Nguyen. “They were very supportive when I had to leave Pennsylvania for a while to attend to my dying mother in Vietnam.” He now works as a phlebotomist at the Central Pennsylvania Blood Bank. Jeff Norris, Grantham University Jeff Norris, a Senior Chief Petty Officer in the U.S. Navy, and his wife, Tina, lost their youngest son to a brain tumor in 2009. To honor Justin’s memory, they started a nonprofit organization, the Miracle League of Camden County, Ga., in March 2010. The goal of the organization is to help kids with physical disabilities achieve their desire to play sports like baseball, Justin’s favorite sport. So, they built a baseball field with a special rubberized surface for children using wheelchairs and walkers. Norris attributes the success of his nonprofit, which quickly began receiving donations from professional athletes, to his education at Grantham University. While working on his nonprofit, Norris pursued his MBA at Grantham and learned how to better manage the organization. “Grantham taught me how to help the Miracle League grow,” said Norris. “Now, this is my life. I’ve decided that I want to go into the next phase of my career running nonprofits.” Since completing Justin’s Miracle Field in October 2011, the Miracle League of Camden County has been able to introduce 60 children, who wouldn’t have been able to play otherwise, to the joys of baseball. Congratulations to the 2013 GREAT Award winners! P O W E R E D

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APSCU Convention 2013 As By David Pauldine

we continue to recover from the Great Recession, the demand for access to flexible and effective postsecondary education will rise, and our sector must be prepared to handle this growth. We designed our 2013 convention, “Opportunity for All,” with this goal in mind. When we look at the numbers of unemployed and underemployed, we know that private sector colleges and universities are vitally important contributors to building a skilled workforce for a growing economy. In a few short days, the convention will encapsulate:  Relationships: Collective engagement is a cornerstone of our success. From grassroots to peer networks, relationships are critical in advancing our sector’s role in providing quality postsecondary education. Often the best tips come from peers and the experiences they share. The convention space is designed to offer the greatest number of opportunities for this kind of engagement. From stimulating plenary discussions to newly created roundtables, the more than 1,500 attendees will hear and share thoughts and ideas to advance the innovation for which our sector is known.

Research: Benchmarking and data points all serve to show where we’ve been and help point the way of the future. With the current spotlight on the non-traditional student, more studies on how to effectively educate and train this overlooked population are coming to light.

 Reauthorization: In March, APSCU put forth a bold proposal for Higher Education Act reauthorization. That was just step one in the long process toward reauthorization. Join the conversation as we discuss its meaning for our sector and how our proposal calls for all colleges and universities to be held accountable using risk-adjusted metrics. Learn how our proposal will enable all types of students to receive an education that is best suited to meet their needs.  Responsibility: Our commitment to providing the best possible student experience is evidenced in our best practices work. Our more than 70 sessions on 11 different tracks are designed to educate and inform on these best practices and help attendees stay current with the latest trends. This convention is too large for one person to attend. The “can’t miss” events are too numerous to mention, and the staff professional development is well worth the investment. With your help, we are writing a new chapter in the delivery of private sector postsecondary education for our students, employers and communities. “Opportunity for All” is dependent on you, your team and your schools. See you in Orlando!

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CONVENTION AGENDA Wednesday, June 5, 2013

7:30 a.m. – 2:00 p.m. 8:00 a.m. – 4:00 p.m. 8:00 a.m. – 6:30 p.m.

IAF Golf Tournament

Exhibit Hall Installation

Exhibitor Registration

9:00 a.m. – 11:00 a.m.

Center for Excellence in Education (CEE) Advisory Meeting

9:00 a.m. – 6:30 p.m.

Attendee Registration

1:00 p.m. – 1:50 p.m.

3:00 p.m. – 3:50 p.m.

11:00 a.m. – 4:00 p.m. 2:00 p.m. – 2:50 p.m. 4:00 p.m. – 5:15 p.m. 5:15 p.m. - 7:45 p.m.

State Association Meeting Breakout Sessions

Breakout Sessions Breakout Sessions

NEW! - Opening General Session & Business Meeting

Opening Reception – EXHIBIT HALL

Thursday, June 6, 2013

8:00 a.m. – 9:15 a.m.

NEW! - Roundtable Discussions

9:30 a.m. – 10:45 a.m.

General Session

11:00 a.m. – 12:15 p.m. 12:15 p.m. – 2:15 p.m.

2:15 p.m. – 3:30 p.m.

5:00 p.m. – 7:30 p.m.

12:15 p.m. – 7:30 p.m. 3:45 p.m. – 5:00 p.m. 8:45 p.m.

Breakout Sessions

Buffet Luncheon – EXHIBIT HALL Exhibit Hall (Open to all Attendees) Breakout Sessions Breakout Sessions

Reception - EXHIBIT HALL IAF/APSCU Concert Event

Friday, June 7, 2013

7:30 a.m. – 8:30 a.m. 8:30 a.m. – 9:45 a.m.

10:00 a.m. – 11:15 a.m. 11:30 a.m. – 1:45 p.m.

Allied Member/Exhibitor Meeting

Continental Breakfast – EXHIBIT HALL Breakout Sessions Awards Luncheon

P O W E R E D

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Pearson. We’re on a mission – Yours. From pre-enrollment to placement, and everything in between, Pearson is proud to work with private sector and career colleges to provide services, solutions, and strategies to meet the unqiue goals of your institution. Partner with Pearson to maximize today’s opportunties for growth and innovation: • Business services to improve your institution’s effectiveness • Strategies tailored to meet your growth goals • Customized solutions for improved results and outcomes.

PEARSON & APSCU’S THE LINK We are proud to sponsor APSCU’s THE LINK, a publication dedicated to support your mission to improve lives and advance careers through education.

Learn more about how Pearson can help you create solutions specific to the needs of your institution & students. Visit us at www.pearsonlearningsolutions.com/private-sector/. MAY 2013 | 50


book review

What Got You Here Won’t Get You There How successful people become even more successful

Are

you an accomplished business executive? Have you found yourself climbing the ladder of success, only to stop a few rungs short of the top? Have you reached the top but feel like you are teetering on the edge, poised to fall off? In his new book, Dr. Marshall Goldsmith, an executive adviser who has worked with more than 140 major CEOs and their management teams for more than 20 years, reveals his secrets on how to overcome the challenges that keep successful CEOs and business executives from reaching their full potential as individuals in their companies. What Got You Here Won’t Get You There is a book for corporate executives driven to excel. These men and women are talented and hard-working, using their intelligence, business savvy and personable skills to achieve their positions in upper-level management and add to their companies’ accomplishments. So, why do so many of these successful careers become stagnant, and how can future achievement be continued? As Goldsmith reveals, often the key lies within the small “transactional flaws,” or personal characteristics that an executive may have, which grow into the negative perceptions that prevent an executive from realizing his or her own potential or the potential of the company as a whole. Employing a jargon-free, upbeat writing style, Goldsmith will leave you inspired and chuckling to yourself with his abrupt sense of humor and straightforward manner. Using a step-bystep individual coaching method, What Got You Here Won’t Get You There leads its reader through a thorough personal analysis and reevaluation and provides encouragement and advice on how to remain consistent and accountable in the process of changing the subtle nuances that hold professionals back. Goldsmith is a leader in his field, and those who utilize him pay hundreds of thousands of dollars for the privilege. Readers can follow in the footsteps of his clients and improve their business management for an incredibly small fraction of the price by

using What Got You Here Won’t Get You There. If you are a driven business executive who has found success in the past but aren’t sure where or how to go up from here, What Got You Here Won’t Get You There will guide you through the process in easy-to-follow steps and humorous writing that will leave you turning the pages and wanting more.

By Tasha Cerny, Staff Writer

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vincent scaramuzzo

LinkedIn and advancing your career in the Education Sector Vincent Scaramuzzo, President & Executive Recruiter, Ed-Exec Inc.

The

slogan on LinkedIn’s homepage is “Be great at what you do.” That’s funny I thought we were all pretty great at what we did prior to LinkedIn’s existence, but let’s indulge in this very creative message. I think its subliminal suggestion is “you are great at what you do and you need to let the world know so they can appreciate it and call on you for your talents when needed.” According to Wikipedia, LinkedIn is a social networking website for people in professional occupations. Founded in December 2002 and launched on May 5, 2003, it is mainly used for professional networking. As of January 2013, LinkedIn reports more than 200 million acquired users in more than 200 countries and territories. It is my humble opinion that LinkedIn is for business, Facebook is for friends and local/regional businesses, and Twitter is for celebrities. And since the education sector is in the “business” of training and educating people, I think LinkedIn can be a beneficial tool for institutions, administrators and executives alike. In the business world today, with very few exceptions, you don’t exist if you don’t have a website and some type of presence on social media. The same is true, again with very few exceptions, if you cannot be found on LinkedIn. I believe it is an essential tool for continually building your network base and advancing your career. There are also multiple opportunities to share best practices and additional knowledge via groups and other functions. Corporate recruiters now make their living surfing LinkedIn for great talent and so do many search firms that don’t have the time and resources to uncover candidates that have not joined the social networking site. If you are not on LinkedIn, the odds of you being confidentially tapped on the shoulder and informed about great career opportunities drops dramatically.

MAY 2013 | 52


Countless hiring authorities now use LinkedIn to view potential candidates or actual applicants. They are very savvy to ensure that your electronic profile matches your written resume exactly (so make sure it does). Many hiring managers will disqualify candidates without even interviewing them if discrepancies or omissions are found. Furthermore, they carefully review recommendations you have received and who they are from. Make sure they are quality and that those individuals are willing to speak on your behalf if contacted. I’ve read many articles citing the importance of electronic integrity, and I agree with many of the points made. When you search for someone’s name online, one of the first results that will come up is their LinkedIn profile, so yours should be flawless. Furthermore, if there is anything in one’s past, it can't be hidden – the Internet usually reveals all. This is why many hiring authorities now perform a Google or Yahoo search of someone’s name to see what comes up, and boy would you be surprised what does. It’s also a great test to perform when choosing service vendors. It's incredible how technology and online formats have changed the perception of many employers. In the past, if your resume was posted on Monster, CareerBuilder or another job site, it was often viewed as treason and in some extreme cases even led to termination. Now, with social media and sites like LinkedIn, posting your work history, references, education, etc. basically your resume – is accepted practice and not viewed in a negative light at all. In fact, being connected with individuals who work for direct competitors doesn’t even seem to draw suspicion. Now most employers post their jobs on LinkedIn along with many other sites so it has become a great tool for not only networking and pitching yourself but for actually finding your next job. Until the next trend develops, LinkedIn will have a powerful impact on job hunting and talent acquisition in the education sector. Use it wisely and continue to “be great at what you do.”

Vincent Scaramuzzo is the President of Ed-Exec Inc., one of the leading executive search firms in education. He has consistently been ranked in the top 2 percent of all recruiters worldwide by Management Recruiters International, the world’s largest executive search firm. As a specialist in the education field, Scaramuzzo works nationally with universities, colleges, online institutions and career schools. He can be contacted at vincent@ed-exec.com or 860.781.7641. Subscribe at www.CareerCollegeCentral.com

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don arnoldy

On Faculty Development Making instructors more than mere subject matter experts By Don Arnoldy, Carrington College

Teaching is a professional field with knowledge, skills and attitudes that must be acquired and maintained.

T

eaching is a professional field with knowledge, skills and attitudes that must be acquired and maintained. Untrained teachers, left to their own devices, tend to teach as they have been taught, which often includes methods that are now years out of date. Oftentimes, beginning instructors at career colleges are not as well trained to teach as beginning professors at traditional colleges and universities. Beginning career college instructors are sometimes subject matter experts with no formal pedagogical or andragogical training, but they teach in an environment that can encourage faculty development. Over the last dozen or so years, traditional colleges have started addressing the issue of untrained teachers, spurred on by the work of Ernest L. Boyer, President of The Carnegie Foundation for the Advancement of Teaching, who introduced the concept of the scholarship of teaching in this book Scholarship Reconsidered: Priorities of the Professoriate. Traditional colleges, however, have been hampered in their efforts by their entrenched culture of faculty tenure and advancement based on research and publication, rather than teaching prowess. Career colleges have a couple of distinct advantages when trying to promote faculty development. First, there are no competing priorities – no research or publication requirements. Teaching is the only thing our faculty is expected to do. Secondly, we are in the business of preparing people to enter new careers. We should be able to apply the principles, techniques and methods we use to teach our students to become medical assistants, graphic designers or accountants to teach our new faculty how to become teachers.

MAY 2013 | 54


At this point, some of you might be thinking, “Why bother with all of this? If an instructor can’t teach, get rid of them and hire someone who can.” Such a policy has a very real cost: not only the tangible cost to hire, but the less tangible cost of reduced employee morale and student engagement. In a 2004 study of faculty development programs at 20 universities spread across eight countries published in Active Learning in Higher Education, researchers found that faculty development programs increase “the extent to which teachers adopt a student focus,” improve “a number of aspects of teachers’ teaching, as judged by students,” and change “teachers such that their students improve their learning.” For this study, the researchers defined a faculty development program as a “coherent series of meetings and learning activities spread over a period of four to 18 months, usually with an element of formal assessment.” The programs in the study were all between 60 and 300 hours long.

Some of you may be saying, “We do faculty development! We have regular meetings one day each quarter! We require our faculty to complete X number of online self-study courses each year. We have them attend webinars.” Is this how you want them to teach your students? If this is such a great method for preparing people to enter a new profession, why aren’t you using it with your student population?

Faculty development programs have also been shown to increase faculty engagement and reduce burnout and attrition. College teaching can be an isolating endeavor; faculty development programs help to build communities of practice within campuses.

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I am not saying that these resources are of no value. They are useful, but they are just not sufficient when used alone. Teaching is not just about information transfer. Learning is a social activity. It is the interaction among the students and teacher that creates learning. Faculty development courses, especially for new instructors, must be taught with the same techniques and methodologies that you want teachers to employ in their classrooms. The methods by which they are taught – the modeling – are more influential than the methods that they are taught – the content. Learning takes time. Researchers suggest that new faculty development should be scheduled across a full 30 weeks, a standard academic year. While this may work well in a traditional environment, with two semesters per year and most new faculty starting in the fall, career colleges typically do not operate under that schedule. While 30 weeks is not an inappropriate time frame, an hour and a half meeting over 30 weeks is the time commitment of one three-semester-unit class (45 contact hours), those 30 weeks can be broken up into a sequence of five- or six-week modules to accommodate the structure under which most career schools operate. In the first course, topics such as classroom management, lesson planning, student learning objectives, testing and assessment, and active learning should be introduced. Outside preparation should include readings, viewing online resources, and interand intra-departmental classroom observations. Technology training is important, but needs to be presented within a pedagogical context. Instructors need to be taught not just how the technology works, but how to work with the technology to improve their teaching and their students’ learning.

According to Student Learning Communities, Faculty Learning Communities & Faculty Development, participants in faculty learning communities at Texas A&M University meet for 90 minutes each week, with another 60-90 minutes of preparation time (homework), which was determined to be “the minimal amount of time needed for participants to engage successfully and the maximum amount of time that most participant schedules could allow.” As instructors gain competence – upon completion of the new teacher course – they should continue their development. Inquiryguided learning groups work well for this. Small groups of instructors work together on a topic of mutual interest – curricular, methodological or pedagogical – for a set period of time. The expectation should be that this learning will result in actionable recommendations that will shape evidence-based practice in the classroom. These groups then share their learning with the rest of the faculty. Quarterly or even semi-annual symposia work well for this. In his book Drive, Daniel Pink talks about an Australian software company, Atlassian, that gave its engineers one day each quarter to work on any project that interested them so long as they shared their findings with the rest of the company the following day. These four days resulted in more bug fixes and new product ideas than the rest of the year. As master teachers complete the circle by going back into the faculty development classroom as instructors of new-teacher courses, we establish a self-sustaining community of practice where learning is valued and improvement is a community cultural norm. If we care about student engagement, retention, completion and placement and believe that instructional quality impacts these things, then improving instructional quality must be a goal on our campuses. Faculty development is the process by which we improve instructional quality.

Over the last 20 years, Don Arnoldy has worked at several for-profit career colleges as an instructor, department chair and dean. He is currently an instructor at Carrington College in Portland, Ore. MAY 2013 | 56


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| 57

4/10/12 1:28 PM


MAY 2013 | 58


The Education Seeker’s Journey Understanding the Path to Conversion EXPECT LONGER LEAD TIMES

Today, education seekers interact more with brands across a variety of media before requesting information from a school.

A larger percentage of people are inquiring later in their search. 72% of education seekers interact with a brand for 2 weeks or more before becoming a lead

■ 120 Days ■ 60 Days ■ 30 Days ■ 3 Weeks ■ 2 Weeks ■ Same Week ■ Same Day

20% 24% 10% 8% 10% 12% 16%

Source: Compete Inc. U.S. Custom Education Study, Q3 2011

EXPECT MORE TOUCHPOINTS

The education seeker gathers information using a variety of devices before making a decision, with television being the most popular.

The Education Seeker s Journey Understanding the Path to Conversion

300 million

150 million

0

290 million TV

116 216 million million Internet mobile

Source: Nielsen 2011 Year in Review

Digital devices now play a big role in the decision-making process:

97% use a computer 33% use a mobile phone 21% use a tablet computer

97% 33% 21%

Source: Compete Inc. U.S. Custom Education Study, Q3 2011

Internet searches will continue to remain a top source for digital leads. Top ranking sources of information online include: Social Networks Ranking Sites Affiliate Sites Search Engines School Websites

78%

28% 29% 46% 70% 75%

of all education seekers gather information on the Internet

Source: Compete Inc. U.S. Custom Education Study, Q3 2011

Expect mobile to gain popularity:

Find out more about this and other EDU marketing myths at our booth, #410, at APSCU 2013.

1

1 in 8 Internet searches are performed from a mobile device

52%

Source: Google Internal Data

52% of mobile device owners searched for information about a brand they saw on TV while still watching TV

Source: 2012 Pew Research Center Survey

DID YOU KNOW?

Education seekers conduct 10 queries, visit 16 web pages and request information from 4 schools before converting. Source: Compete Inc. U.S. Custom Education Study, Q3 2010-2011

913.254.6000

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BOTTOM LINE: The path to conversion is complicated

and nonlinear. It’s important to plan a longer lead time and invest in a strong advertising mix to stay top of mind with education seekers. Subscribe at www.CareerCollegeCentral.com

| 59


jennifer patterson lorenzetti

Things for-profit and traditional institutions can learn from each other By Jennifer Patterson Lorenzetti, Hilltop Communications

T

his year marks my 20th year of working in and writing about higher education, and in that time, I have made my way around various institutional types in various positions. From this experience, I have concluded that career colleges and traditional institutions each have a lot to learn from the other – if only they will listen. A bit of background: I was drawn to higher education in part because of my undergraduate training in history. I love the idea that colleges and universities are charged with generating, keeping and teaching the knowledge of the world. I took this love into graduate school at a public ivy where I worked in admissions, financial aid and alumni affairs. After receiving my Master’s degree in higher education administration, I advised underprepared and undeclared students at an open-access, public university before moving on to be a registrar at a private, religious professional school. Finally, I began teaching at career colleges, ultimately serving as Director of Education at one. I still love to be in the career college classroom.

Learning from ONE ANOTHER MAY 2013 | 60


This varied experience has taught me that every institutional type has something to teach the others. Sometimes, though, we get so caught up in our own perspective that we aren’t open to learning.

Lessons from my experience: • Career colleges are nimble. Career colleges can be some of the fastest to respond when a student or market need arises. I once sat in a meeting to examine a policy that was no longer serving the students as originally intended. Within the afternoon, we decided to change the policy, wrote up the revision, put it into effect, and filed the new policy for inclusion in the next edition of the catalog. The same process could have taken months at a traditional institution. This is also true when career colleges want to work with local industries. Career colleges tend to listen to their program advisory councils, and they make changes to the curricula that make their graduates very attractive to future employers. Traditional institutions, by the nature of their program structures and their cultures, tend to make these changes more slowly.

Traditional institutions, take note: Your students, families and community will tell you what they need. It is up to you to respond in a way that makes them feel heard. • Traditional institutions offer continuity. Traditional institutions, as a whole, tend to be older than many career colleges, and they often take their mission as keepers of knowledge very seriously. This means that some programs and majors have existed at a given institution for decades. Employers know the value of that degree because, in some cases, the hiring manager has direct or indirect experience with the program from years past.


For career colleges that are younger, establishing the value of their programs can be challenging. Career colleges must find ways to communicate this to families and employers by showcasing the markers of quality. Host portfolio shows for upcoming graduates, trumpet news of awards your institutions or your grads win, and bring successful alumni back to campus to speak to prospective students or to accreditors. • Career colleges can tap different sources of expertise. Depending on accreditation requirements, career colleges can often recruit industry experts who have not pursued a career as an academic and who may not hold a terminal degree. But what these experts may lack in traditional academic credentials they more than make up in the current industry knowledge they bring straight into the classroom. The currency of knowledge that they share means career college graduates are often better prepared to hit the ground running when they start their jobs. The challenge for traditional institutions: It is time for a change in some accreditation requirements to allow for a broader definition of expertise in a field that satisfies the minimum standard for teaching a college-level class. It is frustrating to see a program in entrepreneurship that has to pass up the business owner with 25 years of experience in favor of an instructor with a doctorate but little practical experience growing a business. However, the flip side of this discussion is also true. Traditional colleges and universities often look for the terminal degree in a field as proof of expertise in a given discipline, and it is a system that has functioned well for most of the history of higher education in the United States. Career colleges with flexibility in their hiring requirements should not overlook the value of advanced academic preparation, especially when seeking instructors for their general education courses. Ensuring academic rigor in general studies courses will increase the value of your program and help traditional institutions better understand your courses when a student wishes to transfer credits. • All institutions must look at how they define educational value. The federal government is certainly making its opinion on educational value known through actions such as the gainful employment regulations, but immediate job placement is not enough to justify the time and expenditure required to earn a degree. All institutions need to carefully track the career progress of their alumni and demonstrate the value the degree holds many years into a chosen career field. For career colleges, this might mean constructing more robust general studies and theory-based components for their more hands-on, hit-the-ground-running programs. For all institutions, it may mean looking at how well students are equipped to continue to learn in their chosen fields, MAY 2013 | 62


including an emphasis on critical thinking and continued research. Institutions may also benefit from offering periodic “update” classes to the public, with alumni admitted at a reduced rate to encourage the continual development of new, career-specific skills. • How it’s always been done is not enough. For all institution types, there is a temptation to believe that how we’ve always done things is the only way to do them for our particular college type. Nothing could be further from the truth. Both career and traditional institutions need to learn from each other to succeed in the coming years.

This varied experience has taught me that every institutional type has something to teach the others. Sometimes, though, we get so caught up in our own perspective that we aren’t open to learning. We are entering a period in which career-focused education is gaining national attention and, I would predict, coming into its own as a viable alternative to traditional higher education structures. This means that both types of institutions must learn from each other as we begin the recurring historical cycle of renegotiating the purpose of higher education and what characterizes a well-rounded program. I have dedicated my career to helping institutions of higher education navigate the challenges of maintaining relevance and serving students across institutional types. It is clear that we are in an important period of change for higher education as we negotiate new definitions of value and the role of college in today’s society. The alert institution will be planning to meet these challenges head-on.

Jennifer Patterson Lorenzetti is the owner of Hilltop Communications, a boutique writing, speaking and consulting firm. She consults with institutions of higher education on program and curriculum development, strategic planning, faculty training and development, and creation of marketing materials. You can contact her at jcpatterson@prodigy.net.

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The

Career College Central LinkedIn group is a forum full of invoking questions, thoughtful responses and animated discussion. If you haven’t joined our LinkedIn page yet, then you’re missing out. Come join us and make your voice heard!

Michael Platt: “CONSTRUCTIVE DISCONTENT – Most great leaders I know live in a pace of constructive discontent. Employees who only see the discontent fail, while employees who understand that discontent is needed to foster ongoing improvement thrive. Thoughts?” Greg Palmer: “You're right, most of us need to look for ways to improve the process we work in or improve the results of our work. In order to do this, we need to recognize where we are failing and not just moan about it, but take action to change it. Sometimes we need to grab the steering wheel and drive the bus ourselves. There are times we need to ‘cowboy up’ and lead and other times we need to follow, and still sometimes get out of the way, but we always need to get better.” Jeff Marcus: “I think the other part of constructive discontent is not being afraid to test something new, even if others are ‘satisfied’ with the current results. If you are constantly trying to improve, you will not be caught unprepared when inevitable changes take place. I know this applies particularly in the admissions and marketing arenas, but also applies across the board.” Lee Gillett: “Both disruptive change and continuous process improvement drive better results. If we are satisfied with the status quo, we stop growing, improving and striving. Constructive discontent encourages us to find better ways of managing our endeavors.” Shawn McPartland: “You really described a characteristic of great leaders. Some colleges/organizations handle constructive discontent differently than others. I suppose it depends on the culture of the organization or team. At some institutions, any expression of constructive discontent will earn a person a pink slip. ‘Going along to get along’ is the expected behavior. However, at a high-functioning organization, constructive discontent (emphasis on constructive) is valued. I think there is a need for individuals who are bold enough to say, ‘Pardon me, Captain, but I believe that is an iceberg over there.’ Even better, to suggest a change in course.” MAY 2013 | 64

Gregory Plourde: “Commenting on APSCU to look beyond its members’ narrow financial interests – APSCU’s lobbying is part of its multi-million dollar campaign to hinder legislation and regulations that would close loopholes.” Joe Leonhardt: “I would hope they would be looking behind all ‘curtains’ and not just the for-profit world. APSCU simply wants to be sure they paint a picture of the true value and service career schools provide for great people who are not being given a chance anywhere else. Standards are great as is inspection, but it should always be consistent across the board!” Michael Platt: “If ‘best interest of the student’ were truly the goal, good regulations would be applied evenly irrespective of a school's tax status, and moronic regulations/legislation like 90/10 would be eliminated.” Beth Dawson: “I left my comments on The Hill's blog: There is no question that some for-profit schools have caused serious trouble for the entire sector by cheating the ‘system,’ but to minimize the value of the entire sector is not only unfair; it is foolish. The twoyear graduation rates at for-profit colleges are substantially higher than the public sector. In Ohio, the two-year graduation rate at the for-profit schools is 52 percent, compared to 12 percent at Ohio's community colleges. In 2011, the minority graduation rate at my local community college was 0 percent. Furthermore, in 2008, 40 percent of all Associate degrees in Ohio were awarded by the for-profits. This is a substantial contribution to local workforce and economic development efforts. It is my hope that we who are interested in increasing the education attainment within our respective communities can work together in a spirit of cooperation that supports the greater good. There is no question that our ability to successfully recover from the recession depends heavily on increasing the number of Americans with a postsecondary credential. Let's put an end to the battle of private vs. public and focus on improving all sectors of higher education so that Americans can create a better life for themselves and their families.


From where I sit, there is great hope that the for-profit schools will rise to the standards and practices that Steve Gunderson is suggesting. APSCU isn't the enemy. They provide great leadership and advocacy for a sector that is serving millions of American students. Remember, this ‘fight’ is about the rights of students, not our institutions of higher learning.”

Robyn Shulman, M.Ed.: “There are people who actually hire others to create fake LinkedIn profiles. There was a lot of spam going around a few months ago in groups, and fake LinkedIn profiles were being used (set up via computers to send messages at certain times). Also, be aware that some people would like to connect to get through to your connections (it happened to me and that is why I hide mine).”

Michael Platt: “When you see a post or receive an invite from a LinkedIn profile that does not have a photo, does this in any way influence your thinking?”

Kelly Walters: “I would say I am more wary of invites from someone without a picture. I tend to add people I recognize from boards I belong to, people in the same or similar industry, or people that are geographically relevant. I try to get very involved in my community and chamber of commerce so any connection I can make that helps that goal is a benefit. But again, it is easier to check out someone if they have a full profile, including a picture. If a person has no picture but a full, believable profile, I give that inquiry more credit.”

Kevin Kuzma: “If a photo hasn't been uploaded, I feel like the person's profile is brand new, incomplete or not as professional as it could be. These are just first impressions, and I realize my thinking can be flawed here. But that's what goes through my mind.”

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jane mahoney

Headaches with military tuition assistance By Jane Mahoney, Staff Writer

A

month and a half after the sequester budget cuts were scheduled to begin, Department of Defense (DoD) funding was cut back drastically. Controversy surrounded tuition assistance for veterans as its existence went from one extreme to the next. Service members in the U.S. Army, Air Force, Marine Corps and Coast Guard saw their earned benefits briefly taken away by the latest budget cuts. The budget cuts created by the Obama administration could have potentially taken away their funds for education. On March 1, 2013, President Obama ordered that budget cuts be put into effect. Among the cuts lie funds used by the DoD to provide tuition assistance for approximately 320,000 service members.

Tuition Hindrance MAY 2013 | 66


Soon after the DoD lost $41 billion dollars to the sequester budget cuts, the U.S. Army, Air Force, Marine Corps and Coast Guard announced that tuition assistance would be suspended for this fiscal year. The program provided $250 per credit hour and $4,500 for new enrollments. New applications would no longer be accepted, and current recipients would be banned from continuing use of provided funds. Following the decision to cut funds, the military, lawmakers and veterans began to speak out against the cuts. Specifically, Sens. James Inhofe, R-Okla., and Kay Hagan, D-N.C., created a bipartisan amendment that banned the armed forces from cutting funds for tuition assistance programs. It also demanded that the Pentagon find funding elsewhere in order to keep these programs running. In a statement to Fox News, Inhofe warned that dropping these programs not only hurt the service members, but it would also affect retention and recruitment as well. “Sixty percent of service members state that the increased ability to pursue higher education was an important factor in deciding to join the military,” Inhofe and Hagan wrote.

"I look forward to the President signing this legislation into law so we can keep our commitment to our service members. The brave men and women who serve in uniform have never given up on our country, and now we have signaled that we won't give up on them,” Hagan said in a statement to the Huffington Post.

“Sixty percent of service members state that the increased ability to pursue higher education was an important factor in deciding to join the military.” – Sens. James Inhofe (R-Okla) and Kay Hagan (D-N.C.)

The amendment requested “immediate action” and called tuition assisatance “an important recruiting and retention tool which also significantly contributes to our service members' morale.” The amendment asks funds to be reinstated up to the end of this fiscal year, October 1. Inhofe and Hagan also wrote a letter to Defense Secretary Chuck Hagel, urging him to speed up the process and get funding back to the military. The letter reported that 33,300 two-year degrees, 9,600 four-year degrees, 5,800 Master’s degrees and 1,800 licenses were made possible by education assistance for service members.

Shortly after a directive was issued from Congress to reinstate tuition assistance programs, the Army restored funds, followed by the Air Force. The Marine Corps, however, announced that it will be reducing funding levels, but details about the new education assistance rates have not been released.

In Congress, senators, military representatives and veterans got the results they wanted. Senate lawmakers voted to prevent funds from being cut by the Obama administration, that go to tuition assistance.

Military news source Stars and Stripes reported that tuition assistance will resume soon, but a definitive date has not been provided. For now, military personnel and veterans must wait for further action to take advantage of their tuition assistance benefits.

The amendment is not the only thing raising attention in the White House. A petition created on the White House website Petitions.WhiteHouse.gov collected more than 100,000 signatures to reinstate tuition assistance and prevent the military branches from further suspension of tuition assisatance programs. The petition says, “Access to higher education is important to service members as it allows for career and professional advancement.” The elimination of tuition assistance not only affects current service members pursuing education, but it also hurts the future of the military. The Marine Corps said in a statement that it is trying to preserve "essential programs" and that leadership "remains committed to providing opportunities to Marines as they pursue their educational goals."

The Coast Guard has yet to announce that its tuition assistance will be restored as it receives funding from the Department of Homeland Security. Inhofe and Hagan’s amendment only gives direct attention to the DoD budget.

Jane Mahoney is a recent graduate of the University of Kansas with a degree in Strategic Communication from the William Allen White School of Journalism. She can be reached at janemahoney@ku.edu.

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Q&A Sector Leader

D

Daniel Summer, Vice President of Strategic Operations Brown Mackie College

aniel Summer serves as Vice President of Strategic Operations for the Brown Mackie College system of schools where he is responsible for long-term strategic initiatives and special project implementation. Summer has led the charge in the design and execution of Brown Mackie College’s Student Advantage Program, a forward-looking initiative designed to bolster educational quality for the school group. Q: W  hat led to Brown Mackie College embracing the iPad and its move to e-textbooks? What advantages has this created for students and instructors? Do you see other schools following suit? A: We developed a Student Advantage Program at Brown Mackie College to keep us focused on a proactive approach to continual improvement of education quality through technology, academics, career services and facilities advantages. E-textbooks and the iPad are a vital development within that program. Through the program, we converted incoming students and faculty at our 28 schools nationwide to 100 percent e-textbooks and Apple iPad technology.

The iPad is the key digital resource for 17,000 Brown Mackie College students to date, made an integral part of the teaching and learning experience by more than 1,000 faculty members each day. Students can now carry all their books, applications, and student and learning resources in the palm of their hand. In addition to course-specific materials, such as e-books and apps, iPad helps students manage their time, stay in close communication with their instructors and use web resources seamlessly, and provides productivity tools that help them study and prepare for exams. In addition, the conversion to the iPad device and e-textbooks lowers the overall cost of education to students who save roughly $200 per quarter on the cost of printed textbooks. It is a great tool for instructors also. There are some great lesson planning apps that integrate with other iPad features, such as the calendar and email, that allow instructors to manage their classes efficiently, communicate better with students, calculate grades MAY 2013and| track 68 outcomes, as well as share information, files and content with the class conveniently.

While other institutions have implemented iPad programs, we are one of few, if the only, who have done so with a transition to 100 percent e-textbooks. The results we see in student engagement and success tell me that, if done the right way, it is definitely something other institutions should consider.

Q: W hat other innovations – technological or otherwise – has Brown Mackie College introduced to the realm of higher education in recent years? A: One of the initiatives we’re immensely proud of is the recent launch of our first iOS application, Grad Tracker 1.0, which is now available to all Brown Mackie College students via their student portal accessed on the iPad. The application further supports our Student Advantage Program mission in that it allows students to track their individual progress, keeps them informed about their academic and overall school experience and progress, and provides news and RSS data feeds that they can customize to be relevant to their field of study and areas of personal interest. Q: Do you believe higher education is going to further embrace the concept of massive open online courses (MOOCs)? Or do you feel the MOOC is a passing fad? A: MOOCs are here to stay and are a great option for people who would like to learn about a particular subject without having to commit to a comprehensive academic program. They are gaining acceptance as a legitimate means of demonstrating competency and may even be suited for non-traditional sources of credit if the course offered meets accrediting standards and satisfies the objectives of a traditional course offering. MOOCs have additional value for institutions to reach those who may not be physically able to attend classes and to provide those individuals with a snapshot of the learning experience within that subject matter and institution. Brown Mackie College offers lessons on iTunes U that allow an individual to see what it is like to be one of our nursing, veterinary technology or criminal justice students.


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Web Site Q: Brown Mackie College recently celebrated its 120th anniversary. What organizational strategies and approaches have been integral to the school’s longevity? How has the school remained committed to them over such a long period of time? A: The Brown Mackie College system of schools was founded with, and continues to focus on, educational programs that prepare students for entry-level positions or enhance their current professions in a competitive, rapidly changing workplace. Our commitment to career education and training in disciplines that meet the needs of employers in markets where our schools are located has been vital to both us as an institution and to the communities we serve. We’ve remained dedicated during our 120-year history to a focus on student outcomes and success – helping our students complete their academic program and guiding them to secure that everimportant first job out of school that has a profound impact on the rest of their lives. We provide additional tools and support that help nontraditional students weave full-time studies into their existing roles as full-time parents and full-time employees. Our focus is on personal attention and making education attainable and achievable. And, while we pride ourselves on putting useful and relevant digital tools in the hands of every student, we know the one thing technology can never replace is our caring staff and faculty and our committed administrators at campuses across the country. Q: A re you planning any new campuses or expansions in 2013 that can be shared? Please explain. A: To support the needs of our student population, Brown Mackie College opened a second facility in Miami this year. We do not have plans to add additional locations over the coming year, but we remain focused on meeting the needs of our current student population and expanding our support services and the academic experience for them.

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amir moghadam

Raising the the Bar Bar Raising A push toward the certification of higher education professionals By Amir Moghadam President/CEO, MaxKnowledge Inc.

The

National Association of State Administrators and Supervisors of Private Schools (NASASPS), a membership organization of state regulatory agencies overseeing private sector colleges and universities, has launched an initiative to recognize higher education professionals who meet standards of excellence and expertise in their job functions. In partnership with MaxKnowledge, NASASPS has launched a series of Excellence programs to provide tailored training for critical skill areas in higher education. Participants who successfully complete an Excellence program earn 48 hours of continuing education credit as well as NASASPS certification as a Certified Higher Education Professional (CHEP). Below is a brief description of each program. Excellence in ... Higher Education Leadership Institutional excellence is a result of exemplary leadership. This training program is for those currently serving in leadership roles or those who aspire to lead. Enhance self-awareness, engage in self-reflection and hone the leadership skills necessary to achieve a higher standard of performance for yourself, your teams and your institution. Management and Supervision To achieve results, people and processes must be effectively managed and supervised. This training program is for those currently serving in a management role or those who aspire to manage others. Develop and hone skills in planning, organizing and coordinating work, as well as master the ability to effectively coach diverse teams, nurture talent and maximize team productivity. MAY 2013 | 70

Campus Operations Optimal campus operations are necessary for effectively delivering service to students and maintaining the financial health of the institution. This training program is for those who oversee or aspire to oversee campus operations. Develop and enhance critical skills for effectively designing and controlling campus processes as well as managing campus resources. Admissions In an increasingly competitive and highly regulated environment, admissions personnel must achieve the highest standard of performance to succeed. They must foster an environment of trust and maintain a customer-first attitude. This training program is for admissions personnel who aspire to master the competencies necessary for exemplary performance and top customer service in a dynamic, rapidly changing higher education landscape. Gain an understanding of the regulations that affect student interactions and master the skills necessary to execute a successful, long-term enrollment management strategy mutually beneficial to students and the institution. Career Services In today's environment, career services professionals must help diverse student populations navigate through a complex, highly competitive labor market. This training program is for career services personnel who wish to develop and hone the skills necessary to help students become gainfully employed in the 21st century economy. Gain an understanding of relevant regulations that impact student interactions in higher education, improve assistance provided to diverse populations, and use strategies and skills to maximize graduate employment outcomes.


in the Career College Sector Sector College

IMPROVE EMPLOYEE PERFORMANCE ENHANCE INSTITUTIONAL EFFECTIVENESS

in the Career

Teaching The quality of education provided to students is a direct result of excellent teaching delivered by an institution's faculty. This training program is for instructors who wish to enhance the skills necessary to deliver the highest quality education to diverse student populations. Gain an understanding of effective strategies for teaching and learning in the adult educational environment, techniques for engaging and motivating students of various learning styles, and methods for improving both retention and student learning outcomes. Online Teaching Online education is the fastest growing segment in higher education and requires online faculty to have a specific set of skills to effectively teach students at a distance. This training program is for online instructors who wish to develop and hone the skills necessary to deliver the highest quality education to online students. Master the competencies needed to design effective online courses, teach in virtual environments, communicate effectively with online learners and evaluate online learning. The NASASPS Excellence programs and certifications will enable institutions to develop high-performing, compliant and ethical employees to better serve students. To maintain certification with NASASPS, CHEPs must complete eight hours of continuing education annually.

REAL TRAINING - REAL RESULTS • Create a Compliant Culture • Address Employee Skills Gaps • Improve Operational Efficiency • Enhance Student Success AVAILABLE 24/7

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To learn more about NASASPS certification, visit www.nasasps.org/certification.

Dr. Amir Moghadam is the Founder and CEO of MaxKnowledge, the leading employee training company for the career college sector of higher education. He has more than 25 years of experience in career education, serving in many capacities, including Professor, Director of Education, Academic Dean, Director of Student Affairs, Campus Director, and College President and Owner. Moghadam earned his Ph.D. in Engineering from the University of Cambridge at the age of 22. He is a recognized leader in career education and has been selected as a Top Innovator by Career College Central. Moghadam can be reached at amirm@maxknowledge.com.

APSCU ONLINE TRAINING CENTER WWW.APSCUTRAINING.ORG

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making headlines Department of Education announces another negotiated rulemaking process

The Department of Education announced its plans for a new negotiated rulemaking initiative to address a number of topics, including gainful employment.

report by the Public Policy Institute of California shows that $1.5 billion in funding cuts during this time was a significant factor in the downturn of enrollment numbers.

In March, Judge Rudolph Contreras of the U.S. District Court for the District of Columbia, upheld the administration's power to enact the gainful employment rule, but found two defects and blocked the administration from enforcing it.

California holds the nation’s largest system of public higher education institutions, reaching roughly 2.4 million students per year. The success rate of these students, though, has been subject to criticism in recent years as retention rates have fallen and many students struggle to graduate on time. Recent policies giving registration priority to new students participating in orientation and educational planning sessions are expected to improve numbers, but community colleges recognize that it may take years to see improvement.

That was the second time in less than a year that Contreras shot down gainful employment. In his initial ruling last June, Contreras wrote that the department had failed to adequately justify the requirement that at least 35 percent of a program’s graduates are actively repaying their loans. Career college leaders have opposed gainful employment regulations because they believe the rules unfairly single out one sector of higher education. Through the negotiated rulemaking process, a government agency develops a proposed rule by using a neutral facilitator and a balanced negotiating committee composed of representatives of all interests that the rule will affect, including the rulemaking agency itself. While a May 2012 announcement stated that the department would use negotiated rulemaking to focus on such issues as the use of debit cards or other banking mechanisms to disburse Title IV funds, the latest announcement expands the focus. These additional topics involve cash management matters, state authorization, clock-tocredit-hour conversion, gainful employment, campus safety and security reporting, and the definition of "adverse credit" for the PLUS program. Synopsis of: “Department of Education to Announce Another Negotiated Rulemaking Process on the Way” Source: Career College Central Date: April 15, 2013

California community colleges struggle with low enrollment

Community colleges in California are seeing their lowest enrollment numbers in 20 years after tight budgets call for a significant reduction in the number of instructors and class offerings. Programs hit particularly hard include music, dance, education and business. Course variety dropped 21 percent between 2007 and 2012. A MAY 2013 | 72

While the voter-passed Proposition 30 will provide $210 million in property tax funding for the 2012-2013 year, community colleges in California may need to continue looking for additional funding sources in order to achieve their educational goals. Synopsis of: “Community College Enrollment at 20-year Low” Source: Los Angeles Times Date: March 26, 2013

Despite positive economic turns, student debt continues to increase

Recently released data by the Federal Reserve Bank of New York reveals that the rate of serious loan delinquency for mortgages, credit cards and auto loans has dropped. The report sees this as a sign of the healing consumer credit markets. However, the amount of student loan debt is three times what it was in 2004, reaching nearly $1 trillion. The percentage of student loans in serious delinquency has reached 17 percent, and a continued rise in this delinquency rate is expected in the near future as more student loans surpass their forbearance period. Economic rates have encouraged the 70 percent increase in college loans. The median weekly earnings of workers with a Bachelor’s degree or higher are around twice that of high school graduates, and the unemployment rates for those with higher degrees are significantly lower. However, the average loan balance for student borrowers is $25,000 per person, up from roughly $15,000 in 2004. Legislation was introduced in January by Sen. Dick Durbin, D-Ill., that would allow an easier discharge of student loan debt while filing bankruptcy. However, many argue that this will only add to the problems of student debt.


Compiled by Tasha Cerny, Staff Writer

Ultimately, degree investment is the problem. Many have noted that the numbers show some degrees, especially in technical fields, yield an income that can provide financial stability to pay back loans, while others simply do not. Experts note that to combat student loan debt, better financial planning when investing in a college degree is needed.

Fourteen attorneys general advocated in a letter that congressional leaders pass legislation to prevent for-profit schools from using federal funding for marketing and recruiting. The Protecting Financial Aid for Students and Taxpayers Act is a bill sponsored by Sen. Kay Hagan, D-N.C., and Tom Harkin, D-Iowa.

Synopsis of: “Recession Recedes, but Student Debts Worsen” Source: The Washington Post Date: March 22, 2013

The letter supporting this bill is the most recent attempt to restrict for-profit colleges. Thirty-two states are now a part of a group investigating the for-profit college industry led by Attorney General Jack Conway from Kentucky.

Approval for competency-based aid paves way for new models of learning

In a letter distributed on March 19, the U.S. Department of Education announced that colleges may now award federal student aid to students enrolled in competency-based programs and gave instructions on how schools should go about doing this. At the forefront of this decision was Southern New Hampshire University, which played heavily in the department’s decision on how to extend this aid to new models of learning while avoiding fraud. The authority to apply for aid under the direct assessment provision of the Higher Education Act has been around since 2005, but many colleges have only recently learned of the provision and its details. The department’s letter marks its willingness to explore new models and areas of education. Competency-based programs have the potential to expand the quality and extent of learning while shortening the time it takes for degree completion. Colleges wishing to install competencybased programs will need to come to agreements with accreditors as to competency-credit equivalencies. Also noted was the fact that directassessment authority may not be an adequate solution across the board, and that the department would be working toward recognizing other approaches. Synopsis of: “Student Aid Can Be Awarded for 'Competencies,' Not Just Credit Hours, U.S. Says” Source: The Chronicle of Higher Education Date: March 19, 2013

Attorneys general join fight to restrict for-profit college use of federal aid

A push for Congress to limit federal funding for for-profit colleges comes from attorneys general in more than a dozen states after an increase in complaints that these colleges leave students in large amounts of debt without enough training to make degrees profitable.

Synopsis of: “Attorney Generals to Congress: Don’t Let For-Profit Colleges Use Federal Grants and Loans for Advertising” Source: The Boston Globe Date: March 17, 2013

 Career College Central is pleased to announce Joe Leonhardt has joined its editorial staff as Director of New Business Development.  long-time, executive-level leader in higher education and sales A management, Leonhardt has built a reputation as a team turnaround specialist, motivator and a developer of aspiring leaders across the country. With more than 20 years of higher education and sales experience, Leonhardt is a long-time public speaker and has written extensively about college admissions and leadership, including a book he authored in 2012, Mpact: Stepping-Stones for Aspiring Leaders Making the Climb. He most recently served as President and Co-Founder of MPACT Group Inc., a progressive consulting, training and higher education services company located in Denver, Co. “ Joe is a tremendous leader with a significant background in the career college sector,” said Michael Platt, Publisher of Career College Central. “With his expertise, we feel we can expand our influence in our industry and increase the number of companies that benefit from exposure on our pages.”

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why i chose

SHARE YOUR SUCCESS! Tell the stories of your graduates!

F

eature your graduates in the pages of Career College Central, the definitive voice of the career college sector of higher education. Providing coverage of the latest news and events impacting career colleges, each edition of Career College Central features an insightful look at a career college graduate in its Why I Chose section. Now you can share the stories of your graduates with more than 3,000 career colleges throughout North America and our readership of college directors, school presidents, school owners and corporate CEOs. Sharing these stories can help other colleges refine their approaches to education and help change more students’ lives. It’s easy! All it takes to participate is a short essay and photo, all provided by your most impressive graduates. To get started, just forward us the contact information for your most heralded graduates today!

Essay requirements

Articles must be written entirely by the graduate and should be about 450-500 words in length (or about four or five mediumsized paragraphs). The essential theme of the essay/article should be why the student chose your college. The key is to explain why school was important to them or what aspects of the school really appealed to them. To submit your graduate success stories or to find out more information, contact Editor Kevin Kuzma at kevink@careercollegecentral.com. Let us share your graduate stories on the pages of Career College Central!

Your Student Here student stories To nominate a student for Why I Chose, contact news@careercollegecentral.com.

MAY 2013 | 76


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Career College Central

INSIDE! APSCU’s

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MAY 2013 15500 W. 113th St., Suite 200 • Lenexa, KS 66219

Myth Busters BUSTING common myths about career colleges

Corporate Universities

Are business-led education programs a threat to career colleges?

Lessons from Institutional Types

Things for-profit and traditional institutions can learn from each other

The Definitive Voice of the Career College Sector of Higher Education

www.CareerCollegeCentral.com

Career College Central May-June 2013  
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