Javier E. Espinales, CST, M.Ed.

Javier E. Espinales, CST, M.Ed.

Low Graduation Rate vs Default Rates Accreditors Institutional Programmatic - CAAHEP Students Instructors

Low Graduation Rate vs Default Rates The Government and the Department of Education are concerned. Students that withdrew still had a debt owed with nothing to show for it.

2010 Senate investigated 30 for-profit colleges. Federal financial aid over nine years doubled from 12.2% to 24.8% $5.4 billion to $32.2 billion in 2010. Drop out rates are: For-profit 50% - 70% vs 31% public colleges & universities

Degree sought, level of institution, degree completed, and time to degree Degree- or certificate-seekers attending 2-year institutions and completing a degree or certificate Total (%) Public (%) Private not-for-profit (%) Private for-profit (%) Graduation rate within 100% of normal program completion time Graduation rate within 150% of normal program completion time Graduation rate within 200% of normal program completion time 17.9 11.9 38.6 36.4 31.2 22 52.7 60.2 36.6 28.1 58.5 63.3

Regional Accreditation - six Middle State Association of Colleges & Schools MSACS New England Association of Schools & Colleges NEASC North Central of Colleges & Schools NCCS Northwest Association of Colleges & Schools NACS Southern Association of Colleges & Schools SACS Western Association of Schools & Colleges WASC

National Accreditation - nine Accrediting Commission of Career Schools and Colleges (ACCSC) Accrediting Council for Continuing Education and Training (ACCET) Accrediting Council for Independent Colleges and Schools (ACICS) Association for Biblical Higher Education (ABHE)

Association of Advanced Rabbinical and Talmudic Schools (AARTS) Council on Occupational Education (COE) Distance Education Training Council (DETC) National Accrediting Commission of Career Arts and Sciences (NACCAS) Transnational Association of Christian Colleges and Schools (TRACS)

State Regulatory Agencies Exp. Texas Workforce Commission (TWC) Specialized Accreditation Known as programmatic accreditation American Medical Association (AMA) American Dental Association (ADA) National League Nursing (NLN) Accrediting Bureau of Health Education Schools (ABHES) C0mmission on Accreditation of Allied Health Education Programs (CAAHEP)

Many regional, national and state accreditors want a retention from 65% 69%. CAAHEP 70%

Intrinsic Needs Why does the student enroll into classes? Learn a skill Be competent in an area Acquire another set of skills Perfect a skill Succeed and do well Feel involved and interact with people Satisfying these initial needs meets the goals for some. You still need to teach the soft skills.

Extrinsic Needs Maslow Hierarchy Basic: Psychological and survival Safety : Home & campus Belongingness : Acceptance and appreciation Ego-status: Gain status within the group Self-actualization: Driven to accomplish goals and works within himself 0r herself. Becomes self-directed in their motivation The students extrinsic needs to be met in order to move from extrinsic to intrinsic motivation.

Fear of College The 18 20 y/o s Social failure in college fitting in. Biggest issues for some lack of maturity & life experience. Nontraditional students Maturity on their side Out of school for awhile. Career change. Life issues

Age Average age career college students 28 y/o Younger students bring a limited life experience & immaturity Older students bring vast knowledge of life experience & maturity Younger students can be considered no nothing vs older students as know it all's. You are not a baby sitter. They both seek career guidance.

Cultural Diversity They come from many ethnic cultures, backgrounds and behaviors Some come with English language deficiencies Develop strategies in handling the different personalities. Use your college resources to help the student be successful in class.

Support Systems External support Family and friends Internal support College Instructors

Student Frustrations Fall into four categories 1. Impersonal problems Parking too far or public transportation Offer solutions Some campus services offer bus passes.

2. People Financial Aid Office Admissions Office Counseling or Student Affairs Classmates Attend to their complaints immediately The students should see you as a neutral party Maintain control of the situation

3. Rules Adult learners tend to question the rules Need to make sense No control of college rules but you have control of classroom rules. Attend to the students complaint immediately

4. Limitations Number of books Computer availability Few lab supplies Student break rooms Vending machine selection Smoking areas Restroom issues Ensure books and lab supplies are available Schedule the computer room Administrators attend to the student life issues

Disabilities Range from physical disabilities to those with cognitive disabilities. Physical disabilities can participate with certain environmental changes to the campus. Cognitive disabilities can range from learning disabilities such as Reading Dyslexia Writing Dysgraphia Computation - Dyscalculia

Disabilities (cont.) In the last 10 15 years many students that have had support from their high schools. They will be able to tell you what modification and adaptations work best for them. For those that did not have the support federal law was pass to provide an Individual Educational Plan

Set the Stage for Learning Physical comfort Security Acceptance Self-respect

The Road to Success Tell them how to succeed in the course Help students set goals Hold high but realistic expectations for your students Recognition and rewards Avoid intense competition

Motivation Offering expertise Having empathy Show enthusiasm Demonstrate clarity Diversified the class to the needs of the students Personalized in a manner that recognizes the student as an individual

Motivation through Retention Semantic Long term memory Learned over a life time Episodic Things that happen in our lives 9/11

Moving from Episodic to Semantic Use mnemonic s 12 Cranial Nerves On Old Olympus' Towering Top A Fin And German Viewed Some Hop Aorta vs Vena Cava right side or left side Both a-o-r-t-a and r-i-g-h-t have 5 letters; V-e-n-a and c-a-v-a and l-e-f-t have 4 letters.

Motivating through Transference Want the student to retain the material in long term memory. Repeat at least 45 times and/or for 30 consecutive days. Once the student gets comfortable they achieve an Ah Ha moment.

Be involved with your student. Show you care. Be proactive. Be the magnet.

Cuseo, Joe, ( 2015), The Big Picture, Key Causes of Student Attrition & Key Components of a Comprehensive Student Retention Plan, Marymount College. Editorial Board, (2014), Editorial: Bottom Line First, Students Second at Some For-Profit Colleges, St Louis Post-Dispatch. Integrated Postsecondary Education Data System (IPEDS), (2010), Graduation Rates 200 component, U.S. Department of Education, National Center for Education Statistics. Lewin, Tamar, (2010), Report finds Low Graduation Rapes at For-Profit Colleges, The NY Times.