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• Academic Excellence
• Administrative Excellence
• Effective Orientation
• Internship and Practicum
• Job Placement Assistance
• Personal and Financial Counsel
• Pre-Enrollment Assessment and Testing
• Sector Involvement
• Student-Centric Core Value

Summary

Pre-Enrollment Assessment and Testing

The first encounter a college has with a prospective student can have a significant impact in determining that student’s success.  Most schools selected for advanced stages of the research for this guide do not seek to immediately enroll potential students during their first encounters.  Rather, during this period a number of activities may take place, such as career and financial counseling, and identifying barriers to learning, which are essential for ensuring student success.  Schools that thoroughly screen potential students prior to enrollment appear to have higher graduation rates from their programs.

Effective pre-enrollment counseling typically includes evaluating an individual’s passion, aptitude, and academic ability.  While passion and social skills can often be evaluated during an interview with the prospective student, aptitude and learning capacity are best measured through testing.  Some colleges have developed their own tests over time, but many use a Wonderlic or Canadian Adult Achievement Test (CAAT) during the pre-enrollment phase.

Many colleges provide potential students with the opportunity to attend pre-enrollment information sessions to learn about the institution and possible courses of study.  The Institute for Human Services Education in Truro, Nova Scotia, has dubbed their pre-enrollment information session “Try Us On”.  It is a catchy phrase that encourages potential students to evaluate whether or not the college fits their needs.  Being similar in scope to a “College for a Day” gathering, this event allows prospective students to interact with current students and faculty, and to attend classes for a day.

A small number of schools have developed a Prior Learning Assessment and Recognition process that recognizes both academic accomplishment and life experience.  The PLAR process can be of significant benefit to students by decreasing the amount of time required to complete a course of study, thereby reducing student living expenses, tuition and, possibly, student loan indebtedness.  Also, by virtue of a reduction in the time required to complete their training, students can enter the workforce earlier than otherwise would have been possible.

Case Study

Pre-Enrollment Assessment and Testing

The Academy of Hair Design in Saint John, New Brunswick offers a diploma in cosmetology. When Karen McManus, the Academy principal, first meets prospective students, she endeavors to learn all she can about their career interests. She also inquires about their health, particularly leg and back strength, and about any allergies since chemicals are used extensively in the cosmetology work environment.

Karen also inquires about the prospective student’s academic background. While she prefers students to be high school graduates, those over 21 years of age may qualify for admission if they have successfully completed the tenth grade. All students must successfully complete an aptitude and skills test that requires approximately 40 minutes to complete. The Academy also participates in a co-op program with local high schools, providing high school seniors with some exposure to their college and a cosmetology career. One student we spoke with was a co-op student as a high school senior and, because of this experience, was fully convinced that this was the ideal career choice for him.

Innovative Ideas

Pre-Enrollment Assessment and Testing

Here are some pre-enrollment strategies and initiatives that your private career college might adopt:

 

1. Arrange to partner with co-op programs at local high schools, providing work opportunities at your college for co-op students during their work term. Co-op students can be a great help to your college and the experience gives them an opportunity to discover whether a given type of career might be a fit for them. This benefits both the college and students and also fosters good public relations.
2. Screen every applicant to determine their aspirations and desired career path. Only place students in programs that are a fit for them.
3. Consider scheduling a “College for a Day” or “Try Us On” event. Plan the event to help students clearly understand the types of careers your college prepares them for, and the requirements for admission.
4. During the pre-admissions process ensure that students’ academic ability and aptitude are assessed and are well matched to their chosen course of study. This is particularly important for students who have not completed high school, or who have been out of high school for more than five years.

Summary

Student-Centric Core Value

First and foremost, education is about students. It is about student aspirations and dreams, and a foundation for success. Within the context of Canada’s private career college sector this frequently means providing students an opportunity to successfully complete their post-secondary education.

When colleges adopt a student-centric core value, each of their initiatives and activities is impacted. The admissions process becomes more focused on students’ needs, dreams and goals. Strategies are developed to improve student success, and in the unfortunate event of early withdrawal, students are given the opportunity to return, at a later date, to complete their studies. Fully embracing a student-centric core value can be costly at first. However, tangible returns such as increased enrollment, greater student accomplishment, and higher student loan repayment rates can be realized in the medium-to-long term.

For many students attending private career colleges, the experience represents a second chance at pursuing post-secondary education. Frequently, improving the chances of student success involves giving practical life assistance to those students who need a “hand-up” rather than a “hand-out”. Providing access to a food bank, or helping a student procure appropriate attire for a job interview are part of a student success strategy that is birthed from a student-centric core value.

Some colleges express a student-centric core value by celebrating student achievement. For example, The Institute for Human Services Education in Truro, Nova Scotia holds an annual Merit Awards banquet, an event that is the highlight of the academic year and is heavily promoted during student enrollment in the fall. The Academy of Learning, Winnipeg North, uses a somewhat different approach to celebrating student achievement by hosting a monthly luncheon where student achievement is celebrated.

Case Study

Student-Centric Core Value

The Academy of Learning Winnipeg North provides a solid example of the student-centric core value in action. The day prior to our visit to the college, a student who was interested in attending AOL learned that she had scored poorly on the school’s pre-admission test. Rather than merely suggesting an alternative institution where the student could receive academic upgrading, AOL operator, Terry Taylor, took the student to a school that offered an upgrading program of study and introduced her to its admissions officers. Once academic upgrading has been completed the student will be eligible to enroll at AOL Winnipeg North.

Some students have limited financial resources that can make it challenging to purchase both food for their families and workplace appropriate clothing. Again, AOL Winnipeg North intervenes by helping students access community resources such as food banks and local clothing providers. Regularly Mr. Taylor informs the student body that any student requiring help with purchasing interview/work appropriate clothing should see Mrs. Taylor for assistance. Ms. Taylor interviews students in need, completes an application, and forwards it to a local clothing outlet that specializes in new end-of-run business attire. An appointment is arranged for the student and, if needed, transportation is provided. The store’s staff close the store for the appointed time and then provide personal assistance to help students select up to three new work appropriate outfits that are provided at no cost.

The student-centric core value impacts every initiative at AOL Winnipeg North. It displays a personal and deep rooted commitment by the college ownership to the student body. While it is rather obvious that such student centered initiatives have not been instituted from a profit motive, there is evidence of measurable benefit to the school. Since 2002, student enrollment has improved by more than 40 percent and student loan repayment rates have improved by more than 100 percent.

Innovative Ideas

Student-Centric Core Value

Here are some student centric strategies and initiatives that your private career college might adopt:

 

1. Take some time in your pre-enrollment discussion with a prospective student to discover potential barriers to that student successfully completing their chosen program of study. Work with the student to find solutions and ensure that the student understands attendance policy.
2. Ask prospective students about their vision and dreams during the pre-admission process and ensure that any courses they enroll in reflect those aspirations. If your college does not offer a program to meet a student’s objectives, recommend a college whose programs would be a better match. Such practices will help improve student outcomes and will help build your college’s name and reputation within the community.
3. Screen prospective students to ensure their potential to successfully complete their intended course of study at your college. If academic upgrading is needed, suggest options and help them get started. If aptitude is an issue, suggest an alternative program of study.
4. Implement a merit awards system at your college. We have described two such programs in this section but perhaps you might find that a different approach would work with your student body.
5. Develop a student intervention policy and practice that helps discover the “why” behind tardiness, irregular attendance or low academic performance. Then work with the student to overcome the barrier.
6. Open lines of communication with students who miss class. Phone calls or letters can only help to let the student know that they are missed.
7. Consider implementing a “No Penalty Student Re-Enrollment Guarantee”, whereby a student compelled to withdraw because of other responsibilities can return and continue his or her training without a financial penalty.

Summary

Academic Excellence

It is only fitting that any consideration of innovative practices toward improving student success in Canada’s private career colleges begin with a discussion on academic excellence. Private career colleges are a critical part of the country’s post-secondary education system. In the past, however, the private career college sector has been criticized for not providing the highest quality education to students. This perception is changing and the unique contribution of the private career college sector is increasingly being recognized.

There is a growing awareness among private career colleges of the need to provide high quality, world class education to students. College operators, administrators and faculty continue to demonstrate an exceptional commitment to achieving this goal. Qualified faculty, coupled with a high commitment to ensuring that students have every opportunity to succeed in their chosen field of study, are the key pillars of the first innovative practice: Academic Excellence. Two important criteria are commonly used to qualify teaching staff: 1) field experience in the subject matter being taught; and, 2) teaching training and skill. The goal of faculty is to ensure that every student be given every reasonable opportunity to succeed. Consequently, administration and teaching staff in colleges that focus on academic excellence often speak of a readiness to spend extra time, both inside and outside of class, to help students who are struggling.

The use of student peer mentoring can be an effective means of enhancing student learning experiences in some colleges. Peer triads, one-to-one peer mentoring and group discussions are often used to address student learning needs and to overcome possible barriers to learning. Private career colleges using these approaches have discovered that both peer mentors, and the students receiving the help, benefit from the experience

Case Study

Academic Excellence

The Saskatoon Business College (SBC) exemplifies commitment to academic excellence. The current ownership has operated SBC through three generations, each being trained educators. The school principal, Beth Shewkenek, having graduated from SBC during the years of first generation ownership, then attended University where she received her degree before returning to SBC as a teacher. Her career at the college has spanned all three generations of ownership. Julia Beuckert, who has been teaching Career Strategies at SBC for over 25 years, is also a graduate of the college. When we asked owner Blair Chapman what the greatest strength of SBC was, he thoughtfully replied, “Academic excellence!”. In interviews with staff and students, the response to that question was the same. Academic excellence was their “oyster” and it permeates everything they do. SBC helps ensure on-going academic excellence by actively surveying students as part of a continuing evaluation and improvement program.

Innovative Ideas

Academic Excellence

Here are some academic strategies and initiatives that your private career college might adopt:

1. Incorporating academic excellence into your program must begin with the development of and adherence to a set of policies and procedures covering instructor qualifications and expectations, evaluation, and ongoing instructor development. While such changes may take time and effort to achieve, the results can be very rewarding.
2. Consider developing a Guaranteed Learning Policy and then inform your students of how it works. A word of caution: Guaranteed Learning does not mean a guaranteed passing grade. Not every student will succeed by completing their program of study, but every student is worthy of exceptional effort being made using every available means to ensure their successful learning of the course objectives. Any guaranteed learning policy should provide for extra help outside of regular class time and the possibility of retaking courses or units at no charge to students.
3. Consider developing a peer-to-peer or buddy system and incorporating it into your academic policy, in order to help those students who may be struggling.
4. Consider conducting an in-service seminar with teaching staff to help them identify potential learning barriers. The seminar should also provide intervention strategies to better equip educators to help students who are struggling to achieve desired learning outcomes.

Summary

Sector Involvement

While there was no hard data to support sector involvement as a major factor toward ensuring student success, the abundance of relevant qualitative anecdotal information obtained from telephone and on-site interviews support such a claim. The sharing of ideas at provincial and national conferences and the camaraderie that some operators appear to share, transcends the competitive nature that is often inherent in business relationships. Each of the colleges surveyed were members of the National Association of Career Colleges (NACC). College operators and staff overwhelmingly indicated that provincial and national Association involvement was helpful in gaining new ideas and approaches to ensuring student success. In addition, five of the eleven colleges visited during the research for this project were participants in a quality assurance or accreditation program.

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