For profit colleges and their place in New York state 2001 to 2013
Joyce, Amelia Laurene Poletti
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This thesis provides an historic background of the For Profit Colleges, their workings within today's society and their relevance to the public and private educational sector. It focuses on the types of colleges, public, private and For Profit within the Western New York community as well as the typical student that each attracts. A growing number of nontraditional students is attracted to the For Profit sector since they are able to complete their education within a shorter period of time and therefore enter the workforce earlier. Since nontraditional students are older than typical students entering directly from high school their personal lives are more complex. The majority of nontraditional students are returning single women with children who are employed on a full or part time basis. Because of their multiple commitments on various levels, these non-traditional students are also referred to as `at-risk' students. While many typical students select their college by region or state, others consider size of school, urban or rural setting, successful graduates, dropout rates, tuition, scholarships and sports. The nontraditional students that select the For Profit educational sector over public and private institutions are those students that do not feel that the liberal arts or humanities courses will enhance their professional opportunities after graduation. Acknowledging that the type of current students that are attracted to the For Profit College are different than that of the typical 18 or 19 year old that matriculates in the private and public sector college, the For Profit Colleges provide mandatory and continual professional training for their instructors and require a commitment to lifelong learning By providing the training for faculty to better serve their students, they also create the skills to make their interactions with them more effective. They also require faculty to be more available to meet with students. Using Bryant & Stratton College (BSC) as an example, this paper will also explore the history of practical education and what is currently available through the For Profit sector in the Western New York area. In addition to creating classes beyond the normal school day and on weekends, Bryant & Stratton College has a strong commitment to faculty development. Historically, the college always hired experts in specific fields as instructors. Currently, though all faculties must be credentialed within their specific field. They must also take part in mandatory workshops and seminars that focus on teaching and instructional techniques. Key issues include the methods of instruction and variations that will enable students with various learning styles to better understand the topics, active learning within the classroom setting that will allow all students to become part of the classroom learning community implementing library literacy sessions within the classroom, detailed rubrics that permits the student to know the expectations and grading standards of the classroom projects and utilizing a metacognition method that enables the student to realize that they too are responsible for academic success. BSC is a strong proponent of Benjamin Blooms taxonomy of learning. Bloom, an educator from the 1950's devised a method that would measure classroom outcomes. Using Bloom's updated method, combined with active learning, the instructors at Bryant & Stratton College create a positive foundation for student learning that strives to better meet the needs of non-traditional students.