“Congressional discussions about additional stimulus packages in response to the COVID-19 pandemic are becoming a new battlefield in the running debate over the regulation of for-profits… (Sources: TICAS, VES)
“… I think our schools will be on the front lines of getting America back to work,” said Steve Gunderson, President of CECU.
To read the full article, go to https://www.insidehighered.com/news/2020/04/17/new-recession-sets-stage-abuses-profits-critics-fear
Or download here.
… as the current healthcare circumstance demonstrates, the need for trained, competent and compassionate healthcare professionals is greater than ever. The U.S. Bureau of Labor Statistics calls health care occupations the fastest-growing overall, and that “increased demand for health care services from an aging population and people with chronic conditions will drive much of the expected employment growth.” Below please find the profiles of the 11 high-growth health sciences fields, most of which require programs offered by KACCS Colleges and Schools:
Source: Career College Central Feb. 2020 edition Vol. 14, Issue 1
http://www.epageflip.net/i/1211079-career-college-central-february-2020/0?
It is estimated that more than $1.7 billion will flow to Kentucky as part of the Covid-19 Relief Package developed by Congress. Key elements for consideration by owners, operators and managers of career colleges and schools in the Commonwealth:
> $30 billion for an Education Stabilization Fund for states, school districts and institutions of higher education for costs related to the coronavirus. $14.25 billion for emergency relief for Institutions of Higher Education to respond to the coronavirus. 90% of funds via a formula base, 75% on its share of Pell FTE and 25% on non-Pell FTE, excluding students who were exclusively enrolled online prior to coronavirus. At least 50% of institutional funds must provide emergency financial aid grants to students that can cover eligible expenses under a student’s cost of attendance, such as food, housing, course materials, technology, health care and child care. Remaining institutional funds may be used to defray expenses for IHEs, such as lost revenue and technology costs associated with a transition to distance education.
> Expands unemployment insurance from three to four months, and provides temporary unemployment compensation of $600 per week, which is in addition to and the same time as regular state and federal UI benefits. Other noteworthy provisions:
Source: National Conference of State Legislators, March 25, 2020. https://www.ncsl.org/
1. Check the KACCS on-line training center for enrollment information regarding “ED144- Student Empowerment for Learning Success.”
The course explores the different components of student empowerment and the value that it has in learning success. Student empowerment is a necessary component for students as they transition to and through postsecondary training. Content will be presented that will raise awareness of what student empowerment is and how it can enhance the learning process for students. Strategies are given for enhancing the development of student empowerment that can be implemented both online and onsite.
2. Also now available, “ED407: Writing Performance Objectives.”
This course focuses on one of the most important parts of a course: the performance objectives. It will discuss the proper procedures for writing performance objectives, while exploring the various types of learning objectives that may be appropriate for your courses.
ED407 and ED 144 are listed under the “Instructional Planning & Design” tab in the Teaching Category.
El118 – Using Various “Realities” in Online Courses will provide you with an overview of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). With the advancements that have been made in providing reality-based instruction, this course will help instructors to stay current with the latest developments in the different types of realities that are available as instructional supports.
Learn more about this course by visiting the KACCS Online Training Center at www.kaccstraining.org. Members, contact KACCS or vip@kaccstraining.org for VIP discount codes for online courses.
Research published by Laura Beamer and Marshall Steinbaum describes the “drastic inequality along lines of race, gender, class and geography” that in many cases is remedies only by the presence of a proprietary college or school. The authors note the persistence of “education deserts” generates “sparse” political attention, even though the phenomenon has a great deal to with the holy grail of post-secondary education: access.
The study, entitled “Unequal and Uneven: The Geography of Higher Education Access” introduces a new metric, the SCI (school concentration index). Those markets with an SCI of 10,000 or higher are considered “education deserts.” The consequence currently applies to more than 40.8 million people in the U.S.
The research also explains how proprietary colleges and schools frequently step in to serve the education deserts, or markets with no more than one public institution within a 45-minute drive. “In the years after the financial crisis, when ‘retraining’ was the watchword of the day, research has demonstrated the demand-responsiveness of private for-profits.”
To read the full report, go to https://phenomenalworld.org/analysis/geography-of-higher-ed
While no instructor can possibly identify with every aspect of a veteran’s experience, it is possible to become more aware of some of the challenges facing veterans as they reintegrate into civilian life:
ED142- Military Veterans: Integrating Veterans into Post-Secondary Classes examines the various challenges veterans face when attempting to pursue courses of study following military engagements and service.
Learn more about this course by visiting the KACCS Online Training Center at www.kaccstraining.org. Members, contact KACCS or vip@kaccstraining.org for VIP discount codes for online courses.
This online training opportunity is courtesy MaxKnowledge, Inc. for KACCS member colleges and schools and their faculty, staff and leadership.
“Sullivan University and Spalding University have reached an agreement that makes it easier for Spalding students to earn a doctorate of pharmacy degree from Sullivan’s College of Pharmacy and Health Sciences. At a signing event on Monday, leaders of the two Louisville schools said the new pathway agreement will allow more students to complete a doctorate of pharmacy degree, or Pharm.D., and enter the job market sooner…”
By Chris Larson, Louisville Business First, July 8, 2019 https://www.bizjournals.com/louisville/
. . . that do not require a four-year bachelors degree, including nine that are based on programs offered by career colleges and schools:
“As of late June, the Kentucky Cabinet for Economic Development reports that the distribution and logistics industry in Kentucky employs 68,709 people at 541 facilities across the state.
“Looking at the top jobs on the list of the highest paying jobs that don’t require a four-year degree, the top job is transportation, storage and distribution manager, with a local annual mean income of $95,380. Transportation inspectors, aircraft mechanics and services technicians fall in the top 10.
“We identified 25 of the highest paying jobs that employers usually don’t require a four-year degree. The data comes from the U.S. Bureau of Labor Statistics.”
Source: Allison Stines, Louisville Business First, 7.2.19
In 2005, Kalamazoo embarked on a bold experiment to save itself by giving local students free college tuition, called the Kalamazoo Promise. Thirteen years later: overall college enrollment has grown by 4 percentage points, remained unchanged for minority students and primarily benefitted white, middle-class and upper-class women. (By Josh Mitchell and Michelle Hackman, Wall Street Journal, June 29, 2019)
… for careers serving equine clients and the Thoroughbred horse community in the Bluegrass State. Go to https://kentuckyhorseshoeingschool.com/splash/ to learn more about the programs, outcomes and careers of this KACCS member institution!
“If you’re wondering what more you could offer your students when they come knocking at your office door or emailing you throughout the summer with questions about job searching, I have some suggestions. I like to tell my students to treat their job searches the way they would a research project for class: go in with questions, make an action plan and put the time in to complete the work well. Here’s how you can help them get started…”
Allyson Hoffman/Inside Higher Ed/June 4, 2019
An Innovative Campus and Bistro
NORTH RICHLAND HILLS, Texas—A public school in this Dallas suburb takes hands-on learning to another level.
Students draw blood from teachers to practice phlebotomy. They serve the public as tellers at a campus-based credit union and in a bistro with an omelet station.
In a former roller rink turned barn, students tend to farm animals, including 500-pound steers, while learning about cuts of meat in class. “If I got hired at a family restaurant, I’d know what to do,” said 16-year-old Casey Heinz after a lesson on cooking different types of beef.
The Birdville Center of Technology and Advanced Learning, a $16.75 million campus focused on careers, is what school districts around the country are striving to achieve as more focus shifts to graduates who are skipping college and going right into the workforce. . .
. . . In another area, students wearing smocks check vital signs of patient mannequins. They also spend time at a local hospital working with real patients, such as helping feed them and checking blood pressure. Students who learn in the school’s mock pharmacy also practice in real ones in the area as interns, opening a pipeline for paid work. “They call us every year for pharmacy techs,” teacher Sharon Leon said, adding that students who receive their pharmacy technician certification are workforce ready.
(Read more at WSJ, 6.3.2019, Tawnell D. Hobbs)
… and pride in completion! From the Spring 2019 Sullivan University graduation ceremony. For more information, go to www.sullivan.edu.
More than 100 family members, friends and supporters turned out May 17 in Louisville to honor the 2019 graduates of the MedQuest dental assisting, medical assisting and medical billing and coding programs. Congratulations to the MedQuest Class of 2019! For more information go to https://medquestcollege.edu/
ITT Educational Services, Inc., one the nation’s leading providers of post-secondary technical education, is seeking qualified candidates for our Owings Mills campus. At ITT Educational Services, Inc., we are committed to helping men and women develop the skills and knowledge to pursue many opportunities in fields involving technology, criminal justice, and business.
As Director of Finance, you will manage the financial functions of the campus and insure accurate, prompt and effective student financial aid servicing by management of the financial aid resources and department personnel. A Bachelor’s degree in accounting or finance and 2-4 years experience in finance/financial aid preferred.
For consideration, please apply online at www.itt-tech.edu.
ITT TECHNICAL INSTITUTE
11301 Red Run Blvd.
Owings Mills, MD 21117
Equal Opportunity Employer M/F/H/V