Monthly Archives: June 2013

The Career College Miracle solving for (X)

Dr. Pietro Savo

The world is upside down. The left is blaming the  right; the right is blaming the left and the rest of us in the middle are going Whiskey-Tango-Foxtrot!  My colleagues and I are privileged, that we meet with thousands of prospective college students weekly. The number-one question, the  common lowest denominator and  the most passionate student’s concern is” How will a higher-education result in a good-paying job?” That becomes the (X) to solve. The modern-day prospective student is looking for a quicker payout. They seek the higher-education  journey going from point A to point C, perhaps missing point B and yet still get the good-paying job! A good paying job is a career resulting in a productive part of society, to have a great life; yes, to be part of something bigger than themselves; yes, ultimately to make lots of money. The value of money has a direct correlation to relevant education.

Career Colleges are a job significant contributing factor of the higher-education  community, but in our current reality get the brunt of the bad  press. This brings us to question the wisdom from the arguments coming from the left, right, and middle, leaving us all to shake our heads as we experience politics’ as usual not commonsense! The logic where you say to yourself, “you can’t make this stuff up”, total bewilderment which has you wonder what college or university our politician’s graduated from in the first place.  This feeling of bewilderment motivated the research to write this article. What makes a career college different, what do they do that stands out, what is the private sector’s
secret sauce to higher education? The quest for the lowest common denominator delivered five points that perhaps can overshadow the political rhetoric of our modern society. Perhaps bring some light through the fog of politics as usual, or motivate the reader to research and question more! Today with the Internet, great news can’t hide, and can be used to overshadow the politically motivated media.

The great news is that Career Colleges create education paths with curriculums that help people become competitive in the limited job market. Why? Because the private sector education industry is less spoiled, more humble and better equipped to adapt to the existing job market. What I learned from my research is that the private sector doesn’t try to overtake the education market or drive it in a particular direction. This sector simply adapts to the current job market to provide students the focused learning needed to benefit and gain value from this market. What I also learned from my research is that the Career Colleges came about because the needs of society are always evolving privately and in public.
Career Colleges seek out evolutionary education processes that are never satisfied. Satisfaction is measured in relentlessly learning and achieving more greatness.  Sustainable satisfaction is a process of steps, thinking and sharing ways that bring the right people together.

Career College people bring about a true focused well-rounded education that speeds up the career path. A speedy career results in proven sound business practices and satisfied students; a win-win for everyone.  In my opinion, the Career College Miracle is powered by  picking up
the higher-education slack created by the rest of the industry: 

1. Career  Colleges develop  curricular for jobs  – creating the future today. Get students interested by developing and deploying  curricular that support students in earning jobs (Fischer, 1999). This builds on  an academic environment that prepares the professors for creating connections  between experience-to-theory that result in value added careers for the  students, fueling solving for (X).

2. Career  Colleges model curriculum for collaboration across the entire campus body encourages the designed performance and outcome  (Cogburn, 2011). This comes about by seamless collaboration, communicating,  sharing ideas as a means to increase value to the student. Student value is  perceived as solving for (X) the student’s lowest common denominator. 

3. Career  Colleges take the time to learn a student’s pre-experience,  identify transferable skills valued by current and future employers or helping  guide for an academic next step (Pierson, 2010). Humanity has transferable  skills, this understanding drove us out of caves eons ago. Pre-experience are  marketable in today job markets, the study of experience always results in the  means to solve for (X).  

4. Career  Colleges take the  time to understand the manageable and uncontainable factors  for their students’ academic success. Having a  problem-solving preference by solving for manageable and uncontainable factors,  result in students becoming more adaptive or more innovative (Friedel, 2012). A  focus on the students learning strengths result as the institution gains  duplicable strategies that can be shared so that solving for (X) becomes common  place or the normality in higher education. 

5. Career  Colleges take  the time to understand the student’s passion for learning  – Solving for (X) the ultimate career choice is shaped by consequence hopes, a  student’s career interests, and career aspiration that  one is capable of performing in a certain manner to attain  this chosen career (Dietz, 2010). Sincere interest in the passion for learning
that equals an academic career focus that results in a happy life. Solve for (X)  the student’s lowest common denominator = a happy life!
solving for x

These five points are by no means the only methods that Career Colleges  pick up the slack, simply a starting point. The adaptive academic infrastructure becomes commonsense methods to exploit and  share with our entire education community. Benefits to the student becomes the  ultimate goal and our #1 priority.  The  development of this academic infrastructure suggests that the Career College  professional’s effort to understanding the importance for solving for (X) the  student’s lowest common denominator of obtaining a gratifying career.

What we  experience in the Career College community is that academic infrastructure has a  strategic refined beginning and has an unlimited potential. A potential always  being rediscovered, redesigned, adjusted to solve for the student’s lowest  common denominator. What is important to understand is you cannot argue a  problem to solution, solving for (X) cannot be mandated by legislation.  Solutions come about by exploiting many more methods that Career Colleges use to  pick up the slack. I am hopeful and somewhat confident that after reading this  article you will become enlightened with many more methods to solve for (X) and  bring about  a career focus that is  inspiring. 

“Now focus on the student, focus on the  career training-oriented strategy and the entire higher education community  can take part in The Career College Miracle. The true stability for solving for  (X) is found here, and there is plenty to share for all.” 

1. Career Colleges develop curricular for jobs

2. Career Colleges model curriculum for collaboration

3. Career Colleges take the time to learn a student’s pre-experience

4. Career Colleges take the time to understand

5. Career Colleges take the time to understand the student’s passion for learning

 By  Dr. Pietro (Pete) Savo


Cogburn, D., Gandel, P., Kim, Y., Lankes, R. D., Liddy, E. D., Oakleaf, M., &
Stanton, J. M. (2011). Education for eScience Professionals: job analysis,
curriculum guidance, and program considerations. Journal of Education for
Library and Information Science, 52(2), 79+

Fischer, G. (1999). Developing Students’ Adaptive Learning Skills. College
Teaching, 47(3), 96.

Friedel, C. R., & Samms, C. L. (2012). Relationship between dissimiliar
cognitive styles and use of learning strategies in undergraduate students.
Academy of Educational Leadership Journal, 16(3), 113+.

FUTURE. College Student Journal, 44(2), 234.

Pierson, M., & Troppe, M. (2010). Curriculum to Career. Peer Review, 12(4), 12+

IDENTIFYING THE SIGNS – Military Students at Risk – Preventing Soldier Suicides

Dr. Pietro Savo

IDENTIFYING THE SIGNS – Military Students at Risk originally published, Career College Central  Magazine May 2013 Edition

Today, 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. 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.

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, an organization dedicated  to preventing suicide:

  • Previous suicide attempt or behavior that has led to sefl-injury

  • Somatic symptoms, including sleep and pain complaints

  • Stressors such as marital or intimate relationship issues, legal, housing,
    and occupational problems

  • Current or pending disciplinary or legal action

  • Substance misuse

  • Problems 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

  • Behavior that isolates service members from friends, family members and

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  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.

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.

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.

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:


Britton, P., Ilgen, M.,
Valenstein, M., Knox, K., Claassen, C., & Conner, K. R. (2012). Differences
Between Veteran Suicides With and Without Psychiatric Symptoms. American Journal
Of Public Health, 102(S1), S125-S130.

Caruso, K., 2013. Suicide
Warning Signs. is a 501c3
NON-PROFIT Organization and Website.

Christodoulou, C. C.,
Douzenis, A. A., Papadopoulos, F. C., Papadopoulou, A. A., Bouras, G. G.,
Gournellis, R. R., & Lykouras, L. L. (2012). Suicide and seasonality. Acta
Psychiatrica Scandinavica, 125(2), 127-146. doi:10.1111/j.1600-0447.2011.01750.x

Clinical digest. Steep rise
in soldier suicides coincides with military action in Iraq and Afghanistan.
(2012). Nursing Standard, 26(31), 15.

Griffith, J. (2012). Army
Suicides: “Knowns” and an Interpretative Framework for Future Directions.
Military Psychology, 24(5), 488-512.

Jones, M. D., Etherage, J.
R., Harmon, S., & Okiishi, J. C. (2012). Acceptability and cost-effectiveness of
military telehealth mental health screening. Psychological Services, 9(2),
132-143. doi:10.1037/a0026709

Judd, F., Jackson, H.,
Komiti, A., Bell, R., & Fraser, C. (2012). The profile of suicide: changing or
changeable?. Social Psychiatry & Psychiatric Epidemiology, 47(1), 1-9.

Manning, J., & VanDeusen,
K. (2011). Suicide Prevention in the Dot Com Era: Technological Aspects of a
University Suicide Prevention Program. Journal Of American College Health,
59(5), 431-433.

McCarthy, J., Blow, F.,
Ignacio, R., Ilgen, M., Austin, K., & Valenstein, M. (2012). Suicide Among
Patients in the Veterans Affairs Health System: Rural-Urban Differences in
Rates, Risks, and Methods. American Journal Of Public Health, 102(S1),

McCloskey, M., 2012. More
soldier suicides than combat deaths in 2012. (2012, December 20). America’s
Intelligence Wire from McClatchy-Tribune Regional News – The Salt Lake Tribune –

Lineberry, T. W., &
O’Connor, S. S. (2012). Suicide in the US Army. Mayo Clinic Proceedings, 87(9),

Luxton, D. D., June, J. D.,
& Fairall, J. M. (2012). Social Media and Suicide: A Public Health Perspective.
American Journal of Public Health. 102(2), 195-200.

Parish, C., (2012)
Introduction of interventions led to decrease in suicides. (2012). Mental Health
Practice, 15(6), 5.

Pigeon, W., Britton, P.,
Ilgen, M., Chapman, B., & Conner, K. (2012). Sleep Disturbance Preceding Suicide
Among Veterans. American Journal Of Public Health, 102(S1), S93-S97.

Wiederhold, B. K. (n.d).
Lowering Suicide Risk in Returning Troops.

Career College Central

IDENTIFYING THE SIGNS – Military Students at Risk originally published, Career College Central Magazine May 2013 Edition

by AMERICAN WRITER Dr. Pietro Savo Tradition Books Publication © 2011


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Pietro Savo E-Mail Link Dr.Pete@EducationIsPower.US

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