Clark to fight for more mid-career students
John Chetro-Szivos came full-time to Clark University in January, as the school was changing its College of Professional and Continuing Education (COPACE) into the School of Professional Studies in order to entice more mid-career professionals back to school for advanced education. Over the past 10 months, Chetro-Szivos has been making community connections, revamping the curriculum and trying to break the school’s habit of relying too heavily on international students.
How did a native of Panama end up in Central Mass?
Well, I grew up in Bridgeport, Conn. When I was in high school and applying to colleges, my family doctor went to Assumption. My dad was taking me up to see another school, and the doctor said, “You have to go see my friend at Assumption. You are going through Worcester anyway.” His friend was the dean of admissions, and Assumption gave me a really great financial package.
Why did you apply for the professional studies position?
I taught as an adjunct at COPACE since 1999, when I was a full professor in the state system at
Fitchburg State University. When this position opened up, I just thought I could do some different things with the program.
There was great potential here and great opportunities. To be honest, I didn’t like the direction it was headed at the time. I threw my hat in the ring and thought I could help Clark find its way.
What didn’t you like about the previous direction?
The classes were originally one-third working professionals from the Worcester area and then one- third fifth year students and then one-third international students. Everyone was part-time. Yet, this change happened over time where the classes now are about 75 percent international, and they are using it as a full-time program. They aren’t working during the day, and they are looking for a different kind of experience.
I am trying to bring back the mid-career professional who is coming back to get better at their current job or making a mid-career change. They really added a lot to the classroom and having that exodus was not good for the curriculum.
Is this how Clark is trying to stand out in the crowd?
The new reality we face is that higher education has been hit a couple of ways. There is a lull in 18 year olds, but they are coming back – when the Baby Boomers’ kids have kids – although right now it is a little low. There are more schools available and more ways to go to school available because of online education. One thing that is kind of staggering is Massachusetts has 109 four-year schools in a very small geographic area, so it is hypercompetitive.
When you are a small school like Clark, you don’t have great name recognition and we have to compete with the allure of Boston. I think every romantic movie made about higher education has been set in Boston with the snow falling. People from other parts of the country think if they are going east, they are going to Boston. They don’t know Worcester is a great place.
How do you bring those working people back to school?
We are going to offer nine scholarships next year to mid-career professionals or their family members to get a degree.
Worcester is a center of higher education, health care and insurance – those are the big three we are targeting. We are going to the schools that don’t have a master’s program and maybe offer their employees a discount – places like [the College of the] Holy Cross or Quinsigamond [Community College]. We are also meeting with insurance companies.
How are you targeting health professionals?
Really big news here is Clark is creating a health hub, where we will offer a master’s in health science. Our other programs are going to have some health courses, so we can entice the health professionals in the region.
What will you do to cater to mid-career students?
Right now, we are trying to get a curriculum that is more flexible and a lot more in line with what working professionals need. We might have some new degrees and certificates. We also are moving more courses online.
How has your progress gone?
It is a challenge. The great news this year is we started something very modest and very small: We have two graduate assistants for the first time. These are two students that are using the program full time, and they work part time. They are actually doing research; they are not just doing work-study.
Just bringing those two young women into the classroom – they are excellent students – has raised the level of academics, and they have brought the other students along.
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