Topics on this page

  • Need for and Goals of the Program
  • Student Perceptions vs. Performance in the First Semester of College (source: SENSE survey)
  • What helps determine a student’s success in college?
  • Program Description
  • Online Assessment Delivery System
  • Costs
  • Related Links

Need for and Goals of the Program

  • Getting to College, Staying In College, and Graduating from College
    • Of 100 9th graders
      • 72 graduate from high school
      • 44 enter college (recruitment)
      • 28 stay and begin the sophomore semester (transition and retention)
      • 18 stay (retention) and graduate (success)
    • The successful transition of  incoming freshmen is important because failure of the student to stay in college (and the college to retain the student) and eventually graduate, is costly in both time and money, to the student and  the college.
  • Goals of the Program
    • For the Student
      • student’s successful transition to the new college systems
      • student’s successful completion of the first semester
      • student’s return for the second  semester
      • graduation from college — the key goal of Senate Bill 1
    • For the Institution– the student’s perceptions have a direct affect upon the institutional goals of
      • successful student transition to college
      • retention of the student
      • improving graduation from college — the key goal of Senate Bill 1 — to increase the college graduation rate of students entering college by 3% annually through 2014.

Student Perceptions vs. Performance in the First Semester of College (source: SENSE survey)

  • Their perceptions:
    • 90% think they have motivation to do what it takes to succeed in college
    • 85% think they are prepared academically to succeed
  • Their PerformanceDuring the First Semester
    • 43% went to class without completing readings or assignments
    • 33% turned in an assignment late
    • 25% skipped class one or more times
    • 24% did not turn in an assignment once
    • 8% skipped class 2+ times within first three weeks

What helps determine a student’s success in college?

  • Research shows that the ACT is only 50% predictive of student success in college.
  • As part of ESC research into developing a culture of success to facilitate student success in college one of the tools utilized was The Schlossberg Transition Model of 4 Factors (Situation, Self, Support, and Strategies). Strengths and weaknesses in each area either facilitate or hinder a successful transition). Applying the model to student success, ESC found that:Perceptions  play a major role in determining how closely first year students’ ideas and expectations about college match with the reality of college. Student misperceptions requires transition adjustments and the more adjustments the student must make, the higher the level of stress for the student. Misperceptions and stress can lead to lower academics and college retention rates.
    • Situation College
    • Self Perceptions, personality, stressors
    • Support Developed the 4L Approach to be utilized by advisors, mentors, faculty, group leaders, etc.
    • Strategies Use the results of three online assessments and learning and apply processes of stress management
  • Personality involves understanding self and the better the student under self the better the chances of success in college and life. Personality affects the response to changing ones misperceptions and handling stress. In college, personality types differ in study habits, test taking strategies, interactions with others, career choices, and every other area of life.
  • Stress is a significant detractor for student success. The transition from the high school learning and social system to the college learning and social system is a significant academic, emotional, social, responsibility, and growing up event for the incoming college student. The myriad of changes associated with the completely different learning system is a significant source of stress for the student.
    • Everyone experiences stress, both personal and work related stress. We all know that different people handle stress differently. Why? Because of how they think and their perceptions about the stress. What are perceptions? Perceptions are an attitude or understanding based on what is observed or thought, driven by the neurological process of acquiring and mentally interpreting information from the senses. Perceptions drive the mental function and attitude components of personality. Different personalities respond to and handle stress differently. What stresses one person may not stress another person. How an individual responds to and handles that stress is a function of the intensity, frequency, duration, sense of control, and perceived importance of the situation. The perceived importance is driven by their perceptions. What are perceptions? We have gone full circle, because as more information is acquired, our perceptions change.
      • Our perceptions  about the importance of the situation drive our responses to the stress and interact with our attitude about and our thoughts about (mental function) our personality
      • Personality(attitudes and mental functions) determines:
        • (1) how we focus our attention and get our energy
        • (2) how we take in information
        • (3) how we make decisions
        • (4) how we orient ourselves to the external world.
      • Stress occurs and we respond from our personality based on the stress intensity, frequency, duration, sense of control, and perceived importance of the situation.
    • This interaction determines how we respond to and handle the stress and the situation.

Program Description

  • The 4L Approach© Program helps students develop strategies to bridge the diverse learning systems of high school and colleges. The three assessments (perceptions, personality, and stress) provide the catalyst for helping the student, the advisor, the faculty, and the institution understand what the student brings to the college system. The 4L Approach provides the foundation for communication and support based on a common language and framework to equip, motivate, and help the student transition to, remain in, and graduate from college by understanding their system of perceptions, personality and stress in relation to the systems of college. Understanding the interrelatedness of perceptions, personality, and stress establishes the framework for the      development of a comprehensive individual and institutional ongoing plan that leads to student progress and success in college.
  • ESC programs are designed:ESC provides complete training (on site or webinar) for implementation of perceptions, personality, and stress programs.
    • on the system theory approach, coupled with the use of online perceptions, personality and stress assessments,
    • to be incorporated into existing programs (orientation, advising, assessments, etc.).
    • to maximize online learning and assessment systems.
  • Two online personality assessment certification programs (Jungian Type Theory and Enneagram Type Theory) are also available to meet institutional needs:

Program Materials

  • The K-H Perceptions Inventory™ (High School Edition)  is a 51-item self-report instrument in which the participant responds to statements about their perceptions of what college will be like for them as an incoming freshman. The statements describe perceptions in eight major categories of college related activities and relationships. The higher the number of misperceptions the greater the probability the student will have problems the first semester. The inventory report is designed to correct the student’s misperceptions before or in the first weeks of the first semester.
  • The K-H Stress Inventory™ is a 96-item self-report instrument in which the participant responds to statements about their current level of stress. The statements describe stressful situations in eight major categories. The individual responds indicating their current stress level on a 5-point scale from (1) Low Stress to (5) High Stress. The Inventory determines the individual’s collective stress level in each of the eight categories and uses a “Learn and Apply” methodology to teach the student how to develop a dynamic, on-going plan to deal with stress and to build resilience to future stress.
  • Personality Inventory. If your organization currently uses a personality inventory with students that inventory can be used with the 4L Approach Program. If your organization does use a personality has an assortment of personality inventories advailable online.
  • Assessment Administration Website. ESC has a wide range of online assessments and a state-of-the-art delivery system. Your organization will have its own site. There are no setup or lease fees associated with the delivery system – only the costs of the assessments used by your organization.
    • for the student to better understand themselves, their peers, and advisors and teachers.
    • for the advisor, faculty, and institution to better understand the student.

Program Delivery Options

  • Online blended methodology includes online instructor led lecture and discussion and offline individual activities and application of information.
  • A webinar exclusively for your institution.
  • To schedule a training program exclusively for your staff, contact our office at 270-873-7433 or email.

Cost Effectiveness

  • A small increase (usually 3-4) in the number of students retained past the first semester is usually adequate to cover the program costs.
  • Supports “Senate Bill 1” goals, such as:“to increase the college graduation rate of students entering college by 3% annually through 2014”
  • The online assessment website has no setup or annual lease fee. You pay only for assessments used.
  • Training time for faculty, advisors and counselors is minimal and does not add to their workload.
  • Contact us at 279-873-7433 or email to discuss your needs, how ESC can meet those needs, and receive a price quote.

Continuing Education Credits

  • ESC has been designated an Approved Continuing Education Provider by the National Board of Certified Counselors (NBCC)

Related Links

CLICK HERE              To view a list and descriptions of ESC and Breckenridge Institute online instruments

CLICK HERE              To take a free test drive of ESC and Breckenridge Institute online instruments

CLICK HERE              To sign up for your account to administer ESC and Breckenridge Institute online instruments

Contact ESC at 270-873-7433 or email

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