Volume 9, Number 3
In This Issue
Training and Careers
Work in Washington State
Jobs for Graduating Seniors
Community and Technical Colleges
College at the Mall
Shoreline takes National Award for Automotive
Program
English 101 On-Line at Spokane Falls Community
College
Colleges and Universities
How to Become a Writer
College Planning On-Line
College Faculty are Changing
Wired to Learn
Money Talk
National Merit Scholars
Scholarships to Transfer
A dramatic jump in participating high school juniors and seniors is demonstrating
the success of Washington State's Running Start program. According to the
State Board for Community and Technical Colleges, in the 1994-95 school
year, about 7,400 high school students took classes at local 2-year colleges.
This represents an increase of 35% over the 1993-94 year.
"This program (Running Start) is proving extremely popular with students, who get a jump-start on their college careers, and with parents, who save thousands of dollars in tuition."
Through the Running Start program, high school juniors and seniors are able
to earn high school credits while taking tuition free college classes. Created
by the Washington State Legislature in 1990, Running Start is available
to academically qualified students at participating high schools.
Students participating in Running Start appreciate the academic opportunities
provided by the program. The selection of classes at community and technical
colleges are often much more extensive than those available at public high
schools. Students also like the more mature environment of a college campus.
The success of Running Start has created new challenges for high schools
and colleges. Some high schools find that their own advanced placement classes
have difficulty filling because students are using Running Start as an alternative.
In addition, basic education funds move from high schools to colleges when
students participate in Running Start. School Districts may need help to
maintain existing programs with the loss of student funds to colleges.
A new program called "College in the High School" may be expanded.
This joint effort between high schools and colleges allow students to take
college level courses at the high school.
According to the annual survey of college freshman reported by the Chronicle
of Higher Education,
1/12/96, the following are the top five reasons students decide to go to college.
For the past three years, job prospects for seniors graduating from high
school have improved. According to the Chronicle of Higher Education, 12/15/95,
the annual survey of employers by the Collegiate Employment Research Institute
at Michigan State University has found that companies expect to employ 4.7%
more high school graduates in 1996.
Employers are looking for graduates with specific skills. The most desirable
skills are knowledge of the Internet and business related computer software.
Students who have gained job experience from internships or other work experience
are also highly prized.
An expanding economy has continued in Washington for the past 13 years.
During this time, the State's economy has moved from one dominated by the
aerospace and timber industries to a more balanced base including software,
biotechnology and telecommunications. Economic ties with Pacific Rim countries
and a 33% population boom of 1.5 million new residents have also contributed
to Washington's economic success.
Of course, not all of Washington has benefited from this expansion. Many
communities have seen declines in the number of jobs during this period.
In 1995, Boeing cut an additional 11,000 jobs, effecting many Puget Sound
communities. In the Tri-Cities, 4,000 more jobs were lost at Hanford. Bellingham
(weak Canadian dollar), Bremerton (Navy cutbacks) and Yakima (cold climate
effecting harvest) also saw declines. Surprisingly, these major job cuts
were more than compensated by 55,000 new jobs state-wide, pushing the State's
employment growth to 2.4% for 1995.
New jobs have emerged in Tacoma, due to Intel's move into the area, Clark
County, due to ties to Portland's high-tech boom and Olympia, due to pay
increases for state employees.
The Automotive program at Shoreline Community College has been selected
as the national winner of the 1995 American Vocational Association - Award
for Excellence in Automotive Service. In addition to the honor, the program
receives $15,000 to fund equipment and program materials. 1995 was the first
year in which Shoreline had applied for this award, making the honor even
more impressive.
Shoreline's Automotive program is well known for working closely with both
automobile manufacturers and the automotive dealers associations. According
to Community College News (12/95), Don Schultz, Coordinator of Shoreline's
Automotive program credits the award to the strong ties developed with manufacturers
and dealerships and to the quality of teaching provided.
Winter quarter 1996 saw the first offering of credit by Internet at Spokane
Falls Community College. English 101 was offered to students via Internet.
This is the first of what is expected to become a series of on-line classes.
Brad Bleck, instructor for the course says that the class is the same as
regular English 101 courses except in mode of communication. Students will
actually meet on campus three times but during the rest of the quarter will
communicate through an on-line mail box. Students receive assignments, lecture
notes and can even exchange essays electronically. The advantages of on-line
education according to Bleck are in the flexibility in class scheduling
and availability to populations who cannot get to campus.
A trip to Tacoma Mall may be for more than just shopping. Tacoma Community
College has opened a satellite campus at the Tacoma Mall. The Learning Center
offers work-force training, computer courses, classes for youth and adults,
and business and industry seminars. Enrollment services, advising, GED preparation
and English-as-a-Second Language are also offered.
The space is being provided free of charge by Tacoma Mall owners, DeBartolo
Property Management. Tacoma Community College hopes to create a learning
environment that is relaxed and inviting. They are also seeking to attract
students who would not be likely to come to a traditional college campus.
Wayne Williams, project director says "We're looking for innovative
ways to take education to our customers."
Contrary to popular belief, writing is not a talent which comes naturally.
If you are an aspiring poet, fiction writer, journalist, or simply a person
who loves the different rhythms and meanings of words, it is never too early
to begin refining your abilities. Writing is skill or craft which is refined
through years of practice. Just as Shakespeare spent many years of trial
and error before his words became famous, so will you.
Patricia Foote, Managing Features Editor of The Seattle Times, believes
that the most important thing for fostering a career as a writer is,"
You need to find an outlet where you not only write, but also your writing
is critiqued." Teachers, parents, and peers who read your published
writing can offer feedback. They can help you learn how to work with language
and ideas in a way that is understandable and enjoyable for those that read
your work. "Just to 'say' is not to communicate, it needs to be understood,"
this is the purpose of writing, Patricia Foote says. In order to become
involved in a student publication, it is essential to overcome the fear
of criticism and public exposure. Writing is very personal, but the only
way to communicate is to share what you have written.
At the high school level, there are many opportunities to write and become
published. The school newspaper, literary magazine, or yearbook are activities
which lend the opportunity to write, research, interview, and report. All
are important facets in learning to write well. "Take any journalism
or creative writing electives and get involved with the student publications
in about 10th grade," Ed Bean, Auburn High School Career Center Director,
suggests to students who are curious about writing. There are approximately
25-30 student publications positions available, depending on the high school
size.
Summer workshops provide additional opportunities. In Spokane there is a
West Valley Young Writer's Workshop that is held annually. Ft. Warden (Port
Townsend, WA) also hosts a writers' workshop. Community colleges offer summer
classes and workshops on writing which high school, college and non-students
can take. University High School (Spokane) counselor Pete Townsend says,
"most high schools have young writers' contests and many give scholarships
for dedicated young journalists." Being involved in writing can
only broaden college and career horizons. "One of my past students
who used to write for the newspaper is now a staff writer for Willamette
Weekly," says Pete Townsend.
Collecting information on colleges and applying for admission can be as
easy as accessing the Internet. While many individual colleges have sites
on the World Wide Web, it is even simpler to use one of several free college
search programs.
College View is a company that produces a well organized, user-friendly
college search program. It allows students and parents to enter student
data and match characteristics with any college in the United States. Students
can then request materials and apply for admission electronically with many
colleges or fill out requests or applications to be printed and sent to
any college.
Until recently, College View was only available through high school counseling
offices or career centers who had purchased the program. Now College View
is available on Internet. While the Web edition of College View is not as
comprehensive as the edition used at schools, it is still very useful and
available at no cost. The College View address is: http//www.collegeview.com.
Since the Second World War, college faculty have arrived on campus in three
distinct waves. According to the Chronicle of Higher Education 2/2/96, "the
first generation was hired in the 1950s and '60s, as higher education expanded
rapidly. The second generation includes those hired in the 1970s and early
'80s, when the hiring rate slowed and colleges became more "market
oriented." The demographic profile of the third generation is strikingly
different."
This "third generation" of college faculty is the first to represent
a more diverse population, with only 43% being white males, compared to
59% in the two previous generations. Women now make up 41% of the new faculty,
compared to 28 percent in the past. Nearly 17% of the new professors are
persons of color compared to just 11% of the past generations.
Understanding the mix of faculty at selected colleges can be very important
to students. If students are seeking a diverse faculty they may want to
look at colleges with younger professors. While youth may also indicate
less experience, it can also mean more innovative teaching methods. Students
can review faculty lists in college catalogues.
New faculty now comprise one-third of the professors currently teaching nation-wide. Below is a comparison of the racial-ethnic breakdown of the new and previous generations of faculty.
Hispanic American 3.0% 2.1% African American 5.45 4.4% Asian American 7.7% 4.2% Native American 0.5% 0.4% White American 83.4% 89%
A major communication change is occurring in college classrooms today. Nation-wide,
24% of college classes are being held in computer-equipped classrooms, a
dramatic jump over the 15.8%, just one year ago. In addition, 20% of courses
are now using e-mail, only 8% were doing so in 1994. According to Everett
M. Rogers, a journalism professor at the University of New Mexico who has
studied the use of technology throughout history, "What we're seeing
this year may even be surpassed next year, it's a fascinating phenomenon."
Students in the classroom are finding the use of computer-generated graphics,
commercial software and CD-ROMs along with e-mail and the World Wide Web
to distribute classroom materials and foster discussion. Faculty members
find it easier to use lap-tops compared to bulkier personal computers. Growing
campus computer networks allow for greater access to electronic data. Use
of Internet and the Web means that students can use either Mac or PC based
computers.
Polly McClure, Vice President and Chief Information Officer at the University
of Virginia says that "what we're going to see happen is a shift
from a focus on the teacher and the physical classroom to a focus on the
learner. Such tools will require professors to function less as sources
of knowledge and more as coaches."
When considering colleges, students should ask what percentage of classes
are computer-equipped. Students and parents should also check on availability
of computers on campus for student use or incentive programs to help students
purchase their own computer. It is also important to check to see if campus
computers are newer models capable of using the latest software.
According to the National Merit Scholarship Corporation's 1995 poll of recipients,
many finalists and winners receive financial sponsorship from their college
or university. The optional PSAT test taken October of the junior year in
high school, qualifies students with high scores to receive $250 to $2,000
scholarships. In addition to these financial awards, many colleges offer
additional institutional awards to reward National Merit Scholar (NMS) students
who agree to attend. Other colleges offer no additional support to NMS students.
NMS finalists who are not selected to be 'scholars' may also receive institutional
grants. One example recounted by Ed Bean, Auburn High School Career Center,
is of a student that was a NMS finalist. "He received no aid at
first from Western Washington University and so we notified the university
that he was a National Merit Scholarship finalist and they awarded him $1,000."
There are several ways you can study for the PSAT. The NMS corporation sends
out sample tests for high schools to distribute to sophomores and juniors
signed up to take the test. At Auburn High School there is a prep-class
offered for a fee prior to the test. SAT computer preparatory programs,
which can be purchased for approximately $49 at software or book stores,
can be a good source for studying. The SAT and PSAT tests are similar in
nature, one difference is that the PSAT is focused on verbal scores. The
verbal score is doubled, and added to the math. The SAT is simply the verbal
and math combined. Pete Townsend, University High School counselor, recommends
that students take upper level math classes if they are planning on taking
the PSAT and/or the SAT.
The odds are good that if you score high on the PSAT, you will receive sponsorship.
Listed are Northwest colleges and universities with 1995 NMS statistics.
Note, not all NMS students received institutional awards. NMS recipients
and finalists should ask prospective colleges up-front if they will receive
institutional awards.
Number of Merit Scholars - Institution Name
(Number Sponsored with Institutional Awards)
In 1990, 22.4% of Stafford Loan borrowers defaulted on their loans. In a
dramatic improvement, the default rate for 1993 fell to 11.6%. The Northwest
Educational Loan Association (NELA) also reported that at the same time,
borrowing increased 46%, from $12.3 billion in 1990 to $17.9 billion in
1993.
The primary reason for this drop is the impact of the 1990 law that removed
600 for-profit trade schools from the federal loan program due to excessive
default rates. In addition, prosecution of loan defaulters and garnishede
wages are recovering un-paid loans. The message is simple, if you borrow
for college, be prepared to repay your loans.
Many students attend community colleges intending to transfer to a 4-year
university to complete their degree. The cost of attending 4-year public
universities is roughly double that of the community colleges, and private
universities can be 4-5 times as expensive. Students who plan to transfer
are often concerned about the increased cost. While every student should
apply for need-based aid, merit-based scholarships are also available to
transfer students. Some are for students attending specific schools while
others allow the student to select the college where the money would be
used. Below are several examples.
Martin Family Foundation (available to attend University of Washington
only)
Contact: Undergraduate Scholarship Office, University of Washington
Box 353760, Seattle, WA 98195-3760
Phone: (206) 685-2483
Amount: $4,000 per year - renewable
Number of Awards: variable
Deadline: April or May (not yet set)
Criteria: Applicant must be U.S. Citizen, attended Washington Community
College, having completed at least 45 credits. Seeking students with exceptional
ability and outstanding achievement.
Merit Award - Arthur Anderson/Anderson Consulting
Contact: college admission office or financial aid office at Gonzaga University,
Pacific Lutheran University, Seattle Pacific University, Seattle University
or University of Puget Sound
Amount: $500 Number of Awards: varies per school
Deadline: April 30
Criteria: Applicant must be a person of color currently attending or planning
to transfer to one of the participating universities. Student must be studying
accounting, finance, engineering, information systems, or mathematics. Leadership
skills, achievement and potential are considered.
Engineering Scholarship - National Society of Professional Engineers
Contact: National Society of Professional Engineers - Washington Chapter
Colleen Yuhl, 12828 Northup Way, Suite 300, Bellevue, WA 98005,
Phone: (206) 885-2660
Amount: $500 to full tuition - renewable
Number of Awards: 160
Deadline: December 4
Criteria: Applicant must be U.S. Citizen or permanent resident currently
attending or planning to attend or transfer to an engineering program. Student
must be in top 25% of class. Transcript, essay and local interview required.
Notification by May 1st
For college freshman in 1995, college costs were paid through the following:
