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

Copyright© 1996. Material in Beyond High School is published quarterly by the nonprofit College Planning Network, Campion Tower, 914 E. Jefferson, Seattle, WA 98122, (206) 323-0624. President and Editor: Douglas J. Breithaupt; Contributing Writer: Mary Schneiter; Designer: Castonguay Design; Illustrator: Kiam Wright. Material may not be reproduced without the publisher's permission.

7,400 Get Running Start


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."

Earl Hale, Executive Director
State Board for Community and Technical Colleges
Community and Technical College News - 12/95


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.

Why College?


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.

· to be able to get a better job 77%
· to learn more about things that interest me 74%
· to be able to get more money 72%

· to gain a general education and appreciation of ideas 66%
· to improve my reading and study skills 43%

Training

Jobs for Graduating Seniors


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.

Where to Find Work in Washington State


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.

Source: Washington CEO, p. 44-46, 12/95

Community and Technical Colleges

Shoreline Takes National Award for Automotive Program


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.

English 101 On-Line at Spokane Falls Community College


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.

Mom, I'm going to the mall... for COLLEGE


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."

Source: Community College (12/95)

Colleges and Universities

The Write Stuff


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.

College Planning On-Line


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.

New Faculty - New Diversity


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.

Ethnicity New Faculty Older Faculty

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%
Source: Chronicle of Higher Education, pp. A17-18, 2/2/96

Wired to Learn


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.

Source: Chronicle of Higher Education, pp. A17, A20 (1/26/96)

Money Talk

National Merit Scholars Score Sponsorship


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)

1 - College of Southern Idaho (0)
14 - Gonzaga University (11)
10 - Lewis & Clark College (7)
4 - Linfield College (3)
1 - Northwest Nazarene College (0)
4 - Oregon State University (3)
4 - Pacific Lutheran University (2)
3 - Reed College (0)
1 - Seattle Pacific University (0)
7 - University of Oregon (6)
15 - Univ. of Puget Sound (14)
38 - University of Washington (23)
4 - Washington State University (3)
16 - Whitman College (12)
9 - Willamette University (8)

Student Loan Default Rates Drop


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.

Scholarships for Transfer Students


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.

These examples are drawn from the Pacific Northwest Scholarship Guide - 6th Edition. Copies can be ordered by sending a check for $35.11 (includes tax and shipping) to College Planning Network, Campion Tower, 914 E. Jefferson, Seattle, WA 98122, or calling (206) 323-0624.


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

Quick Financial Aid Facts - How are college costs being paid?


For college freshman in 1995, college costs were paid through the following:

Source: The American Freshman: National Norms for Fall 1995 - American Council on Education
Parents, relatives or friends 76.2%
Savings from summer work 49.7%
Other savings 29.8%
Stafford Loans 28.8%
Institutional Grant (from college) 26.0%
Part-time job off campus 23.5%
Federal Pell Grant 22.7%
Part-time job on campus 22.5%
State Scholarship 16.2%
College Work-Study 12.9%
Private scholarship or grant 9.9%
Federal Perkins Loan 8.9%
Supplemental Educational Grant 5.8%
Full-time job while in college 3.0%
ROTC or other government aid 3.0%
Vocational rehabilitation funds 1.1%