Author Archives: Caroline Grauman-Boss

Day 26: Presentations & Celebration

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What a fantastic summer of marine field and lab research! The scientists of Cohort 2019 spent the day supporting each other as everyone put their final touches on their pilot project posters. While the posters went off to the printer, the students tidied up the residence, finished their laundry, and packed. Before scientist mentors, family members, and program supporters arrived, students put on their new Salish t-shirts illustrated, designed, and voted on by the group and gave a last practice for presenting their posters to guests. At 5:00pm the doors opened! Deeply engaging their guests, Cohort 2019 led the charge for a new generation of investigators and science communicators! Speeches were made, food was shared, games were played… and guests went off, leaving the group one last night to enjoy each other’s company and see the sun rise over San Juan Island one last time.

Salish Sea Sciences Summer 2018—Welcome!

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Sunday June 24, 2018, Salish Sea Sciences summer cohort of 2018 comes together!

What an amazing team of students—from the greater Salish Sea/Puget Sound and from Arizona, California, New York, and abroad! By tomorrow—students will be posting blog posts of their own—sharing the exploits of the day.

For now—a few photos of students boarding the University of Washington’s Friday Harbor Laboratories R/V Centennial along with graduate students doing research at the Labs from California, Washington, and Sweden…

Do check out the Facebook posts of the day!

Longboat Expedition with the Northwest Maritime Center

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Day 1: Setting Off

Off on the 8:05 am sailing from Friday Harbor to Anacortes’ Cap Sante Marina on a gorgeous day. The Salish Sea Sciences team meets up with Captain Sonia and Mate Chrissy in time to pack gear in dry bags, enjoy lunch, and get to know their vessel for the next 5 days, a lovely replica of the tenders used to chart these waters by Captain Vancouver’s crew in the 1790s.

Photos: Timothy Dwyer

Packed up, safety procedures reviewed, and it’s time to learn about navigation, enjoy the sun, don lifejackets, and row!

 

Day 2:

Day 3: Adventure at Cypress Head

The third day of our longboat voyage awoke at the luxuriously late hour of 8:00.  The day had been set aside with the initial plan to explore the beautiful Cypress Island, a much needed rest day.  Breakfast was similarly extravagant with fried potatoes, scrambled eggs and apple juice.  

We set out from our camp at Cypress Head, a peninsula shaped campground that nearly becomes an island during high tide, on the Cypress Head Trail.  A small group split off to return with Captain Soso to watch over the boat.  The remainder of us continued to the Old Airfield Trail which wandered through a former airstrip that is now part of a forest reclamation project.  From there we continued to the Bradberry Lake Trail and arrive at Bradberry Lake.

Parker (aka Agatha) hijacking an old abandoned truck we found

Our arduous climb was compensated with a gorgeous view of the inland lake.  After taking water samples and temperature recordings we sat down for a snack.  Many of us were struck by the dryness of the ecosystem surrounding the lake, the soil appeared dry and cracking in places.

The hikers who made it to the lake (minus the cross country superstar, Peter)

Upon returning we were greeted by a lunch of hummus and pita bread. Some of us took the time to swim and explore the tide pools while others settled in for a nap.

skip and dip!

We ended the day with bean and rice burritos, AGAIN, and turned in for an early evening.

Day 4: A Windy Sail to Saddlebag

In the morning of the fourth day, the boys awoke from a long and troubled night of wind and boat rocking.  The flapping boat cover had prevented sleep for all but the most drowsy of them.  Upon removal of the boat cover it was revealed to be a cloudy and windy day.  As the girls arrived from the tent site it was apparent that they had slept much better.  

We all got together on the beach at 6:00.  It was soon apparent that everyone was freezing.  After slowly loading the longboat it was suggested that we get on our bright neon orange exposure suits. We looked like a small army of orange marshmallows.

 

Preparing the sails beforehand, we lifted the anchor and rowed out into Bellingham Channel where we were greeted by a hair raising site, a giant oil tanker heading in our direction.  Captain Chrissy got on the walkie-talkie and called up Seattle Traffic to tell them to connect us to the tanker’s captain.  We informed him of our location and type of boat, preventing a collision.  

After the tanker passed safely in front of us we raised our sails and steered towards the northern tip of Guemes.  From there we handed out breakfast: bagels with cream cheese, peanut butter, and/or jelly.

While heading for our next destination, Saddlebag Island, we had to circumnavigate around Jack Island.  We then sailed back and forth across Padilla Bay slowly making our way towards Saddlebag.  After a brief encounter with a barge towing tugboat, some of the crew took the time to cozy up in their exposure suits for a nap.  

Finally we arrived at our destination at around 12:45 PM.  We quickly set up camp and took a few hours of free time before dinner.  

Dinner that night was lentil curry soup which we enjoyed with a side of sailor boy crackers.  We then played a friendly round of The Malorie Family Fun game, a combination of charades and a talking guessing game and went to bed for our final night of the voyage.

Day 5:

At the disagreeable hour of 5:30 in the morning, our alarms went off and we reluctantly opened our groggy eyes. The day had finally arrived. It was time to begin our journey back to the marina, where our adventure had begun five days before.

After packing the rest of our supplies, we were on our way for the last time. Before we got going, Captain Sonia and Chrissy gave up a list of challenges to complete before reaching the marina. These challenges included: compiling a comprehensive list of all the marine life we had seen, doing a 360 degree turn in the boat, setting and furling the mizzen sail, singing a sea shanty, doing 20 power strokes, performing a man overboard drill, a moment of silence, and tying a round turn and two half hitches, all with little help from our captains.

The first leg of our journey took us from Saddlebag Island to Southeast Point, right before Guemes Channel. We knew that we would not be able to take any breaks once we were into the channel, so we had some snack breaks to gather our energy and prepare us for the hardest part of the day.

As we continued to Anacortes, the wind and the current pushed against us, but our rowers worked hard to keep us moving steadily towards our destination. Throughout the trip, moral was maintained by singing upbeat sea shanties.

Right before entering the marina, we took a moment to gather our thoughts and appreciate the events of the last four days. When we pulled into the marina dock, we all sat together to reminisce over our favorite memories of the trip and what we wanted to take away from this experience.

Although we had arrived at the dock, our work was not yet finished. We still had to clean up all of our supplies, as well as our beloved boat, the Townshend. Everyone split into three groups to take on our tasks. The boat crew completely emptied the boat and gave her a thorough wash. The “dip and dry” crew rinsed our gear with water and bleach and hung it on a clothesline to dry. The galley crew washed all our dishes with warm water and soap. After completing our individual chores, we all worked together to repack the boat in order to get it ready for the next voyage. Once all of this was done, we could finally rest and eat lunch of all the leftovers from the trip, our “roadkill” as Captain Soso said. Finally, Tim showed up with the van to take us back to the ferry and bring our adventure to an end.

It was a long journey with many different challenges we had to overcome, and through it all, we learned a lot about ourselves and how well we worked together. On this trip, we shared a lot of memories and experiences that we will remember for many years.

SIS College Spotlight: For Chinese Students 托福成绩不是通往美国高校的唯一敲门砖

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SSIS College Spotlight: For International Students
volume 3, issue 1. Fall 2016  翻译：蒋君

 美国大学多种多样，有私立公立之分，有的偏重文理各方面的培养，有的则主要为学生的职业发展做准备，院校也有宗教或非宗教之分。

各大学录取新生也没有统一的要求或过程。每所院校的目的都是找到最适合的学生，让学生在一个适合自己的环境里快乐学习，毕业时能全面准备好应对社会和生活的挑战。

这篇博文将着重介绍申请美国院校时的英语水平要求，特别是国际学生在申请过程中需要注意的方面。

所有美国院校对英文阅读、听力和写作要求都非常高，学生需要能自如、快速地吸收用英文传授的信息和知识，并能表达出自己的想法。即使学理科（如数学和工程类专业）的学生也须如此。

国际学生通过考SAT或ACT的读写考试也能展示自己的英文水平，但大部分时候国际学生仍须在托福考试中考出95分以上的成绩，才能进入理想的院校。4年制的院校一般不会接受托福成绩低于79分的国际学生。

对于托福低于79分的学生，也可以通过有条件入学或平行模式入学进入大学。

有条件录取 (conditional enrollment)

托福成绩在61分到65分之间，学生有机会进入大学，经过一到两个学期的强化英文课程并通过学校的测试后，能正式入学。

平行模式入学 (concurrent enrollment)

有的院校也会录取低于入学托福成绩要求的学生，要求他们在学习强化英文课程的同时，也学习大学的常规课程。这些学生也需要通过学校的英文水平测试，才能完全正式入学。

下图更直观地解释了以上关于托福成绩的要求

toefl-scores

托福分项成绩

不同院校通常也会对托福的各个分项（听力，阅读和写作）成绩做出要求 ，一般在14到22分之间。要进入哈佛、加州大学洛杉矶分校这样的学校，国际学生的托福成绩越高越好，通常不能低于100分，同时SAT或ACT都需要有高分。

托福成绩不是全部

那么，托福考了高分是不是就能进入理想的大学呢？答案是否定的。美国院校主要通过三个方面来衡量一个学生的申请：平时学习表现、考试成绩和课外活动。一个学生即使有完美的考试成绩，其他方面却很缺乏，那也无法进入好的学校。

那么高等院校是怎么决定申请者是否是他们要找的学生呢？学校看的是申请者的高中整个学习历程：各科分数、上过什么课程、考试成绩，以及参加过什么课外活动。学生自己的申请文书，老师的推荐信，学校里大学申请辅导员的报告，还有大学的面试，都是申请过程的重要环节。

下图则简单明了地解释了学生该如何找到最适合自己的大学。在将来的博文里我们会围绕此话题提供更多信息。

right-fit

我们其他的博文里有更多关于申请要求和过程的信息。希望这篇关于托福成绩的博文能让大家了解到托福的重要性，但并不是通往理想大学的唯一敲门砖。同时，如果你还有疑问，或需要任何帮助，SSIS的大学申请辅导员Caroline会随时向你伸出援手。

SSIS College Spotlight: November — National College Application Month!

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SSIS College Spotlight: November — National College Application Month! 
volume 1, issue 4. Fall 2015
 
Dear Seniors and Families,
Past Spotlight issues have focused on college search criteria, tools, and processes as well as financial information. Today we review your senior year autumn timeline.
 
What does it mean when the President of the United States declares November “National College Application Month?” It means four very important things: 1) applying to college has become a national preoccupation, (2) your stress is shared by lots of people, you are not alone (!), (3) you can be proud of what you have accomplished thus far, and (4) it’s time to make sure you that you are in range of your fall-term senior year goals for college applications with November-January 1st deadlines.
 
Today’s Spotlight focuses on your senior year, fall term college applications timeline of accomplishments and goals. 
 
As always, take advantage of the College Counseling office space, the materials you find there, and me!
 
Best always,
Caroline
Your College Counselor
_________________________________
 
Senior Timeline
 
WHY HIGHLIGHT NOVEMBER?
Drawing attention to November functions as a way to acknowledge what you already have accomplished during your first semester of senior year as well as what you can expect is the norm for November activities; it is also functions as a reminder of deadlines. Many Early Decision I applications are due on November 1st or 15th. Many Early Decision II or Early Action applications are due in December. Many, if not all, large public universities require applications to be submitted by November 30th (for example: University of California, Cal State colleges, and University of Texas colleges) or December 1st (for example, the University of Washington).
 
Below, please find a typical timeline for students with November – early January college application deadlines. Note that students have goals—and therefore timelines—that are unique to their own circumstances.
 
IN SEPTEMBER AND OCTOBER, YOU:
  • Registered for and took the SAT or ACT
  • Played a leadership role on the Fall Backpack
  • Determined whether to register for a future SAT or ACT
  • Either took, registered for or determined whether to take SAT 2 subject test(s)
  • Completed an activities list or resume
  • Completed your personal college criteria checklist
  • Researched colleges by using a variety of search tools and speaking with people, including the college counselor
  • Spoken to a college admissions representative
  • Created your college list spreadsheet and filled in an array of college choices, noting pertinent details
  • Reviewed and signed off on a final copy of your transcript
  • Completed all non-essay sections of at least one college application, ideally including the Common App
  • Determined whether to apply Early Decision I or II, Early Action I or II, or Regular Decision
  • Structured your time well, allowing for both work and play
  • Maintained good grades in appropriate classes
  • Celebrated Halloween!
Pumpkin-Patch
 
DURING THE FIRST HALF OF NOVEMBER, YOU:
  • Had your college counselor review your application thus far
  • Analyzed Common App and other college essay choices
  • Played with several college essay choices, jotting down a few concepts, anecdotes, and strong, descriptive verbs
  • Reviewed college essay ideas with a parent or teacher
  • Completed at least one draft of a college essay
  • Shared a draft of your college essay with the college counselor
  • Reviewed your college list with the college counselor as well as any teachers 
  • Asked teachers (and possibly others) for recommendations, providing log-in information, deadlines, and a thank-you note
  • Interviewed with colleges for which an interview is appropriate
  • Stayed current with classes and other activities, and remembered to take a break for time-to-time (!)
  • Kept parents and the college counselor informed of your needs
  • Completed any Early Decision applications by November 15
DURING THE SECOND HALF OF NOVEMBER, YOU WILL:
  • Concentrate on college essays
  • Revise your college list
  • Review your essay with the college counselor
  • Identify which schools require supplementary essays or short answers, and begin the process of addressing these
  • Review and revise your college list spreadsheet, noting deadlines for applications, tests, transcripts, recommendations, interviews, and supplementary materials
  • Interview with colleges for which an interview is appropriate
  • Keep parents and the college counselor informed of your needs
  • Complete FAFSA (see Finances Spotlight)
  • Complete any applications to public universities by November 30
  • Enjoy Thanksgiving!
Autumn-leaves-wallpaper
 
IN DECEMBER, YOU WILL:
  • Finalize essays
  • Further revise your college list
  • Complete applications to schools with December 15 or January 1-15 deadlines
  • Research scholarships, especially local ones
  • Complete first semester classes, maintaining good grades
  • Enjoy a well-earned break!
 
Happy_Skiing

SSIS College Spotlight: For International Students

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SSIS College Spotlight: For International Students
volume 3, issue 1. Fall 2016
 
Dear International Students and Families,
 
The American college experience is unlike any other. Colleges are independent or part of a university. They are public or private, liberal arts or pre-professional, 2 year or 4 year, and can have either secular or religious foundations. There is no uniform placement process, admission requirements vary, college rankings diverge considerably, and every college offers unique opportunities for majors, research, internships, travel, and community involvement. Every college seeks students who are a good fit, likely to graduate in 4-years happy and ready for the world. This Spotlight focuses on the English Language requirements and application processes unique to international students.
 
All colleges require a lot of reading, listening, and writing in English. Math and engineering programs demand high language skills too. Students are expected to be able to absorb and communicate in English at a high level, fluently and quickly. Below, please find college information unique to the needs of international students.
 
As always, feel free to make use of the SSIS College Counseling office and me! I am available to you by e-mail and appointment during Flex and after school.
 
Best always,
Caroline
Your College Counselor
_________________________________
  

academic-english-chart

ENGLISH LANGUAGE REQUIREMENTS FOR COLLEGE (TOEFL)
 
Colleges want to graduate successful, happy students in four years. Every college applicant, no matter where they come from, needs to demonstrate proficiency in academic English.
  
International students, just like Americans, can show proficiency with SAT/ACT critical reading and writing test scores. International students may also have to pass the TOEFL exam, ideally with a score greater than 95. No 4-year college will accept an international student with a TOEFL score below 79.
 
Conditional Enrollment 
With  a TOEFL score of 65, even a 61, a student may have the option to take a semester or two of intensive English classes and pass a test before continuing on with regular classes at the college. 
 
Concurrent Enrollment
A few colleges will allow students with scores below their TOEFL entry requirement to take a few regular classes alongside their Intensive English classes. These students also will have to pass an English proficiency test before they are fully enrolled in regular classes.
 
There are many excellent schools that will accept a student for regular 4-year enrollment with a TOEFL of 80—if the student also has B or better grades in regular high school courses.
 
TOEFL Sub-Scores
Colleges often insist that no TOEFL sub-score (listening, reading, and writing) is below a certain level—this can be anywhere from 14 to 22.
 
Very Selective Liberal Arts Colleges
Harvard, Bates, UCLA and the rest expect international students to have very high TOEFL scores—above 100, preferably closer to 120—as well as high SAT/ACT scores. 
 
US COLLEGES: DESIGNED FOR INDIVIDUAL INTERESTS & NEEDS
 
rightfit
 
In the United States, colleges want students who are “the right fit.” This means students have to do their part to figure out which of 2500 colleges best fit their interests and needs. Please review the chart above.
 
 
US COLLEGE ADMISSIONS: TAILORED TO LEARN IF A STUDENT IS THE RIGHT FIT
 
admissionscriteriapiechart
 
Notice the graphic above. Three categories dominate the admissions process: academic record, test scores, and extracurricular activities. In the US, it is possible that a student with perfect test scores, but not much else, might not be accepted at Yale or the University of Washington. Why? Because colleges are interested in putting together a strong class of students that represent a variety of interests and backgrounds.
 
Colleges look to create a happy and engaged student community in and out of the classroom. Exposure to a diversity of experience and opinion helps students think deeply, learn more, and develop leadership skills, including collaboration skills. These are the skills for a globalized workplace.
 
How do college admissions officers learn about students’ lives and whether they are a good fit for the college? They look at a student’s whole history—grades, classes, tests, and extracurricular activities at or after school over the four years of high school. The student essay, teacher recommendations, counselor’s report, and college interview complete a student’s application.
 
You can discover more about the college search process and other college details in other Spotlight issues. I hope this issue clarifies the role of TOEFL as well as non-academic activities in an international student’s college application.

SSIS College Spotlight: State and National Scholarships

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SSIS College Spotlight: State and National Scholarships
volume 2, issue 3. Fall 2016
 
Dear Seniors and Families,
 
It is true, after the expected family contribution, most financial aid comes from a college’s financial package: grants, scholarships, work-study and loans. However, this should not deter you from seeking out outside scholarships. This Spotlight focuses those scholarships coming from state and national sources. 
 
If you are looking to reduce the cost of college, do not overlook non-college scholarship opportunities. Some are merit based, some need-based, and some depend on a specific area of interest or even location. Award amounts range broadly. Small amounts can add up. You do need to be aware that these monies will be taken into consideration by your college when presenting you with your final financial package, but for many families the net benefit of obtaining scholarship funds cannot be overstated, especially as the first thing to go is loans!
 
A separate Spotlight will target local scholarships.
 
As always, feel free to make use of the SSIS College Counseling office and me! I am available to you by appointment during Flex and after school.
 
Best always,
Caroline
Your College Counselor
_________________________________
  

 
WASHINGTON STATE SCHOLARSHIP OPPORTUNITIES (residents only)
 
OCTOBER 25
Horatio Alger Washington Scholarship (Award: $10,000). For a Washington State student with financial need who has shown integrity and perseverance in the face of adversity. 
 
DECEMBER 1
Washington State Need Grant (Award: $3,500 – $9,500 depending in which college the student enrolls). For Washington State students with significant financial need enrolling in an eligible Washington State college or university. For consideration, complete the FAFSA early.
 
wa-needgrant
 
DECEMBER 15
 
 
JANUARY 13
Pride Foundation Scholarships (Award: $10,000). For Washington State LGBTQ students who are committed to social justice.
 
FEBRUARY 26
NSHSS Tesoro Youth Leadership Awards (Award: $2,500). For high achieving students who demonstrate leadership and financial need.
 
FEBRUARY 28
Leadership 1000 Scholarship — Sponsored by College Success Foundation Washington State (Award: $2,500 – $5,000). For a student with financial need attending an eligible Washington State college or university.
 
wacolsuccesschart
 
FEBRUARY 29
Washington State Opportunities Scholarship (Award: $2,500 – $7,500). For students pursuing science, technology, engineering, math (STEM) or health care at an eligible Washington State college or university.
 
waoppchart
 
 MARCH 1
Washington State Scholarship Foundation (Award: $2,500 – $5,000). For students with significant financial need for the freshman year.
 
MARCH 15
McMenamin & McMenamin Washington Community Scholarship (Award: $2,500). For the student who creates a 90-second YouTube video on a topic pertaining to the value and support of one’s immediate community.
 
MARCH 18
Washington State Association for Justice High School Scholarship (Award: $2,000). For students submitting an essay or 60-second video based on a prompt concerning justice or who is a high-achiever who also has been challenged by an injury or disability.
 
MARCH 20
Sub Pop Loser Scholarship (Awards: $3,000 – $7,000). For artistic students who self-identify as a “Northwest arts-enthused misfit” who takes pride in creative pursuits whether they fail or succeed.
 
APRIL 30
Celebrate the West Art Competition (Award: $1,000). For students submitting an “original two-dimensional artwork inspired by their state or informed by living in the West. Students may draw ideas from a variety of sources, including state history, landmarks, natural resources, National Parks and Monuments, people, communities, and culture.” 
 
APRIL 30
Pickett Law Firm Scholarship for Students Who Give Back (Award: $2,500). For a student submitting a 30-120 second video related to the topic of giving back.
 
APRIL 30
Henry & Joyce Sumid Scholarship (Award: $5,000). For a student pursing theater arts.
 
MAY 30
National Council of Jewish Women, Seattle Section (Award: partial tuition scholarships). For a Jewish male or female student with strong Jewish or secular community bond, special skill or talent, enrolling in an eligible Washington State college or university.
 
NATIONAL SCHOLARSHIP AND AWARD OPPORTUNITIES
 
SEPTEMBER 20
Siemens Competition in Math, Science & Technology (Award: $1,000 – $100,000). For an individual or small team of students pursing a research project related to math, science, and/or technology.
 
SEPTEMBER 27
Questbridge College Match Scholarship (Award: 4-years full tuition at a highly selective college). For outstanding, low-income students. Common characteristics: household income below $65,000 for a family of four, qualifying for free or reduced lunch, 3.8 GPA, high SAT/ACT, often first-generation to a 4-year college.
 
SEPTEMBER 30
Digital Responsibility Don’t Text and Drive Scholarship (Award: $1,000). For a student willing to write a short, compelling essay on the subject.
 
OCTOBER 2
Hispanic Heritage Youth Awards (Award: $1,000 – $3,000). For talented Latino youth going into fields such as business, health, education, and mathematics. 
 
OCTOBER 25
Horatio Alger National Scholarship (Award: $25,000). For a student with financial need who has shown integrity and perseverance in the face of adversity.
 
NOVEMBER 8
Prudential Spirit of Community Award (Award: $!,000 – $5,000). For students who serve their communities, whether locally, nationally or internationally.
 
NOVEMBER 13
Anne Ford and Allegra Ford Thomas Scholarships — sponsored by the National Center for Learning Disabilities (Allegra Award: $2,500 / Anne Ford Award: $10,000 over 4 years). For strong students with documented learning disabilities and/or ADHD.
 
NOVEMBER 30
Jack Kent Cooke Foundation (Award: $40,000 for 4 years as well as advising). For high-performing students with financial need. Common characteristics: median adjusted household income of $33,000, 3.8 GPA, high SAT/ACT, involvement in research, service, leadership, the arts or athletics, nearly half are first-generation to a 4-year college.
 
DECEMBER 2
National Space Club Keynote Scholarship (Award: $10,000). For students who are passionate about going into a STEM field and whose interest is in space.
 
DECEMBER 2
Letters About Literature Contest — sponsored by the Library of Congress and state libraries (Award: $125 – $1,000). For students who compose a letter to an author (alive or not) whose book changed the student’s view of the world or him/herself.
 
DECEMBER 5
Stephen J. Brady Stop Hunger Scholarship (Award: $5,000). For students who engage in the fight against hunger.
 
DECEMBER 15
Burger King McLamore Foundation Scholarship (Award: $1,000 – $50,000). For students with high GPAs who also are engaged in extracurricular activities,  work experience, and community service.
 
DECEMBER 15
AXA Achievement Scholarship (Award: $2,500 – $25,000). For high-achieving students who demonstrate determination and the ability to succeed in college with an interest in careers whether through education or action that address risk-mitigation regarding the environment, finance, health, safety or emergency preparedness.
 
JANUARY 4
John F. Kennedy Profiles In Courage Essay Contest (Award: $100 – $20,000). For a student interested in researching and writing about a publicly elected official who exemplifies courage.
 
JANUARY 19
Point Foundation Scholarship (Award: variable—as much as $10,000). For individuals, regardless of nationality, who are active in the LGBTQ community.
 
FEBRUARY 15
P.L.A.Y. Scholars Helping Collars Scholarship (Award: $1,000). for a student who is passionate about helping rescue animals or other animal welfare cause.
 
FEBRUARY 23
Society of Professional Journalists/JEA High School Essay Contest (Award: $300 – $1,000). For students submitting a winning essay on a topic related to the importance of an independent media.
 
FEBRUARY 29
Buick Achievers Scholarship Program (Award: $25,000 — renewable over 4-years with a 3.0 GPA). For a student interested in the automotive industry and pursuing a related college major in the fields of engineering, mathematics or design.
 
MARCH 15
AFSA/Building Peace Through Diplomacy National High School Essay Contest (Award: up to $2,500 + a Semester at Sea). For students who are interested in world diplomacy and willing to take on the persona of a foreign service member with the task of writing a memo to an Ambassador outlining the roots, consequences, and possible solution to a crisis.
 
MARCH 15
Youth Free Expression Film Contest — Sponsored by the National Coalition Against Censorship (Award: $250 – $1,000 top winner receives $5,000 towards attending the NY Film Academy). For a student who creates a 4-minute film on a topic related to free speech.
 
JULY 1
Harold E. Ennes/Robert D. Greenberg Scholarships from the Society of Broadcast Engineers (Award: $1,500). For students interested in the technical aspects of broadcasting.

SSIS College Spotlight: Financial Fit — Public and Private

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SSIS College Spotlight: Financial Fit — Public and Private
volume 2, issue 2. Fall 2016
 
Dear Seniors and Families,
 
Not all state schools cost the same and many private colleges publish a sticker price that is much higher than what the average family contributes. This Spotlight focuses on the cost of college—private and public—and how to evaluate the value of each in light of your own situation. 
 
Please remember that individual ambitions and circumstances as well as the policies and endowments of individual schools dictate how any individual financial package is put together and interpreted. Read all college website information carefully and do not be afraid to call a college’s financial aid office—their counselors are available to talk. It’s part of what they are paid to do.
 
As always, take advantage of the SSIS College Counseling office space, the materials you find there, and me!
 
Best always,
Caroline
Your College Counselor
_________________________________
  

 COLLEGE IS REALLY EXPENSIVE OR WHAT?
Short answer: yes. Longer answer: “sort of and not necessarily.” It all depends…
 
 The trick: which, where, what, who, why.
 
Colleges are non-profit institutions that are either funded publicly or privately (we are ignoring for-profits: perhaps there are some that are valuable, but many—if not most—are scams). State-funded schools, despite dollars from boosters and patent dividends from research, depend largely on state tax revenues and politics. Private institutions rely on tuitions, patents, and donations. As a rule, they enjoy greater discretion, but can experience their own financial challenges, often depending on their size, location, corporate sponsorships, alumni network, and length of existence. Some schools, such as the Ivies, are fortunate to have grown large endowments over time that make it possible for them to offer students financial packages that are competitive with local public institutions. A great student from the San Juan Islands can attend MIT, Amherst, Brown or Swarthmore for the same price or less than the cost of Western, Central, Eastern, WSU, Evergreen or the UW.
 
 PUBLIC INSTITUTIONS
 
 WHICH: State schools tend to fall into two categories, internationally competitive research universities (University of Washington) and regional schools (Western, Central, Eastern, Washington State, and Evergreen State College). Each has its own culture, academic strengths and admissions criteria—all have a mission to serve students whose families contribute to the state tax base, and all are competitive with national and world measures for distinction.
 
 Did you know?—Eastern is part of a nationwide program that brings undergraduates together annually at a research conference sponsored by the Council on Undergraduate Research. WSU is noted for an exceptional record in many faculties, including teaching, communications, and pre-veterinary medicine. Western offers small class sizes, has a global focus, is recognized for being green, and is first among mid-sized universities for students joining the Peace Corps. The Evergreen State College is part of the national Colleges That Change Lives consortia, Central is highly ranked for excellence and affordability, and its students and departments regularly achieve national recognition. And, the University of Washington ranks globally at #11 overall and #3 for public universities (2015).
 
 What do state schools cost? Tuition, room and board, student fees, books, and incidentals add up, but state school sticker prices for in-state students are the best deal you can get. For example: full price at Central comes to just under $22,000 a year (2016-2017). Good grades and scores can bring down the cost, financial need can bring down the cost, department or region specific scholarships can bring down the cost, ethnic or first-generation status can bring down the cost. CWU, like many other colleges and universities, offers a host of merit and need-based scholarships and grants as well as opportunities for work-study. By the time you have exhausted all merit and need-based options, Central can become increasingly affordable.
 
 What about the UW? The published total cost per year comes in at just under $26,000 (2016), It is the most expensive of the (heavily subsidized!) Washington public institutions, but the UW also offers the Husky Promise, a promise that full tuition and standard fees will be covered by grant or scholarship support for eligible Washington state students. Work study and other grants and scholarships can help with room and board. The University of Washington is among a select group of public universities that has agreed to the terms of the Coalition for Access and Affordability to meet the full demonstrated need of every student accepted.
 
 WHERE: Western Undergraduate Exchange (WUE) universities make it possible to attend public institutions in neighboring western states for the same or competitive price as schools in one’s own state. For some students, this is very important. If, for example, you hope to specialize in southwestern or mayan archeology, you would do well to research schools in Arizona and take advantage of their WUE membership. Here is a list of WUE schools offering 4-year degrees and a 2015 list itemizing WUE cost savings. California State schools are included—for example, California State Polytechnic University, Pomona—but, unfortunately, not the University of California schools. These, like other selective public research universities across the nation, charge out-of-state tuitions comparable to private universities—it is one way they work to make up the gap between their actual cost and their tax-based revenues and in-state tuitions.
 
 WHAT, WHO, WHY: This is the part where you have to know something of your own ambitions, learning style, preparedness, and so on. What depends on what you want to study and therefore which schools offer you the best programs. Who depends on who you are: are you driven to take advantage of a everything a large university has to offer or would you do better in an undergraduate-focused program that stresses close collaboration with professors and colleagues? Consider also whether you should work with specific area specialists. “Who” also goes to how prepared you are to qualify for merit-based or department-based aid. Why? Money matters—you want to get a 4-year degree with no loans (or so low in amount—and preferably without interest—so as to be able to pay them off very quickly). The object is to find the most appropriate educational fit for your future that you actually can afford.
 
 As a financial matter, be clear: in comparison with private schools most state schools cost less to begin with because they are already supported by significant tax dollars. Reducing the cost further can be tricky, especially if you do not qualify for a Pell grant or other federal aid. State schools just don’t have as much financial leeway. Private schools are more expensive—sometimes a lot more. Their value cannot be understated—many can offer scholarships and grants that will provide you with tremendous, personalized educational opportunities, support, and services. Figuring out which schools offer what and how they make themselves affordable is key.
 
 PRIVATE INSTITUTIONS
 
 Private schools fall into several categories: national, regional, religiously-affiliated, members of various academic or regional consortia or partnerships, and Coalition for Access & Affordability members. National private colleges and universities draw students from everywhere and award degrees in over 50% of liberal arts disciplines. They are generally quite competitive. Regional institutions also can be quite competitive, but they offer fewer graduate degrees and more than 50% of their undergraduate degrees are in areas not traditionally recognized as liberal arts. Many religiously affiliated schools welcome students of all beliefs and backgrounds. Consortia members and those with partnership arrangements between schools enhance learning opportunities and tend to have national reputations, and Coalition schools share a pledge to meet 100% of demonstrated need.
 
 Consortia members or those schools with partnerships can be very attractive, sometimes these are called:
  • 3-2 Programs (B.A. and B.S. degree program)
  • Exchange Programs
  • Cooperative Programs
 The objective is to give ambitious students a chance to engage deeply with the liberal arts even as they accelerate their educations as engineers, research scientists, lawyers, artists, or other professional designation. There is a cost savings associated with these kinds of programs as well. For example, check out Occidental College and its relationship with Cal Tech, Columbia University School of Engineering, Columbia School of Law, Art Center College of Design, and the Keck Graduate Institute. Occidental is but one of many colleges that offer such tremendous opportunities.
 
 All these private school designations affect cost. Schools with a national draw and reputation tend to attract more donation dollars, which can translate into more money for scholarships. Regional and religiously affiliated schools tend to have less money to spread around overall, but they do offer a handful of merit awards that can bring tuition down to zero.For example, Santa Clara University merit awards can covers 4-years of college. For the right student, one of these colleges might be a terrific fit between academics, social life, experiential opportunities, and price.
 
 Sadly, you can’t know the real cost of college—public or private—until you have applied, been accepted, and received your financial package—but you can guess. Please see the Spotlight devoted to the terms, tools, and tips for financing college.

SSIS College Spotlight: Financial Terms, Tools, and Tips

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SSIS College Spotlight: Financial Terms, Tools, and Tips
volume 2, issue 1. Fall 2016
 
Dear Seniors and Families,
 
This Spotlight focuses on college finances. 
 
One of the things that can be especially exasperating with the college application process is that each college and university has its own mechanisms for determining your financial package. In so many instances, you simply won’t know how much a college truly will cost until you receive an offer. However, you can make a “best guess” if you understand the financial language these schools employ and take advantage of online and other resources.
 
As always, feel free to make use of the SSIS College Counseling office and me! I am available by appointment during Flex and after school.
 
Best always,
Caroline
Your College Counselor
_________________________________
  

COST OF ATTENDANCE
Colleges publish the cost of attendance (tuition, room and board, books and supplies, student fees, transportation, and living expenses. Depending on the school and where it is located, the total cost of attendance (COA) can range widely. For example, for the 2017-2018 school year, Western Washington University’s COA comes to $22,828 and Harvey Mudd College’s COA is $71, 917.
 
Before you go into sticker shock, consider that three-quarters of Harvey Mudd students attend with substantial financial support from both college scholarships and grants as well as from federal and state government funds. Harvey Mudd’s policy is to meet 100% of a family’s demonstrated need. The comparison with Western Washington Scholarships is intriguing—a high school student with great grades, scores, and other aptitudes who is accepted at both schools may not have to make a choice on financial grounds. 
 
FINANCIAL PACKAGE
Your financial package may include one or several of the following:
 
  • merit scholarships and grants (these are gifts and do not need to be repaid)
  • need-based scholarships and grants (these are gifts and do not need to be repaid)
  • work-study (on-campus jobs)
  • loans (some loans may be interest free, deferred until graduation, and provided by the school, other loans may be offered by the government at a low interest rate; expensive private loans are explicitly discouraged)
100% DEMONSTRATED NEED
Many colleges and universities are now using this language to convey that they are prepared to make their college a reality for you by meeting you where you are financially.
 
There are three primary categories: 
  • * 100% demonstrated need, regardless of family income — without loans
  • * 100% demonstrated need for families within a specific income range — without loans
  • * 100% demonstrated need, but may include loans  
Here is a link to a September 2015 list of schools offering 100% demonstrated need by category; here is an August 2016 list (each school listed has a category notation, but the list itself is organized alphabetically)
 
EXPECTED FAMILY CONTRIBUTION
Colleges and universities determine “demonstrated need” by analyzing the financial data you provide them with the FAFSA (Free Application for Federal Student Aid) and/or CSS (College Scholarship Service) financial aid forms. These forms establish your personal financial profile and therefore determine your expected family contribution.
 
FAFSA
The Free Application for Federal Student Aid (FAFSA) functions like a national clearing house for financial aid. Because the FAFSA application involves verification of prior year household and income data from the IRS, most colleges depend on it as a reliable basis to ascertain your expected family contribution. Even if you do not qualify for federal or state financial aid, it is wise to complete the FAFSA. Many colleges use FAFSA information to help determine whether you might qualify for other cost reductions such as grants, scholarships, and work-study. 
 
CSS
The College Board provides a College Scholarship Service (CSS) that many of the nation’s most selective colleges and universities also require. Its purpose is to help them determine their allocation of non-government financial aid such as the college’s own grants, scholarships, and loans. The CSS application demands more detailed information than the FAFSA, including whether you own a home, and is specific to each college to which you apply. This feature allows college financial aid officers greater discretion than is possible with only the FAFSA. There is a small application fee, but some families may qualify for a fee waiver.
 
FULL RIDE
Exceptional high school scholars who have demonstrated leadership, innovation, service or other such qualities have the opportunity to vie for merit scholarships that cover full tuition or even a full-ride (tuition plus other expenses). Here is a 2015 list of 79 colleges with full-ride scholarships. Check individual colleges for their financial aid policies and opportunities. There are many more than 79 schools offering full-tuition or other significant merit aid that celebrates any number of capacities and talents, including the arts and athletics, not just test scores and academics.
 
PELL GRANT
Students with considerable financial need may qualify for a Pell Grant—a federally funded grant that does not have to be paid back. The maximum award is $5,815 for 2016-2017.
 
ESTIMATED NET COST
Subtracting the expected family contribution and financial aid package from the total COA reveals your estimated net cost. College Kickstart has published a blog that illustrates by example how to make sense of financial aid packages. Because colleges have different endowments and scholarship funds, and they use CSS and FAFSA information differently, their calculations of your expected family contribution can vary as will their financial aid offers.
 
HERE IS AN EXAMPLE COMPARING UCLA, BOSTON U., WESLEYAN, AND PRINCETON: 
 

kickstartdollars

From College Kickstart

 The premise of the case study above is that the student is a California resident and therefore has in-state tuition at UCLA. She is an excellent student who was accepted by all four selective schools. The family’s household includes two parents and a sibling, the parents have a combined income of $110,000 with $50,000 in savings, and the student has no assets. The schools themselves are committed to meeting 100% demonstrated need, but one can afford to do so without loans as well as estimate a significantly lower EFC for the family. Your takeaway: read the details of your package carefully. The big difference between Wesleyan and UCLA is that UCLA would cost $282 more in cash and $2,000 more in loans, and save $50 in work-study. With its long history of developing its endowment and other financial resources, Princeton is the least expensive option. 
 
TOOLS:
  • College website financial aid pages
  • College net price calculators (for example, here is the Princeton U. Estimator)
  • FAFSA and CSS websites
  • For FAFSA, you will need a FAFSA ID and you will want to use the IRS Data Retrieval Tool.
  • Scholarship websites, including national scholarships and those targeting Washington State residents (please consult the Spotlight focused on scholarships).
  • For income under $50,000 use ScholarMatcher to find colleges that retain and graduate students on time, offer generous financial aid, and provide ample student affairs services.
TIPS:
  • FAFSA and CSS applications are published on October 1st; do not wait to complete these. Most states, including Washington, disburse state financial aid on a first-come, first-serve basis.
  • FAFSA considers parent and student income, size of household, number of children in college, assets other than a primary resident, and excludes retirement savings and some non-discretionary expenses such as taxes and medical expenses.
  • Federal and individual college formulas can vary, for example: federal methods exempt the primary residence altogether whereas colleges may consider home equity; federal methods consider only custodial parent (and spouse) assets whereas individual colleges demand information from the non-custodial parent (and spouse) as well; and, individual colleges tend to use modified income assessment rates that can help relieve the financial burden of middle-class families.
  • Always apply to a public university in your state, then take a look at other options!

SSIS College Spotlight: Liberal Arts College or Research University?

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SSIS College Spotlight: Liberal Arts College or Research University?
volume 1, issue 5. Fall 2016
 
Dear Seniors and Families,
 
The United States offers a dizzying array of colleges: technical, community, and liberal arts—some of which are religiously affiliated. Universities—large and small—house one or several colleges within them. Universities are where you also find graduate programs and professional schools such as those for medicine, law, engineering, and business. The focus of this Spotlight is to compare liberal arts colleges with universities, however I mention the others as well—they offer significant opportunities to gain valued skills and pathways to a four-year baccalaureate degree.
 
Choosing between a liberal arts college and a university setting raises several questions: what kind of learner are you? Do you have a sense of direction career-wise? Are there research facilities that you must have? Are you seeking technical or pre-professional training? Do you prefer to be in a smaller or a larger learning community? What sort of diversity in the student body do you seek? What is your educational philosophy? Are you worried about employment immediately after college or are you planning to attend a graduate or professional school? The information below provides some tips and information to help you understand the difference between colleges and universities and make choices that are the “right fit” for you.
 
As always, take advantage of the College Counseling office space, the materials you find there, and me!
 
Best always,
Caroline
Your College Counselor
_________________________________
  
COLLEGE VERSUS UNIVERSITY: WHAT IS THE BIG DIFFERENCE?
 
The primary difference between a college—any kind of 4-year college—and university is implied in the name. A university has a “universal” aspect: It houses both 4-year college baccalaureate degree programs as well as graduate and professional degree programs. The mission of a university—whether private or public—is to give students the very best possible professional training.
 
 
For example: Gonzaga University in Spokane, Washington is a private Jesuit university home to 5,041 undergraduates working toward a 4-year college baccalaureate degree in 75 areas of study in the College of Arts and Sciences—its mission: building a better world through “education, character, service, and faith.” In the 2015-2016 school year, 2,111 students also were working toward a masters degree in 26 areas of study or a doctoral degree in three areas of study; 331 students were attending Gonzaga’s law school. Gonzaga offers professional training in the schools of business, engineering, nursing, education, science, and law. It has an Institute for Hate Studies and a robust Peace Corps Master’s International (PCMI) program.
 
Other distinguishing characteristics of a university:
 
  • Universities are generally larger than colleges both physically as well as in total student population
  • The university student population age-range is greater
  • University professors tend to receive promotions, if not exclusively than primarily, on their research, publications, and patents whereas college professors are expected to devote significant time to their students as well as their research
  • University undergraduate classes, especially for freshman and sophomores, are often quite large
  • University undergraduate classes and labs, especially for freshmen and sophomores, are often taught by graduate students
  • University undergraduates often must compete with graduate students for access to professors and research facilities
  • Public universities (state funded and controlled) confer baccalaureate degrees in technical and pre-professional fields such as accounting, nursing, communications, and engineering whereas most non-denominational private universities do not
  • Universities often attract funding for state-of-the-art facilities and engage in cutting-edge work
  • Universities often attract more frequent guest researchers, speakers, arts performances, etc.

The list above generalizes across many different kinds of universities—please research individual schools to learn more about their undergraduate programs.

WHAT MAKES A COLLEGE “LIBERAL ARTS?”

Liberal Arts College (LAC) curricula reflect a tradition of education that values breadth as well as depth. Students are expected to achieve mastery across the humanities, arts, mathematics, the social and natural sciences, and in a foreign language not just for professional growth, but because study across disciplines enriches the human spirit, hones critical reasoning and the ability to communicate effectively, and is considered foundational to a philosophy of citizenship that originated in the Greco-Roman world and remains current today.  
 
  • LAC classes and labs are taught exclusively by professors
  • LACs usually offer seminars of 10-30 people where students are expected to participate
  • LACs do not employ graduate students; often the student/professor ratio is near 1:10
  • LACs rarely, if ever, offer courses such as accounting and nursing, unless they are religiously affiliated—in which case they offer pre-professional programs that run in tandem with a deep liberal arts core
  • LAC graduates frequently attend graduate and professional schools such as schools of medicine, however most do not refer to their science majors as “pre-med” or their economics and political science majors as “pre-law” or “pre-business;” for example, English and Psychology majors have done well in all three fields
  • LACs are generally smaller and may therefore not offer as many courses as are available at universities
  • It is more common at LACs to double-major across disciplines, for example: Biochemistry and Religious Studies or Mathematics and Dance
  • LACs expect you to want to be well-rounded—if you are a driven engineer-in-the-making, it may not be the best environment for you—check individual schools! Some have 5-year dual major or master-degree plans associated with some of the finest engineering schools in the country. For example, check out Muhlenberg College in Pennsylvania or Occidental College in California.
Please research individual schools, they are not uniform in what they offer and how they approach teaching, and talk to your college counselor.