Everybody Else's Guide To Getting Into College

The College Board Ends Its Student Loan Program

noreply@blogger.com (Unknown) — Wed, 29 Aug 2007 01:20:00 +0000

The College Board is ending its role as a lender in the Federal Family Education Loan Program (FFELP) and will not accept new loan applications after Oct. 15, 2007.

The College Board will continue to honor its obligations to existing borrowers through the 2007-2008 academic year.

The College Board’s decision to end its student loan program was based on the enactment of new legislation and codes of conduct regarding the student loan industry.

Read the full release.

SAT Scores At Historic Low

noreply@blogger.com (Unknown) — Wed, 29 Aug 2007 00:16:00 +0000

The College Board, developers of the Scholastic Aptitude Test (SAT), are reporting that average SAT combined scores are at their lowest in a decade. Average combined scores on the math and critical reading sections for the test-takers in the high school class that graduated in 2007 (all 1.5 million of them) declined for the second year in a row. This year's scores fell four points from those of the previous year. Scores dropped seven points last year.

Average scores on the math section fell three points, to 515, and reading scores fell one point, to 502, out of a possible 800 points. A record 1.5 million students took the exam.

College Board officials said this year’s decline stemmed from the greater proportion of low-income and minority students who took the SAT (39% of test-takers were minority students). According to the College Board, white students score higher on the SAT than black and hispanic students do.

Read the full release.

Top Study Abroad Destinations for U.S. Students

noreply@blogger.com (Unknown) — Sun, 12 Aug 2007 00:08:00 +0000

Top 5 Study Abroad Destinations of U.S. Students
Britain 32,071
Italy 24,858
Spain 20,806
France 15,374
Australia 10,813

Fastest-Growing Destinations
Argentina +53.1%
India +52.7%
China +34.9%
Brazil +28.3%
Czech Republic +19.4%
(Source: Institute of International Education)

Learn more about study abroad opportunities!

Black Men Who Graduate From Black Colleges Earn More

noreply@blogger.com (Unknown) — Sat, 11 Aug 2007 22:31:00 +0000

A study conducted by Jill M. Constantine, Assistant Professor of Economics at Williams College, revealed that Black men who graduated from historically black colleges and universities (HBCUs) earned more than Black men who graduated from other four-year colleges and universities.

The study entitled "The Effect of Attending Historically Black Colleges and Universities on Future Wages of Black Students" used data from the National Longitudinal Survey of the Class of 1972 to estimate the effect of attending historically black colleges and universities (HBCUs) on future wages of black students.

Constantine found that although the pre-college characteristics of students who attended HBCUs predicted lower wages than did the pre-college characteristics of students who attended mixed or historically white four-year institutions, the value added in future wages from attending HBCUs was 38% higher than that from attending traditionally white or mixed institutions for the average black student graduating from high school in 1972.

Constantine argues that this is evidence that HBCUs played an important role in the labor market success of black students in the 1970s, the author argues, should be carefully weighed in decisions affecting the future of these institutions.

In a new study entitled "The Earnings Impact of Historically Black Colleges and Universities" by researchers at Virginia Tech shows that Black males have no initial advantage from HBCU attendance but that their wages increase 1.4 percent to 1.6 percent faster per year after attending HBCUs compared to Black males who attended other colleges and universities.

This study used data from a series of surveys that examined the financial and life situations of men and women from 1979 to 2004.

In addition to their findings about the benefits to Black male graduates of HBCUs, they found that no similar benefits appear to accrue to Black women. And, that much of the benefits may be due to the social networks they were able to build while attending HBCUs.

Both studies are incredibly significant at a time when affirmative action in college admissions is under attack, the Federal government is promising extensive changes to student financial aid, and college attendance rates for Black men is at an all-time low.

Apply to 34 HBCUs with a single application.

Student Loan Reforms on the Way

noreply@blogger.com (Unknown) — Tue, 17 Jul 2007 20:48:00 +0000

mTwo bills, one in the House and one in the Senate, will deliver student loan reforms not seen in over 60 years. This is great news given that the average U.S. college grad leaves college with $19,200 in debt. Many students struggle to pay down their college debt, which usually comes due within 6 months of graduation. This struggle is exacerbated when students pursue careers in public service or teaching, careers that traditionally pay lower salaries. Even students that accept jobs in higher-paying career fields can find themselves unable to manage student loan payments, rent on new apartments and, oh yeah, food.

Both the House and the Senate's bills will provide some much-needed relief to current and future college students, and families considering the amount of debt their students' may have to carry in order to attend their first-choice schools. Though, the House bill, the 2007 College Cost Reduction Act, may be the most beneficial to the most students.

The House Bill

The 2007 College Cost Reduction Act, will benefit students in 6 important ways:

More Money - More students eligible for federal loans, both subsidized and unsubsidized

Lower Interest Rates - Interest rates on federal loans and federally subsidized loans will be cut in half in the next five years, from 6.8% to 3.4% on a Subsidized Stafford Loan.

More Money for Food - The act would limit monthly loan payments to 15 percent of a graduate's discretionary income.

Pell Grants Increased - Currently, the Pell Grant, a government grants awarded to the nation's neediest students, maxes out at $4,050. By 2011, the Pell Grant would max out at $5,200. The bill would also increase eligibility to about 600,000 more students.

Tuition assistance - Undergraduates and graduate students who plan to teach in public schools would be able to get an extra $4,000 a year, in addition to their loans and other federal grants.

Loan forgiveness (erasing the debt)- Students who pursue careers in public service, i.e. nursing, fire and police, public defenders, will have about $5,000 of their debt forgiven. Other public sector jobs may qualify students for debt for loan forgiveness after 10 years of working in the career field (and paying on the loan).

The Senate Bill

The Senate bill, which was sponsored by Ted Kennedy (D-MA), would raise the Pell Grant an extra $200 by 2012 to $5,400, and cap the amount grads pay each month to 15% of their discretionary income. But, the Senate bill does not include two very big benefits offered by the House bill--the interest-rate reduction on federal loans and the tuition assistance for public school teachers.

Both bills would slash subsidies to lenders to pay for the changes, which represent an additional $18 billion. Not surprisingly, groups representing private lenders (banks, loan companies, finance companies) are lobbying against passage of both bills because their constituents stand to lose millions in subsidies. They argue that the bills would reduce the discounts they are currently able to offer borrowers, and decrease competition leading to fewer options for students who really need assistance paying for college.

In a statement released by the Office of Management and Budget, President Bush's senior advisers have said they will recommend that the president veto the bill because they are an inefficient way to encourage graduates to go into certain professions, and because they"fail to target the neediest students currently in college and creates new mandatory federal programs that are poorly designed and would have significant long-term costs to the taxpayer."

Student groups are, of course, in favor of the reforms, especially the House bill, because it hits home by taking care of all of the ills of the current student aid system.

Hispanic, Black Student Enrollment Rises in South

noreply@blogger.com (Unknown) — Sun, 15 Jul 2007 05:49:00 +0000

The Southern Regional Education Board, an education policy research organization, released its SREB Fact Book on Higher Education, a report on the state of higher education in the 16 states that make up the Southern region (see the states).

The reports revealed 6 major findings:
-Most of the U.S. population growth over the next 20 years will be in the South.
More than half of the United States' population growth over the next 20 years will be in the 16 SREB states.

-Hispanic students represent the lion's share of projected population growth.
Hispanics will account for 28% of the region's high school grads by 2018. Black and Hispanic college enrollment levels are expected to increase to 44 percent by 2014 and to 48 percent by 2018.

-The percentage of Black college students finally exceeds the percentage of Blacks in the region's population
Black undergraduate enrollment has risen 52 percent to 21% of total college student enrollment, while the Black population sits at roughly 19%. Nationally, the percentage of Black college students lags behind their population percentage.

-College enrollment rates of Hispanic students lags behind that of Blacks and Whites.
Despite the increase in number of Hispanic students, the college-going rate of Hispanic 18- to 24-year-olds (25 percent) lagged behind the rates for black students (33 percent) and white students (43 percent) in the U.S. in 2005.

-Women and minorities lead growth in degrees.
Women and minorities accounted for most of the SREB region’s increases in degrees awarded from 1995 to 2005, representing 69 percent and 42 percent, respectively, of the total increase in bachelor’s degrees.

-Increased minority college enrollment may threaten gains in educational attainment.
If the educational attainment levels of Blacks and Hispanics do not improve, the increases in minority student enrollment (and the resulting increase in the number of students in the region from middle- and lower income families), the rising cost of college tuition and the increase in the number of jobs requiring bachelors degrees may converge to cause a reversal of educational progress in the region. SREB predicts that "efforts to ensure that affordable college opportunities are available to all students will be increasingly important to the region’s and nation’s continued education progress".

Other Interesting Findings
The majority of the Black student enrollment increases have occurred at public universities and two-year colleges, rather than at historically black institutions, which traditionally have educated the bulk of black students in the South. Black enrollment in historically black institutions has slipped from 26 percent to 19 percent over the last decade.

Read SREB's full report.

Smells Like School Spirit: 2-Year Colleges Add Sports Teams

noreply@blogger.com (Unknown) — Thu, 05 Jul 2007 20:52:00 +0000

Thousands of students enroll in community and junior colleges every year, generally as an alternative to higher priced private and public 4-year colleges. In the past that meant foregoing the "college experience" complete with sports teams, dorm life, student government and lots of school spirit in exchange for less stringent admissions requirements, low per-unit costs, flexible schedules and a shorter path to a degree (an associate's degree).

Junior and community colleges still offer these great benefits, but, in response to the demands throngs of students ages 18-24, they are now attempting to provide a more authentic college experience by adding or expanding athletic programs. Students--both those interested in playing sports and those who simply want to cheer them on--are responding by enrolling in greater numbers to those community and junior colleges that boast athletic teams. And that's just what the colleges' presidents had in mind.

The National Junior College Athletics Association has reportedly added more than 40 colleges since 2003, ten of those in 2006 alone, bringing their total membership to 500 colleges.

Here's a sampling of the new additions:

2006

Arkansas Baptist College (Little Rock, Ark.)

Berean Institute (Philadelphia)

Coastal Bend College (Beeville, Tex.)

Guilford Technical Community College (Jamestown, N.C.)

Jackson Community College (Jackson, Mich.)

Little Big Horn College (Crow Agency, Mont.)

Marion Military Institute (Marion, Ala.)

Mayland Community College (Spruce Pine, N.C.)

Simmons College of Kentucky (Louisville, Ky.)

University of South Carolina at Lancaster (Lancaster, S.C.)

Find junior and community college athletic programs in your state!

Opportunity Alert: SF Film School Students Delivers Hands-On Opportunities

noreply@blogger.com (Unknown) — Mon, 02 Jul 2007 13:13:00 +0000

This is an opportunity alert! I often engage strangers--mostly students--in conversations about what they want to do with their lives. This inevitably leads to career conversations. Most want to do something they enjoy while earning a decent living.

Surprise!

Bigger surprise...most don't want to spend the next 8-12 years learning about it; they want to get to it. There's nothing wrong with that.

So, here and there I'd like to feature opportunities to do just that--get to it. These are opportunities to get hands-on training in less time than it might take to earn a bachelors, masters or professional degree.

Keep in mind that skipping the 4-year (or more) education could mean foregoing a higher paycheck or a higher-paying first job. Of course, talent and luck can pull you ahead of even the best educated counterparts (though, we want to be sure not to get eaten up with ego).

Anyway, if your goal is to "get to it", there's no substitute for career/technical education, apprenticeships, internships and entry-level jobs.

So, here goes. Our first Career Education Opportunity alert...

San Francisco School of Digital Filmmaking

This small specialized school in the heart of San Francisco offers small class sizes, relatively low tuition rates (and financial aid), and, most importantly, an opportunity to build a portfolio you can use to find actual work.

The school's programs focus on the the three major areas of filmmaking--screenwriting, digital filmmaking and editing and film acting. The core program is the digital filmmaking program which is available as a 1-year program during which students create a working portfolio of narrative fiction, documentary, commercial-length and special effects films, and work alongside a professional production crew on the set of a feature-length film. The filmmaking program is also available throughout the year as a 5-week intensive workshop during which students complete a short film, from screenwriting, to casting and directing and editing.

Other cool bits include the fact that the school's campus is basically a big soundstage with lots of state of the art equipment.

Here's what it takes to get in:

1-YEAR DIGITAL FILMMAKING PROGRAM ADMISSIONS REQUIREMENTS

Completed application form
High School Diploma or GED equivalent
Test of Adult Basic Education (TABE) Entrance exam required of all students
Students with English as a second language will be required to submit a passing score on the Test on English as a Foreign Language (TOEFL) from a qualified testing center

APPLY NOW DOWNLOAD THE 1-YR PROGRAM APPLICATION

5-WEEK DIGITAL FILMMAKING PROGRAM ADMISSIONS REQUIREMENTS

Completed application form
Minimum age 16

APPLY NOW DOWNLOAD THE 5-WEEK WORKSHOP APPLICATION

What the Supreme Court's Ruling on Race-Based Admissions Means to You

noreply@blogger.com (Unknown) — Sun, 01 Jul 2007 20:23:00 +0000

The Supreme Courts 5-to-4 ruling on the Meredith v. Jefferson County Board of Education, a case involving Louisville, KY public schools and its suburbs, and the case of Parents Involved in Community Schools v. Seattle School District No. 1 dealt a stinging blow to schools and districts who are striving to maintain ethnically diverse student bodies. But, the decision was not exactly black and white.

The cases, argued in December 2006, involved voluntary race-based admission programs adopted by schools in Seattle and Louisville to assign students to high school and elementary schools. In both cases, the schools used race to allocate slots and make transfer decisions.

The Kentucky schools were previously legally segregated and operated under a court-ordered desegregation decree until the year 2000; the Seattle schools never operated as legally segregated schools, nor were they ever subject to court-ordered desegregation.

This is important because, in the eyes of the Court, neither school had a compelling reason to use race to make these determinations. Because of this, the Court agreed to hear and rule on the cases.

Previous cases brought before the Supreme Court involved schools that were subject to past racial desegregation (due to racial segregation and "Jim Crow" laws in the South), and/or schools that had previously been placed under court-ordered desegregation because they had been found in violation of laws established by Brown v. Board of Education, the landmark case that secured equality in education for all.

The Court has previously sanctioned race-based policies that were "narrowly tailored to achieve a compelling government interest", namely remedying the effects of past intentional discrimination. The Court has also upheld policies that included race as part of admissions decisions in cases involving college admissions, so long as race was "considered as part of a broader effort to achieve exposure to widely diverse people, cultures, ideas and viewpoints".

In the Court's decision, decided on June 28, 2007, the Court equated the schools' policies to nothing more than "racial balancing", which the Court believes has no place in American society as it tends to promote “notions of racial inferiority and lead to a politics of racial hostility”.

Ultimately, the Court found that, while the schools, argued that their policies served the interests of equality in education, they offered no evidence that race-based decisions had any beneficial effects, and "failed to show that they considered methods other than explicit racial classifications to achieve their stated goals".

So, what does that mean to you?
Basically, it means that high schools cannot decide who to admit or transfer based solely on race. They can, however, use race as one of many factors considered, if they can show that their practices and policies actually ensure equality of education as demonstrated in some way other than by creating a racially balanced student body, increased test scores or other such factors. The schools cannot argue that having more or less of one race increases grade point averages or test scores.

On the face of it, this decision could be a good thing for a student who wants to attend a "good school" to which too many persons of the the student's race have already been admitted. In this scenario, the student will be admitted, if s/he he meets admissions criteria (and, of course, the school is not overbooked).

The problem comes when you examine the housing trends in this country. Middle-class and wealthy families have moved away from "bad school districts" (usually in poor urban and rural areas with a high percentage of ethnic minorities), while poor, mostly minority, families have remained in these districts. Consequently, many public schools, especially those that are considered poor-performing, are filled with poor and minority students whose parents cannot afford to pay for private school or homes in districts where the public schools are "good".

This means that we end up with racially desegregated schools just as we had in the 1970's--separate but unequal. And while the argument can be made that the public schools in the poor areas will have the same resources as those in the rich, the reality is that schools in the poorest areas will need more resources than their richer counterparts to even approach any sort of equality. Poorer, minority-heavy, schools will inevitably struggle, as they currently do, to attract quality teachers and to provide quality instruction. Students at those schools will not receive an education that is on par with those of their richer counterparts; They will be viewed by colleges as "less prepared". Even hard-working "straight-A" students from these schools will be looked upon as inferior because their academic programs were "less rigorous" than those offered in better school districts.

The result: College admissions officers will start to distinguish the applications from students who attended the "good" (less diverse) schools from those that did not. And, given a choice (and the best intentions) will likely choose the better prepared student who is "more likely to be successful in [our] environment".

Don't mistake the above scenario to mean that I believe students who are poor and minority are inferior or unable to compete in general. I believe every student, given equal preparation and opportunity, can be successful in college or the workplace. But, let's get real...

The reality is that MOST of the poor families in this country are ethnic minorities. MOST of the "bad schools" are in MOSTLY minority and poor areas. MOST of the student bodies in these "bad schools" are ethnic minorities and poor. MOST of these "bad schools" struggle to attract teachers from top colleges. MOST of these "bad schools" do not offer AP courses, college preparatory or other advanced courses. MOST poor and minority students from "bad schools" are less prepared for college than their "good school"--mostly White--counterparts.

All of the statistics provided by the U.S. Department of Education, U.S. Census Bureau and individual college admissions data bear this out.

So, while I would love to agree that it is time to put away "race" as a sole or significant admissions or placement factor, I cannot. The fact is, that some schools will need to adopt voluntary race-based admissions policies to ensure that all students learn in a diverse environment alongside a population that mirrors that in the real world, and that all students are availed of equal education.

I'm afraid that the Court's decision discourages schools that support diversity as key to a quality education from employing policies that consider race. Administrators may fear having to determine how much weight or consideration is too much, and simply avoid the situation altogether.

This could mean that really smart minority students whose parents cannot afford to move to better neighborhoods/school districts will be disadvantaged when applying to college or selecting a career.

Summer is Campus Tour Season!

noreply@blogger.com (Unknown) — Wed, 13 Jun 2007 08:09:00 +0000

School is out. What's your plan? A little swimming? A summer fling? Lazy summer nights?

Skip it!

Use your summer to kick the tires at a few colleges. There's no better time than summer to take a road trip to check out campuses you've only read about and seen in catalogs. It's summer for college students too, so many of the campuses will be a bit deserted, but you'll still be able to get a good "feel" for the campus, the dorms, the classrooms, libraries, some of the professors and the surrounding cities and towns.

During the school year, the admissions offices at every college offer student-led tours, weekend visits and course audits. Most of this stuff is not available after May 31 because the students who lead and facilitate the tours and overnight visits have gone home for the summer.

Don't despair. Summer programs abound. Many colleges offer summer "preview" programs, or summer institutes and weekend workshops for high school students and other prospective undergrads. These programs are generally focused on particular segments of students--minority or female students, or students interested in engineering--and designed to introduce students in the community to which they might belong if they attend the college. They are also, of course, great recruiting tools: There is nothing more seductive than spending the night in a drafty old building named after a rich dead guy, eating nondescript food in a dining hall that reminds you of your elementary school (remember standing in line with your plastic tray, your applesauce and your half-pint carton of chocolate milk?), staying up and out all night with people you barely know but feel amazingly close to, wearing your PJ's to class, falling asleep in the "stacks" of an architecturally-stunning old library, and finding yourself among the lucky few who scored a seat in the classroom of the best professor in your major.

I attended several of these summer programs during my sophomore, junior and senior years. They gave me an up-close and personal preview of life at the colleges I was considering applying to. I also met cool people who ultimately became my friends once when I enrolled in college. Needless to say, I highly recommend attending a few of them.

Excited? Good.

Now, the bad news: If you haven't already applied, you may not be able to get into the program of your choice at this late date. And, most of the programs are not free. In fact, some of them are very expensive.

I know. I know. You think I got you all excited for nothing. But, that's not so; there are still plenty of colleges still accepting applicants. While they may not be your top-choice schools, they can still offer you valuable insight into college life. They can show you what you don't like, which is as important as knowing what you do like when choosing a college.

More good news: Many of the programs offer financial aid (Apply early to get the most consideration).

Here are a few:

Search Summer Programs
Summer Discovery Programs for high school and middle school students - Apply now!
Carnegie Mellon Pre-College Program - Jun 7 (application)
Union College of NY FivePoints Summer Residential Program for 8-12 graders -Apply now!
Johns Hopkins Summer Programs - Jun 20 (for commuter students) (Application)
Johns Hopkins Engineering Innovation Program - Apply Now!
Johns Hopkins Summer Intensive ESL Program - Apply Now!
Colorado College College Ahead! Program - (Application)

Now, allow me to further redeem myself by telling you that not finding a summer program is not the end of the world, or the summer. You can build your own summer campus tour.

Here's how:

Make a list of the colleges you are thinking of applying to
If you have more than 10, whittle it down (that's way too many!)
Rank the colleges based on how badly you want to attend them (1="My Absolute First Choice")
Review your top 5, crossing out any schools that you cannot visit this summer (either because they are too far away and your car won't make it or because you can't afford a plane ticket). You don't have to give up on these schools; we're just narrowing this summer's campus tour list.
If all of your top 5 are too far away, choose others from your top 10.
Try to visit 3-5 colleges this summer
Complete the "Build-Your-Own Summer College Tour" Worksheet
Grab your best friend or mom or dad and hit the road!

Everybody Else's Guide to Careers in the Arts Now Available!

noreply@blogger.com (Unknown) — Tue, 29 May 2007 23:16:00 +0000

Everybody Else's Guide to Careers in the Arts, a concise but informative workbook designed for anyone interested in exploring careers in the fine, performance, visual and applied arts, and arts-related careers. The workbook features practical tips and easy-to-navigate exercises to help determine whether a career in the arts is right for you.

Everybody Else's Guide to Careers in the Arts answers these all-important questions:

What careers are available in the arts?
What skills, knowledge, education and work experience are required?
Can I use my natural talents and abilities?
How much does it pay?
Who might hire me?
How do I get started?

Buy the workbook!

Mickey's Hiring!

noreply@blogger.com (Unknown) — Sat, 26 May 2007 04:58:00 +0000

The Disney CareerStart Program

What is it?
This seven month program is truly a once-in-a-lifetime opportunity, open to graduating high school seniors and recent high school graduates at least 18 years of age who have received their diploma or GED in the past 48 months.

CareerStart participants will complete the Disney Educational Series, a nine-week course that will teach important life skills such as time management, critical thinking, professionalism, corporate culture, and more. Some of the additional educational offerings participants may choose to add to their Individualized Education Plan include:

The Leadership Speaker’s Series
Courses for college credit
Computer-led learning activities at Disney Learning Centers

Program Perks/Benefits

Become a part of the Walt Disney World® Resort Cast Member community
Become eligible for benefits and discounts, including Theme Park Admission, merchandise, food and beverage discounts, resort discounts, and Cast Member exclusive events.
Work at the Walt Disney World® Resort
Live in fully-furnished, gated apartments with 24-hour security
Build transferable skills such as problem-solving, teamwork, Guest service and effective communication.

Pay
Cast Member's wage will be $6.67 per hour, plus premium pay and overtime, depending on job.

Contact Info
Questions? Contact the CareerStart offices at 1-800-722-2930, or wdw.careerstart.recruiting@disney.com.

Apply Now!

Tuition Waivers for Veterans and Their Families

noreply@blogger.com (Unknown) — Thu, 17 May 2007 07:41:00 +0000

This July public colleges in Washington State will join those in Connecticut, Minnesota, New Hampshire and Iowa in waiving tuition and fees for state residents who are disabled veterans or the spouses or children of members of the U.S. military or National Guard who are killed or disabled while on active duty, or who are taken prisoner or are missing in action. Washington legislators passed the bill on April 8, 2007 and signed into law on Monday.

Connecticut's law provides free tuition to all public colleges and universities for qualified veterans, but no books or other fees.

Minnesota's law waives undergraduate tuition at public colleges and provides up to $750 a year for books, supplies and living expenses.

Iowa's revised policy grants post-Sept. 11 "war orphans" up to $5,500 a year for tuition, fees and books at public colleges and universities.

New Hampshire's updated law covers the current wars as well as unspecified future conflicts, providing eligible students up to $2,500 a year for four years.

Washington's bill only applies to public colleges; private colleges are encouraged to participate. There is a limit on the total amount of tuition and fees that can be waived, an age restriction for dependent children (ages 17-26), a time limit after which surviving spouses cannot use the benefit (10 years after the death of the veteran) and a requirement that veterans using the waivers be totally disabled. And, while State appropriations to the colleges will cover some of the lost revenues, veterans will be encouraged to use any remaining GI Bill benefits before using the waivers.

Case Western Reserve's Second Life

noreply@blogger.com (Unknown) — Thu, 17 May 2007 06:46:00 +0000

Case Western Reserve has created a virtual campus in Second Life, a 3-D virtual world filled with avatars and advertisers trying to get a foothold just in case this thing really takes off. Case Western Reserve spent $30,000 in the hopes of attracting prospective students. So, how’s that workin’ out? So far, only 40 prospective students have dropped by.

Get more info on the Case Second Life Island and find out about campus visits, open houses and other online tours (Psst! This is better than the Second Life tour).

Check out the virtual tour!

Music Scholarships for College Students

noreply@blogger.com (Unknown) — Wed, 09 May 2007 05:26:00 +0000

THE ASCAP FOUNDATION LOUIS ARMSTRONG JAZZ SCHOLARSHIP HONORING DUKE ELLINGTON AT UCLA

Inaugurated in the year of Ellington's Centennial, two scholarships are awarded to undergraduate students of jazz composition at UCLA. The music faculty at the school oversees selection of the students. The program is funded through an endowment provided by the Louis Armstrong Educational Foundation.

THE ASCAP FOUNDATION LOUIS DREYFUS WARNER-CHAPPELL CITY COLLEGE SCHOLARSHIP

Honoring renowned ASCAP members George and Ira Gershwin and named for Louis Dreyfus, co-founder of the U.S. Division of Chappell Music (now part of Warner/Chappell Music), the Gershwins' publisher, this scholarship is presented each year to a composition student for a score written for dance, film/video or theater. The student must be enrolled in either the B.A. or B.F.A. program at the City College/City University of New York, Ira Gershwin's alma mater.

THE ASCAP FOUNDATION LOUIS ARMSTRONG SCHOLARSHIP

Underwritten by an endowment from the Louis Armstrong Educational Foundation, this scholarship is presented annually to a jazz composition student. The recipient must be a matriculated student at the Aaron Copland School of Music at Queens College/City University of New York. ASCAP member Louis Armstrong, who lived in Queens for decades, had strong ties to Queens College.

THE ASCAP FOUNDATION FREDERICK LOEWE SCHOLARSHIP

The late ASCAP member Frederick Loewe is best known for composing the music for the outstanding musicals My Fair Lady, Camelot, Brigadoon and Gigi. Established by an endowment from the Frederick Loewe Foundation, this scholarship is presented annually to a student of musical theater composition at the Tisch School of the Arts at New York University in New York City.

THE ASCAP FOUNDATION MAX DREYFUS SCHOLARSHIP

This scholarship, created to identify young talent and to encourage the study of musical theater, is presented each year to a student at NYU's Tisch School of the Arts. Funded by an endowment from the Max and Victoria Dreyfus Foundation, it honors the music publisher Max Dreyfus who served on ASCAP's Board for 50 years and was a mentor to many musical theater legends. It is funded by a generous gift from the Max & Victoria Dreyfus Foundation.

THE ASCAP FOUNDATION MICHAEL MASSER SCHOLARSHIP HONORING JOHNNY MERCER

This scholarship was established in appreciation of the excellent work of ASCAP's staff on behalf of the members. It is earmarked for the tuition of an ASCAP employee or an immediate family member at an accredited college, university, or music school. The scholarship was created by Mr. Masser in honor of longtime ASCAP member Johnny Mercer who wrote the lyrics for such standards as "Blues in the Night," "Days of Wine and Roses," "Hooray for Hollywood," "Moon River," and "That Old Black Magic."

THE ASCAP FOUNDATION LOUIS ARMSTRONG SCHOLARSHIP AT THE UNIVERSITY OF NEW ORLEANS

This scholarship, named in honor of the great Louis Armstrong, is funded by The Louis Armstrong Educational Foundation. It provides a talented jazz musician who has limited financial resources the opportunity to study music in a formal academic environment. The student is selected by the music faculty at the University of New Orleans.

THE ASCAP FOUNDATION IRVING BERLIN SUMMER MUSIC CAMP SCHOLARSHIP

Created to honor American songwriter Irving Berlin, who wrote such classics as "God Bless America" and "White Christmas," this scholarship makes the summer music camp experience possible for a young music creator who may otherwise not have this opportunity. The scholarship is funded by a gift to The ASCAP Foundation from the Irving Berlin Charitable Fund, Inc.

THE ASCAP FOUNDATION FRAN MORGENSTERN DAVIS SCHOLARSHIP

This scholarship, named in memory of Jay and Joan Morgenstern's daughter Fran, will be presented annually to two full-time undergraduate music composition students at the Manhattan School of Music who demonstrate the potential to produce creative and original work and who also demonstrate financial need. The students will be selected by the Manhattan School of Music faculty.

THE ASCAP FOUNDATION RUDY PEREZ SONGWRITING SCHOLARSHIP

Rudy Perez, recipient of two consecutive El Premio ASCAP Songwriter of the Year Awards and a leading producer of Latin Music, has established The ASCAP Foundation Rudy Perez Songwriting Scholarship. This scholarship is presented annually to an aspiring Latino songwriter who demonstrates potential to produce creative and original work and also demonstrates financial need.

THE ASCAP FOUNDATION STEVE KAPLAN TV & FILM STUDIES SCHOLARSHIP

This scholarship, named in memory of Steve Kaplan, award-winning Television and Film composer whose music is featured on Jeopardy and Wheel of Fortune, provides financial assistance for an aspiring television and film composer to attend ASCAP's Film Scoring Workshop in Los Angeles. The recipient is selected by ASCAP's Los Angeles Film & Television department. It is generously funded by The Kaplan Family.

THE ASCAP FOUNDATION JOHN DENVER MUSIC CAMP SCHOLARSHIP PROGRAM

This scholarship was established to provide young music students with an opportunity to attend a summer music camp which they would otherwise not be able to afford. Funding of this program is provided by a bequest from Rosalie Meyer, widow of ASCAP member Joseph Meyer whose songwriting credits include "If You Knew Susie" and "California Here I Come;" Cherry Lane Music Publishing Company, John Denver's publisher; and Music Alive! Magazine. Three students, ages 10-16, will be offered full scholarships to the Perry-Mansfield Performing Arts School and Camp in Colorado. Students must demonstrate both musical promise and financial need.
To be considered, students must submit an application to the Perry-Mansfield School in Steamboat Springs, Colorado -- 1-800-430-ARTS or p-m@cmn.ne.

THE ASCAP FOUNDATION DAVID ROSE SCHOLARSHIP

The ASCAP Foundation David Rose Scholarship was established with a gift from The Rose Family Trust to honor television and film-scoring great David Rose. David Rose's best-known works include the instrumental standards, “Holiday for Strings” and “The Stripper,” music for Bonanza, Little House on the Prairie and decades of work with radio and television star Red Skelton. The scholarship will be awarded annually to a qualified college-level student working toward a career in scoring for film and/or television who is participating in ASCAP's Film & Television Scoring Workshop.

Audition for Berklee Music Conservatory Scholarships

noreply@blogger.com (Unknown) — Wed, 09 May 2007 03:32:00 +0000

Ever dreamed of attending one of the world's premier performance arts colleges? Well, here's your chance! The Berklee Music Conservatory World Scholarship Tour travels to U.S. cities, Europe, Africa and Asia to find talented musicians, composers and singers to enroll.

In each city and country, prospective students can audition for Berklee admissions staff to gain admission and/or qualify for a scholarship.

An audition and interview is required for admission to Berklee, priority for live audition spaces will be given to applicants for the upcoming academic year.

The next available U.S. audition dates are as follows:

Boston, MA June 30, 2007
August 4, 2007

All applicants are strongly encouraged to visit the Berklee campus to complete their audition and interview, tour the facilities, and meet with Berklee faculty, students, and staff. Due to the demand in certain cities, applicants may be scheduled for their audition and interview in Boston regardless of their preference for one our tour locations.

Two types of applicants may apply for a live audition:

A. Applicant to Berklee for the upcoming academic year
You wish to apply for the Summer 2007, Fall 2007, or Spring 2008 semesters.

B. Scholarship Only

You have been accepted and plan to enter in the Fall 2007 or Spring 2008 semester, you have not auditioned within the past year, and would like to audition for scholarship consideration. Please make sure to provide your full name, Berklee ID number, and your first and second audition location preferences in your request. Please note audition spaces are limited at tour locations so students may be required to travel to Boston for the live audition.
You do not wish to apply for the Fall 2007 or Spring 2008 semesters. You are not ready to graduate high school but would like to participate in a live audition for scholarship consideration. Please note scholarship only applicants may be scheduled in various locations based on space availability. Applicants to the full-time program are given priority for audition spaces over non-applicants to the college.

Scholarship Auditions for Young Musician

noreply@blogger.com (Unknown) — Wed, 09 May 2007 00:10:00 +0000

The Young Musicians Foundation announces the auditions for the 2007 Scholarship Program. Over $45,000 in scholarship assistance will be provided to students age 8 - 18 (vocalists thru age 25).

NEW FOR 2007! A special audition will be held for GRADUATING HIGH SCHOOL SENIORS entering an accredited university or conservatory as a music major.
YMF, in association with the ASCAP Foundation will award one $10,000 scholarship
to a graduating high school student who is enrolling in a music program at a university or conservatory in Fall, 2007.
* Instrumentalists, age 8 - 17, not beyond their senior
year of high school.

* Vocalists, age 15 - 26 at time of audition.

Up to $45,000 in scholarship assistance will be
awarded, in amounts ranging from $250 - $3000.

Students may use awards for private music study,
music classes at local institutions or for tuition to
summer music festivals.

AUDITION DATES:
YMF Scholarship for Graduating High School Seniors - Saturday, June 2 | 2 - 6 PM
Vocal - Wednesday, May 30 | 6 - 8 PM
Piano - Wednesday, June 6 | 5 - 9 PM
Winds - Saturday, June 9 | 11 - 5 PM
Strings - Sunday, June 10 | 1 - 6 PM

Download the Scholarship Application now!

Music Scholarships for High School Students

noreply@blogger.com (Unknown) — Wed, 09 May 2007 00:02:00 +0000

LOUIS ARMSTRONG SCHOLARSHIP HONORING W.C. HANDY

Created in celebration of W.C. Handy's 125th birthday, two scholarships, funded by the endowment of the Louis Armstrong Educational Foundation, are awarded to junior year students at Mt. Vernon High School based on abilities in music performance and composition.

THE ASCAP FOUNDATION LEIBER & STOLLER MUSIC SCHOLARSHIPS

Jerry Leiber & Mike Stoller, writers of such hits as "Hound Dog," "Kansas City," "Jailhouse Rock," "Stand By Me," "On Broadway," and "Is That All There Is?," developed and funded this program which celebrates their 40th anniversary as collaborators. This scholarship provides assistance to young aspiring songwriters, musicians and vocalists. Two awards are given each year: one to an incoming freshman at Berklee College of Music in Boston, for which the school auditions the recipient; the second recipient is auditioned by the Young Musicians Foundation in Los Angeles.

THE ASCAP FOUNDATION IRA GERSHWIN SCHOLARSHIP

This scholarship was created to honor the classic lyricist, Ira Gershwin. Mr. Gershwin was educated in the New York City public school system and this annual award serves to honor a junior year student at Fiorello H. LaGuardia High School of Music and Art, a public school in New York City. The student is selected by the music faculty at the school. This scholarship is funded by a gift to The ASCAP Foundation from the Ira & Leonore Gershwin Philanthropic Fund.

THE ASCAP FOUNDATION IRVING CAESAR SCHOLARSHIP

This scholarship was established to preserve the name and legacy of Irving Caesar, a prolific and beloved lyricist who wrote hundreds of songs over the course of his long life including, "Tea For Two," "Swanee," "Animal Crackers in My Soup" as well as the children's educational song series, Songs of Safety and Songs of Friendship.

THE ASCAP FOUNDATION CHARLOTTE V. BERGEN SCHOLARSHIP

Awarded to the top ASCAP Foundation Morton Gould Young Composer age 18 or under, this scholarship is made possible by The Frank & Lydia Bergen Foundation and is named in memory their daughter, Charlotte, a lover of classical music. The scholarship is to be used for music study at an accredited college or music conservatory.

Download the application here >>>

THE ASCAP FOUNDATION MICHAEL MASSER SCHOLARSHIP

Michael Masser, composer/producer of such classic songs as "The Greatest Love of All" and Saving All My Love For You," established this scholarship to support the educational advancement, professional development, professional training and development of a student demonstrating outstanding talent in the arts. It is presented annually to a student. By nomination.

THE ASCAP FOUNDATION BOOSEY & HAWKES YOUNG COMPOSER AWARD HONORING AARON COPLAND

This scholarship is presented each year to a graduating senior at Fiorello H. LaGuardia High School of Music and Art in New York City. The recipient is selected by the music faculty for promise in music composition. The award is funded by an endowment established jointly by ASCAP and Boosey & Hawkes, Aaron Copland's publisher. Mr. Copland was a distinguished member of ASCAP for over 40 years. Among his many wonderful compositions are Fanfare for the Common Man, Appalachian Spring and the ballet Billy the Kid.

THE ASCAP FOUNDATION LIVINGSTON & EVANS MUSIC SCHOLARSHIP

Jay Livingston and Ray Evans, writers of such hits as "Mona Lisa" and "Que Sera, Sera" fund this scholarship program to support aspiring songwriters and musicians. The Young Musicians Foundation in Los Angeles selects the recipient.

112 Colleges Sports Teams Fail to Make the Grade

noreply@blogger.com (Unknown) — Tue, 08 May 2007 22:44:00 +0000

The NCAA announced last week that 112 teams from 75 colleges had failed to meet its Academic Progress Rate requirements. Eighty-one teams face scholarship cuts. Forty-nine teams, including 18 of those losing scholarships, received warning letters for failing to meet academic standards for three consecutive years.

Find out how the athletic teams at your favorite colleges fared.

New NCAA Rules May Keep Many High School Athletes From College Athletics

noreply@blogger.com (Unknown) — Tue, 08 May 2007 21:54:00 +0000

Last month, the NCAA's Division I Board of Directors quietly passed legislation designed to prevent high-school athletes with low grades from taking fluff courses to increase their chances of playing college sports.

The rule, which goes into effect on August 1, stipulates that students may count only one core course that they take after graduating from high school toward the academic requirements they need to play college sports.

The change comes on the heels of a series of news reports that detailed how some athletes used transcripts from bogus private schools to boost their grade-point averages and help them to qualify for major college sports programs.

Following the reports, the NCAA investigated the transcripts and student records of dozens of preparatory schools. During the investigation, NCAA officials discovered that a growing number of athletes were not only taking fluff courses in order to inflate their grade-point averages, but were also dropping out of high school after their sports seasons ended and enrolling in a diploma mill to complete their high school course requirements.

"Kevin C. Lennon, an NCAA vice president who has headed the association's investigation of diploma mills, said that the finding he found most distasteful was that "Some of our college coaches were encouraging the behavior."

The NCAA's investigation resulted in colleges being banned from accepting transcripts from at least 15 schools.

NCAA officials clearly hope that the new rule will not only discourage athletes with low grade-point averages from seeking out fraudulent schools and fluff courses to qualify for college sports programs, but will also deter operators of private preparatory schools from running diploma mills and college coaches from encouraging star athletes to skirt the requirements.

Some college-sports officials believe the rule change could lead many poor-performing high-school athletes to enroll in junior colleges instead of preparatory schools. This may be undesirable given that attending the private preparatory schools allows student-athletes to not only improve their grades, but also work on their games and preserve their eligibility to play four years of college sports.

Break into the Music Business: ASCAP Internships

noreply@blogger.com (Unknown) — Tue, 01 May 2007 02:36:00 +0000

The American Society of Composers, Authors and Publishers (ASCAP) is the largest international membership organization of lyricists, songwriters, producers, composers and publishers. The organization is comprised of, and solely controlled by, those who create the music.

ASCAP protects the rights of its members by licensing and distributing royalties for the non-dramatic public performances of their copyrighted works. ASCAP's licensees encompass all who want to perform copyrighted music publicly. ASCAP makes giving and obtaining permission to perform music simple for both creators and users of music.

Internships are available in

Membership Department
Human Resources
Office of Public Affairs/Legislative Affairs
Membership-Symphonic & Concert
ASCAP Foundation

Responsibilities vary by department. The Membership Department Internship is a non-paid internship for college credit, so all applicants must be enrolled in an accredited college or university. To apply for the Membership Department Internship, contact Cindy Braun at (323) 883-1000 ext. 269.

The other internships can be either paid or for college credit. For all other internships, email resume and specify the department of interest in the subject line.

National Governors Association Internship

noreply@blogger.com (Unknown) — Tue, 24 Apr 2007 08:45:00 +0000

The National Governors' Association, a bipartisan organization of the nation's governors that promotes visionary state leadership, shares best practices and speaks with a unified voice on national policy on issues that range from education and health to technology, welfare reform, and the environment, is seeking a full-time summer intern for 35 hours/week beginning late May/early July. This position is located in Washington, DC.

Internship duties include providing research support, writing reports, compiling information for governors’ advisors, and assisting with meeting planning. The intern should be a current graduate student with education and public policy experience.

Apply for Internship

Join Oprah's Team: Harpo Internship

noreply@blogger.com (Unknown) — Tue, 24 Apr 2007 08:34:00 +0000

Oprah's company, Harpo, is hiring Interns for its Research and Publicity departments, and in its Radio and Web divisions. The qualifications are listed below:

Publicity Intern
The qualifications are strong journalism background, highly developed organizational skills, creativity, resourcefulness, and a positive attitude. Responsibilities include viewing an Oprah Winfrey Show; Special projects; Servicing incoming calls; Processing incoming/outgoing requests; Producing clip books; Updating show, Publicity files, and database; Organizing, delivering, and filing news and press clips; Scanning magazines for mentions; Faxing and photocopying; and general office assistance.

Web (Oprah.com) Intern
The Content Migrator will be part of a team responsible for transferring past and current Oprah.com content from our existing web pages into our newly-developed site templates, so that end users can enjoy this content within the new design. The ideal candidate will be extremely detail oriented, and be required to ensure accuracy of the content he/she migrates. The Content Migrator must be articulate, flexible, and be prepared to meet assigned deadlines. Training and general guidance will be given. The Content Migrator will need to meet strict project deadlines and be expected to work on his/her own initiative, while reporting status of work on a daily basis to the supervisor. Responsibilities - Collaborate with project managers and supervisors to review scope of work, identify goals and objectives, and participate in training. - Migrate website content from web pages into input templates. - Preview/check all work, and address entry errors. - Document anomalies, inconsistencies, and other issues according to established documentation guidelines, and discuss with team when needed. - Provide status of work on daily basis for reporting purposes. Qualifications - 1+ years experience/study of HTML, including knowledge of linking syntax, stylesheets, HTML tables, and image tags. - Strong attention to detail. - Ability to meet deadlines. - Demonstrated experience/understanding of best practices in information architecture and website navigation. - Strong verbal and written communication skills. - Ability to effectively collaborate with technical and non-technical staff in high-pressure situations. - Recommended areas of study are Web Content, Web Usability, or Web Project Management. All candidates must demonstrate a willingness to learn, and the ability to communicate issues and questions quickly and effectively.

Research Intern
The qualifications are strong typing skills, proficient computer skills, internet experience, must be detailed oriented, good interpersonal skills, versatility to work alone or as part of a team, must be proactive and at times a self starter. Responsibilities include opening and processing mail, entering magazines into database, responding to viewers calls, updating various department databases, assisting managers and researchers with tracking trends and reading through team emails, other assigned responsibilities.

Radio (Oprah & Friends Radio Show) Intern
The qualifications are knowledge of digital editing programs like Cool Edit, Pro Tools, Dalet, or Adobe Audition; Strong organizational and communication skills; Preferrably familiarity with Harpo programming (The Oprah Winfrey Show) and/or XM Satellite Radio; Prior internship in media industry or college radio/TV experience preferred as well. Responsibilities include assisting Chicago-based producers and New York-based production manager in all functions; Digital editing; Writing segment pitches and promos; Assisting with show operations; Assisting in locating/booking guests and doing research for show segments per producers' request; Dubbing/mailing CD's and show materials; and other duties as assigned.

To apply, send the following:
1. Two (2) letters of recommendation.
2. Complete internship application.
3. Cover letter with the resume.

Submit to:
Human Resources
Attn: Internship Coordinator
110 N. Carpenter
Chicago, IL 60607

Back in the Closet: Gay Students Struggle at Some Black Colleges

noreply@blogger.com (Unknown) — Wed, 11 Apr 2007 18:39:00 +0000

The Associated Press reported that some openly gay Black students have report feeling isolated and unwelcome at some historically black colleges and universities (HBCUs). Students reported attempting to form gay student organizations and being denied charters for suspicious reasons, and having college officials down-play the presence and prominence of gay students on campus.

The Human Rights Campaign, an advocacy group that organizes national "coming out" days, looked into the issues in 2002. The group was alerted of the lack of inclusion and the dearth of gay student organizations at HBCUs when the organization discovered that the only schools that did not return the packets were HBCUs.

In contrast, the Human Rights Campaign found that gay students attending colleges with a White majority found a more receptive faculty, and a variety of gay and gay-straight alliance groups on campus.

The issue seems to stem from the fact that most HBCUs are located in the South and subject to traditional Southern values. And, many HBCUs are grounded in strict Baptist, Protestant, and Church of God in Christ religious beliefs, and in many cases, are still closely connected to religious organizations. African-American religious leaders and organizations are among the most conservative, preaching that homosexuality is against God and openly imploring their congregants to vote against gay rights issues.

The news is not all bad though; Spelman University (GA) and Howard University (D.C.) have gay student groups, and Morehouse has expressed a desire to provide supportive services to gay students.

Read the full article

Genentech Internship/Co-op Opportunity

noreply@blogger.com (Unknown) — Sun, 08 Apr 2007 19:29:00 +0000

Genentech, the San Francisco Bay Area biotechnology company voted #1 on Fortune's list of Best Companies to Work For (2006), offers several internship and co-op education opportunities. Getting a foot in the door at this top company means riding company-provided bikes and shuttle buses around Genentech's campus, having the concierge throw a birthday party for your significant other on a day's notice, attending Friday night keggers, or "ho-ho's", every week, and enjoying at-work concerts by big-name bands (Mary J. Blige, Elton John and Matchbox 20 performed last year).

Genentech is filled with big brains, but not big egos or big titles. The CEO, Art Levinson, prizes the casual, non-hierarchical culture where collaboration is king.

So what does it take to land an internship or co-op ed opportunity at Genentech?

Internships — The Genentech Internship Program is an intensive 10-12 week summer program, though some departments do offer year-round internships. Interns participate as members of project teams in research, development, manufacturing or business areas that complement their college curricula with relevant hands-on experience. Working side by side with some of the most talented people in biotechnology, the networking and mentoring provide an excellent environment for academic and career growth. Internships are paid a "competitive salary" and given a free health club membership.

Internship Eligibility - Students must have completed their sophomore year at an accredited college or university and must have plans to return to school in the following term. Most internship opportunities are for students who major in the life or physical sciences or chemical engineering.

Internship opportunities vary year to year, but as an intern, you might be a member of one of the following teams:

Analytical Chemistry
Antibody Technology
Assay and Automation Technology
Automation Engineering
BioAnalytical Methods Development
BioOrganic Chemistry
Bioinformatics
Biostatistics
Cell Biology and Technology
Cell Culture and Fermentation R&D
Corporate Relations
Endocrinology
Environmental Health and Safety
Fermentation
Health Economics
Human Resources
Immunology
Library and Information Services
Manufacturing Sciences
Medical Affairs
Molecular Biology
Molecular Oncology
Pathology
Pharmacokinetics and Metabolism
Protein Engineering
Quality Control
Small Molecule Pharmacology
Thrombolytics Research
Toxicology

Apply to Internship Opportunities

Cooperative Education — The Genentech Co-op Program provides local students the opportunity to gain industry experience by working full-time during the summer and part-time during the school year. Depending on the school, some students may be eligible to receive academic credit for the experience. This program offers students practical experience, knowledge and contacts that can help them secure full-time positions at Genentech upon graduation. Co-op participants are paid and receive a free health club membership.

Co-op Eligibility - Students who have completed their sophomore year of college and are enrolled in the Cooperative Education Program at their university. Co-ops work for Genentech 40 hours per week for 6-8 months continuously (combining a semester with a summer). Co-ops receive course credit for their work at Genentech.

To be eligible for Co-op positions in Manufacturing or Quality you must be at least 18 years old, enrolled in college, have completed at least one full year of college, with one year of College Algebra, one semester of Biology, and one semester of College Chemistry. Co-ops work full-time during the summer and continue part-time during the school year.

Apply to Co-op Opportunities