college bound 2011

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Alternative student loansFinancing your future with FAFSAComplete your graduate degree onlineTechnology in the college classWhat students need to know about the SAT and ACTCosmetology: Beauty changes lives

Inside:

T he Ma i ne Educat iona l Loa n Authority is a quasi-governmental agency established to assist Maine students and families to achieve their higher education goals by providing an alternative student loan program.

MELA currently offers two fixed i nterest rate loa n prog ra m s, The Maine Loan and The Maine Medical Loan. For students and families involved in the financial aid process, the following is helpful information in understanding alternative student loans.

What are alternative student loans?

Alternative student loans, a lso k now n a s pr iv ate e duc at ion loans, are available to eligible u nderg r aduate a nd g r aduate students to borrow funds up to the full cost of education after financial aid has been deducted.

These types of loans are a resource t hat ex ists to br idge t he gap between the full cost of college and traditional financial aid resources, such as scholarships, grants, and federal education loans. Students should fully utilize their eligibility for federal education loans such as Stafford loans and maximize other traditional financial aid resources

prior to considering an alternative student loan.

Borrow the minimum amount needed.

Borrowers are advised to borrow the minimum amount needed. Take into consideration not only borrowing what you need, but what you can afford to repay. Depending on your program of study, keep in mind that you may need to borrow for two, four or more years of college which could result in a significant amount of debt.

Your credit score.

Eligibility for alternative student loans is based on the credit score of the borrower(s). The Fair Isaac Credit Score is the most widely used score and ranges from 300 to 850. Your credit score can also affect the cost of your debt, with lower interest rates and fees reserved for borrowers with better credit scores. This is why it is often better for a student to apply for an alternative student loa n w it h a cosig ner, since the lender usually bases the interest rate and fees on the highest credit score of the borrowers.

You should rev iew your credit report annually, but at least six months in advance of applying for

a loan. This will allow you sufficient time to correct any errors. Federal law entitles you to a free copy of your credit report every year from each of the three credit bureaus: Equifax, Experian and TransUnion or via www.annualcreditreport.com.

Ability to repay debt.

In addition to your credit score, many lenders will look at your ability to repay debt. This is most commonly done using a debt–to–income ratio often abbreviated as DTI. DTI is the percentage of a consumer’s gross income that goes toward paying all recurring debt payments. If your DTI ratio is more than 50 percent, you probably have too much debt. Ideally you want to have a DTI ratio that is less than 36 percent.

Compare alternative student loan programs prior to selection.

• How long has the student loan lender been in business and where are they located?

• Does the lender have a good reputation for customer service?

• Does the loan have a variable or fixed interest rate?

– A variable interest rate can change as frequently as every 30 to 90 days. Find out how your interest rate is calculated and how often your rate may change.

– Make sure to research what interest rate you qualify for since lenders often advertise their lowest rate, but not everyone will qualify for that rate.

– Find out the maximum variable interest rate that you can be charged for your loan.

– A f ixed interest rate remains consistent throughout the life of the loan and provides stability with respect to your monthly payment. Find out the current interest rate.

• What are the fees associated with the loan and do the fees vary depending on your credit score?

• Are there annual and/or aggregate loan limits?

• What are the repayment options and do the rates and fees vary depending on which option you choose? – Defer principal and interest:

M a k e no p a y me nt s w h i le c o n t i n u o u s l y e n r o l l e d i n school. Interest is capitalized

at repayment. Principal and interest repayment begins six mont hs a f ter graduat ion or when you are no longer enrolled in school.

– Interest only:

Repay only your interest while continuously enrolled in school. Interest-only pay ments may begin within 60 days of the first disbursement date. Repayment of pr i nc i p a l a nd i nt e r e s t w i l l begin si x mont hs af ter graduation or when you are no longer enrolled in school.

– I m m e d i a t e r e p a y m e n t o f principal and interest:

Repay principal and interest in a monthly amount beginning no more than 60 days after the final disbursement date.

For more infor m at ion about The Maine Loan or The Maine Medical Loan program, please visit www.mela.net or call 800-922-6352.

Advertising Supplement to the Sun Journal, Lewiston, Maine, Friday, April 15, 20112 COLLEGE BOUND

The role of alternative loans in financing education

Popular college majorsThousands of high schoolers will be graduating in a few weeks and many will be going on to college in the fall, a decision that may have been difficult to make.

When pondering their futures, high schoolers may wonder whether college is necessary and a smart choice for success. Although every student is different and there are scenarios that can affect anyone’s future, the decision to attend college is general ly beneficia l. It often opens up doors and opportunities in the workplace that a high school diploma alone cannot.

According to CareerBuilder.com, these are seven of the more popular college majors:

• BIOLOGY

• BUSINESS ADMINISTRATION

• COMMUNICATIONS

• CRIMINAL JUSTICE

• ELEMENTARY EDUCATION

• NURSING

• PSYCHOLOGY

Advertising Supplement to the Sun Journal, Lewiston, Maine, Friday, April 15, 2011 COLLEGE BOUND 3

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Financing your future with FAFSAFor many people, the only thing harder than getting into college is paying for it. Three tips can help:

Think ahead.

As early as their sophomore year, high school students should begin collecting and organizing applications, recommendations, test scores, essays and transcripts. They should begin applying to colleges by junior year to take advantage of scholarships geared toward younger students. Create a calendar of application deadlines.

Think categorically.

Certain college scholarships depend on ethnic, religious or professional affiliations.

Think federally.

Fill out the Free Application for Federal Student Aid form. The form is online at www.fafsa.ed.gov or call (800) 4-FED-AID.

FAFSA is the only way to apply for college grants, scholarship money and loans issued through the U.S. government. The FAFSA form is available online on January 1 each year. Fill out the FAFSA application as soon as possible. Do not wait until your parents have filed their tax returns as you can make corrections to your FAFSA after you fil l it out if any of your information changes.

Male students over 18 must register with Selective Service to qualify for federal student loans or grant programs, including Pell Grants, College Work Study, Guaranteed Student/PLUS Loans and National Direct Student Loans.

Where and how to register for service

Online registration: Go to www.sss.gov and click on the registration icon. It takes only a minute to complete the online form. When you submit your information, you will receive a registration number instantly.

The U.S. Postal Service: Visit any U.S. Postal Service branch to obtain a Selective Service “mail-back” registration form. Men living overseas may register at any U.S. embassy or consular office.

By mail: Eligible men may also register by filling out a reminder mail-back card. Selective Service will send this card to young men around the age of 18. Mail-back cards are also available at some post offices.

School: Most high schools appoint a staff member or teacher to serve as Selective Service Registrar. They help to register young men and answer questions.

Registration applies to all young men – even those living overseas. Those who are immigrants must likewise register, regardless of immigration status. For more information about Selective Service, visit www.sss.gov. (NAPSI)

A graduate degree opens up new opportunities and can give you a competitive advantage in today’s work plac e. C omplet i ng you r degree online allows for scheduling flexibility around work, family and civic responsibilities.

According to the 2010 Sloan Survey of Online Learning (sloan.org),

enrollment in online courses rose by almost one million students from 2008 to 2009. The survey of more than 2,500 colleges and universities nationwide revealed that approximately 5.6 million students were enrolled in at least one online course in fall 2009, the most recent term for which figures are available.

Other research by Eduventures (eduventures.com) shows that online students represent about

11 percent of all students at U.S. colleges, with online education already mainstream among adult students (close to 25 percent of adult students are online learners).

Online graduate programs and students will become even more prevalent over the next decade, as the existing pool of younger people become working professionals; this is the very population most interested in learning online.

On l i ne e duc at ion of fer s t he convenience that working adults demand, but prospective students would be w ise to look beyond t h is si mple adva ntage. W hen consider ing on l ine educat ion to stay competitive in your field, advance your career, or simply pursue persona l development, these three institutional factors should be examined.

Fi r st , t he leng t h of t i me a n institution has delivered distance education is important, since it means the school has established policies and procedures that work for adult students learning off site.

Second, instructors should have professional experience in their f ields, adding signif icant ly to the graduate student’s learning experience. Information about the instructor should be available to you.

Third, accreditation is crucial since it provides an indication of an insti-tution’s reputation and quality. General accreditation applies to the entire institution as a whole a nd is awa rded by one of si x regiona l accredit ing agencies. This accreditation assures you of a basic level of quality, and your degree will be recognized as legiti-mate by employers.

Few institutions have the level of experience working with adult students off site as Saint Joseph’s College. Mary Haskell, a teacher in Sugarloaf Key, Florida who recently completed a master’s in education, praises the College’s attention to t he on l i ne lea r ner. “Sa i nt Jo s e p h’s t r u l y u n d e r s t a n d s t he r igors of adu lt s jug g l i ng responsibilities ... and they make student success possible.”

Sharon Davis is completing her MBA online while working for a financial institution in Machias, Maine. “Saint Joseph’s f lexible curriculum schedule and relevance of course topics have made my graduate experience well worth my time and financial investment. I would highly recommend their program to anyone wishing to advance their education.”

In 1976, Saint Joseph’s College b e g a n o f f e r i n g a d i s t a n c e education program to help health

care professionals complete their undergraduate degrees without attending its campus in Standish, Maine. Originally offered through p r i n t- b a s e d m a t e r i a l s a n d delivered via mail, the programs were converted to online delivery more than 10 years ago.

Now, 35 years after the first course was offered, students can choose from more than 20 online graduate a nd u nderg raduate prog ra ms in business, education, health care administration, nursing and theology – all suited to one’s own schedule and choice of place to learn (often at home).

More than 2,600 people throughout the U.S. enroll in these online programs, including more than 600 from Maine. For a complete listing of online programs at Saint Joseph’s, go to online.sjcme.edu or call an admissions counselor at 800-752-4723.


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Complete your graduate degree onlineIn today’s volatile economy, earning

a graduate degree is a smart choice for career advancement.

Find the best value for youThere’s no doubt that college can be expensive and it’s only natural to wonder whether a four-year degree is really worth the money. “There are lots of benefits to attending a top school, beyond an excellent a c a de m ic e x p e r ie nc e . T ho s e additional benefits should include a supportive alumni network and a robust career services off ice,” said J. Leon Washington, dean of admissions and f inancial aid at Lehigh University in Bethlehem, Pa.

• Evaluate a school’s career services.

• Explore internship opportunities.

• Check out graduate school choices.

With a little legwork and these tips, you can find a college that offers a degree with great value. College might seem like a big investment, but it’s an investment that can pay returns for decades to come.

Are you wondering what types of technology are in use at the col lege level ? Da n iel Sta sko, assistant professor of Natural and Applied Sciences at the University of Southern Maine’s Lewiston-Auburn College, uses a digita l pen in his science classroom. “The digital pen recognizes what you write,” said Stasko.

Using special microdot notepaper, the pen records what you write on a page. During a note-taking session with the digital pen, it also simultaneously records speech v ia a bui lt-in microphone. Its functionality gets more powerful once the notes are transferred to a computer. “You can share what you’ve w ritten. Students use the pen to take notes in class and upload the notes to the class website; then we share the notes among the class,” explained Stasko.

Note-taking is a very important part of the learning process. These annotated notes can help clarify w ritten notes because, as t he student takes notes with the digital pen while the professor is talking to the class, the microphone on the pen is recording the professor’s voice which the student can later play back relat ive to speci f ic sections in the notes. It is l ike a v ir tua l, ta lk ing cha lkboa rd, playing back the class session.

The digital pen in Stasko’s class is relatively new; he’s only been using it in the class for about two years. He said, “I’m still working out all the bugs and trying to get students to overcome a fear of sharing their notes. I give a small grade incentive to get students to take and share their notes digitally.”

The over whelming majority of students feel positive about using the digital pen and like to have t he c l a s s s e s sion s av a i l a ble for rev iew. Stasko k nows t he advantages that technology can bring to the learning experience, but he doesn’t feel the technology needs to be complicated.

“Everyone’s tolerance for complica-tion is different. Technology should not get in the way of learning. It should be like the telephone. You should be able to pick it up and just use it,” said Stasko.

What students should be taught about technology is a debate that is occurring in education. There is the idea of helping them learn sk i l ls versus cou rse content . Teaching students how to use their calculators is not the instructors’ job, but if students don’t know how to use their calculators, they

are not going to be able to do their classwork. Adapting to new technologies is an important part of life.

About the digital pen and adapt-ability, Stasko said, “If you extend the idea of something that records while you write, it becomes instant note-taking or mini lectures or group discussion tracking. Now, when the class breaks into small g roups, t hose g roup d i sc u s-sions can be shared amongst all groups at a later time so that the information becomes part of a larger discussion.”

One of t he d i f f icu lt ies faced by Stasko is the fact that many st udents a re hesita nt to ta ke chemistr y. W hile many of his students are freshmen, he also gets the students who have been dreading chemistry and take it late in their college career.

The procrastinators should take chemistry as freshmen because chemistry shows up in so many other areas of the sciences. “Yes, chemistry is challenging, but my

students come away with good knowledge and an appreciation for the course. They learn to change the way they think about things.”

Science education has taken a bad rap because many students enter the classroom underprepared. Stasko is researching ways to improve student retention in the sciences and encourage students to take more sciences in general.

One of his methods is encouraging u nderg raduate resea rch w it h the students doing real lab work and experiments in which they experience the working side of science exploration. An extension of this is looking at science literacy in the population, another area of interest for Stasko who has worked w ith L AC col league, Professor Barry Rodrigue, on examining the course content found in teaching Big History around the globe.

Stasko said that while Big History courses are normally thought of as history-based classes, “Big History is a way of introducing science to students who wouldn’t normally

take it. The course incorporates scientific methods and scientific principles in its lessons. Barry and I have been researching the methods other Big History instructors are using to teach this course.”

Stasko hopes that students who take Big History, and any science course, realize a fuller appreciation

of science and its impact on the economy and social structure of our world.

FMI about the research that is being conducted at USM LAC or for more information about their programs, please visit them online at usm.maine.edu/lac or call 753-6500.


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Technology in the college class

Professor Dan Stasko, of the University of Southern Maine’s Lewiston-Auburn College, uses a digital pen that recognizes the movements of the pen as it is being used to write while the pen’s built-in microphone records sound.

For most high school juniors, the SAT or ACT represents one of the most important stepping- s t o n e s b e t w e e n t h e m a n d admission to the colleges they have selected to attend.

M a n y s t u d e n t s c o n s i d e r on l y one t e s t — eit her t he SAT or ACT — and as a result of geographical predominance and lack of information, they might be missing an opportunit y to achieve their optimal score by taking the test best suited to their academic strengths.

The Difference

Historically, the SAT is the standard test on the West and East Coasts, whi le t he ACT dominates t he Midwest and South, but things are beginning to shift as more students realize they have the option of taking both tests.

The ma in di f ference bet ween the SAT and the ACT is that the lat ter measures t he st udent’s knowledge learned in high school, whereas the SAT tries to determine “innate” abilities.

“Most schools accept both the SAT or ACT, except in rare cases, so the test a student decides to take shouldn’t be a deal breaker in admissions,” said Jake Becker, academic director at Grockit.com, a collaborative and social learning platform. “When trying to decide which test is right for you, I suggest taking a practice test in each and exploring the requirements of each school that you’re considering applying to.”

The ACT has four sections (English, Math, Science and Reading) and

the SAT has three (Reading, Writing a nd Mat h). The SAT recent ly added Writing to the main exam a f ter t he major it y of col leges started requiring the SAT Subject Test in Writing (SAT II) as part of the application.

The ACT does not require an essay as part of the main test but offers an optional one and it’s suggested that all students take it.

The College Board also has SAT II Subject Tests that let students showcase their classroom-based

knowledge in subjects such as Physics, Calculus or History, which the ACT does not offer.

“Students should consider their strengths and

weaknesses in the different subjects

available for the SAT II and compare them

with the ACT to help decide which would be a better

supplement to their application,”

Becker added.

“If a student has taken AP courses that align with one of the SAT Subject Tests, he or she might feel more confident taking that test. If these SAT II tests are daunting and won’t provide great scores, the ACT may be a better choice.”

F o r m o r e i n f o r m a t i o n a n d additional test prep resources, please visit www.Grockit.com. Use the code PREP at Grockit’s checkout for a 10 percent discount. (NAPSI)


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DENTAL CAREERS INSTITUTEDino G. Stavros, D.M.D., Director of Education

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What students need to know about the SAT and ACT

Ta ke a look a rou nd you. It ’s everywhere ... you see it on TV, you see it in magazines, you see it at the mall. You see it each day while you get ready and look in the mirror. Beauty, style, and image ... we all have our own ways of expressing it. Beauty professionals love what they do. Though not tied together by blood, they are bonded by their love of beauty. They are united by their desire to create and change the lives of others.

The Bureau of Labor Statistics Occupationa l Out look 2010-11 Edition projects that careers in cosmetolog y w i l l g row much faster than the national average. Overall, cosmetology jobs will be growing about 20 percent for the period 2008 through 2018. These jobs aren’t just in big cities, but are in virtually every American town. Perhaps the most alluring part of a career in the beauty industry is its staying power.

THINGS TO CONSIDER:

• Jobs in the beauty industry are not going to be moved overseas.

• Jobs in the beauty industry are not likely to be replaced with technology or machines.

• Jobs in t he beaut y indust r y pr ov ide w h at m a ny y ou n g people are wanting more of in their careers today — life/work balance and the opportunity to create a schedule that allows them to do what they love and also find time for their loved ones.

T h e b e a u t y i n d u s t r y h a s p h e n o m e n a l n e t w o r k i n g opportunities and educational events that are available to the beauty professional. This industry has an astounding support system not seen in most other industries. There a re sy mposiums, t rade shows, Inter nat iona l Sa lon & Spa Expos, distributors that hold educationa l classes, and most salons hold in-house training for their staff. People in the beauty industry thrive on helping each other in their careers.

Before beginning your career you must choose a cosmetology school that is right for you. Doing your homework and weighing all your options will help you get the best head start at a career in the exciting world of the beauty industry.

Questions & Answers

Should I only search for schools c l o s e t o w he r e I l i v e ? Not necessarily. While many students may like to attend a school near

their home, others are w il l ing to commute or relocate close to the school that is right for them. When touring a school, find out if it has students who are currently attending from afar. Speak with these students to f ind out why they are willing to travel up to two hours, one way, just to attend.

Does the school have a website and, if so, is it informative? You should be able to get a feeling for the school and gather a lot of information from their website. Be sure to read the testimonials on the site. Make sure the testimonials are in regards to the school you are inquiring about. You will find some f ra nchises post va r ious testimonials, but you want to know about the school in your area. All schools, whet her f ra nchise or private, are different so beware of blanket statements.

What is the instructor-to-student ratio? Be sure to ask this ver y important question when touring a school. A smaller class size will definitely maximize your learning potent ia l . You w i l l get more personal time with your instructor and a better opportunity to bond with the other students. You do not want to be lost in a sea of students.

W h a t a r e t h e s c h o o l s ’ j o b placement rates? You want to make

sure the school has high placement r ate s a nd exc el lent work i ng relationships with local salons for job placement when you graduate.

Does the school provide clients for you to perform services on to gain experience? Make sure your school has a busy clinic that allows you to take clients after your 200- to 250-hour mark. You don’t want to have to bring your own models to work on and you certainly don’t want to be stuck in “manikin alley” for months. Hands-on experience w i l l better prepa re you to be salon-ready. Find out how many opportunities to perform haircuts, colors, foils, etc., a graduating student has at the school.

Always try to tour not only the school you think you are interested in the most, but other schools. You can better see differences between them and become more informed to make the choice that’s right for you. Ask lots of questions, not only of the admissions representative, but the students and instructors as well. Take advantage of any free service the school offers if you take a tour and are interested in the school. This will allow you to view the school in operation, as well as to pick the brain of the student performing your service. Just be prepared for an exciting career and get ready to change lives.


Lewiston-Auburn College offers• interdisciplinary learning focused on communication,

team work, student participation, and leadership.• many classes offered online to accommodate

students’ busy schedules• internships, service learning, independent studies,

and credit for prior learning• affordable education that lets you work with world

renowned faculty and committed staff to help youachieve your goals.

USM’s Lewiston-Auburn CollegeAs a student at USM’s Lewiston-Auburn College, you’ll enjoy the friendly atmosphere of a small collegecombined with the resources of a comprehensive university. As a member of the Lewiston-AuburnCollege community, you will have the support of faculty, staff, and friends in one of the most idealcollegiate settings possible.

“My experiences in SouthAfrica opened my eyes to awider world.”–Kathy Roy, a Master’s in LeadershipsStudies major who recently returnedfrom and international leadershipprogram in South Africa

Talk to us about a tour educational goalsCall us at (207) 753-6500 or visit

usm.maine.edu/lac/sj

U N I V E R S I T Y O F

SOUTHERN MAINE

Need Help With The

Financial Aid Process?

Call FAME!

Maineʼs Authority

on Higher Education Financing

1-800-228-3734

www.famemaine.com

Cosmetology: Beauty changes lives

Start a subscription. Call 784-3555 or 800-482-0753.


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college bound 2011

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