V01. 6, No. 5 O u t 1 O O k February 1991 A Publication of Florida Community College at ]acksonville The dollars and sense of financial aid Florida Community College at ]ackson’ ville—along with many other state organizations—is currently struggling to incorporate deep budget cuts brought on by lagging state revenues. The College is discovering that resources are becoming more scarce and that more innovative ways of supporting various programs and projects must be found. But what about our students and the funds that support them? For many FCC] students, the attraction of a community college is access, and access means financial access as well as academic access. Financial aid, in the form of loans, grants and scholarships, is a key financial factor for more than five thousand FCC] students. They are doubly affected by tough economic times because such conditions are accompanied by diminished availability of resources as well as greater need for funding. Add to that scenario the recent federal Department of Education fracas over minority scholarships (the decision whether scholarships based strictly on race, gender and/or ethnic background are legal), and there are the makings for unsettling times in student financial aid. “Last year was certainly a tenuous year for financial aid,” said Charlotte Hallv Austin, director of financial aid. “There has always been a lot of discontent with the federal government funding, but now, we have more students needing financial aid and less money to give them.” Comparison of Financial Aid Awards at FCCJ l 4400— 4200— 4000- 3600— 3600- 3400- 3200- 3000— Numberof 2800— financioiald 2600- recipients 2400- 2200’ 2WD- l800- 1600- 1400— 1200— 1000- 803- 600— l 8 4,099 [III llTiTFTillllll 88/89 89/90 88/89 89/90 88/89 89/90 Granis Loans mp5 With continued cost of living increases, the cost of a college education is also going up. Fortunately, state and federal grants have been adjusted proportionately. (At FCC], for example, the average grant amount has increased steadily from $544 in 1987 to $604 in 1988 to $739 in 1989.) Even though the dollar amount of the grants is increasing, the bad news is the number of grants being awarded each year is noticebly decreasing. ]oann Faulk, student aid coordinator at North Campus, witnesses this dilemma on a daily basis, having to deal directly with the students. “There is a definite problem with the [financial aid] system when there is only so much money to go around,” she said. “But my biggest concern is keeping the students in school. And there are ways of solving their problems.” The most popular solution to this diminishing grant crisis is student loans. “The incidence [of student loans] is certainly increasing. As the grant money continues to diminish, loans are definitely becoming higher in demand,” HalleAustin said. Both the Stafford (formerly the GSL) and Perkins loans are federallyefunded programs which allow the student to borrow money for college. Deferment plans even permit students to delay payment while still enrolled. “We have been seeing a lot of students who were depending on grants to pay for their schooling are now depending on loans,” Faulk added. In just one year, the incidence of students seeking out loans has more than doubled from 1,900 students (1988—1989) to 4,099 (1989»1990). Though this swing from grants to loans has not had an adverse effect on enrollment, according to HalleAustin, it has created at least one other problem. “A lot of students are coming back to school, but they are realizing that not only do they have to worry about their current expenses—rent, food, transportation—but after graduation they have to pay back the expenses they incurred in school too,” she said. “However, we do counsel students before they get into any indebtedness.” In addition to loans, many students are reaping the financial benefits of scholarships. nit iii“ 5*. Mariya aft-i ii FCCJ student waits in line on “Book Check Day.” “Scholarship funds continue to increase because that money comes from donations and is not governed by the federal government,” HalleAustin said. Faulk added that there are more scholarships available than ever before. “FCC] really does have a lot of scholarships, but students aren't applying like they should. Many students qualify [for the scholarships] but don’t seek them out,” she said. And they should. In addition to their prestige, scholarships also provided a higher average dollar amount to students than loans (an average loan of $333 in 1989— 1990 compared with the average scholarship award of $364). With the growth of these scholarship awards and the introduction of four new State of Florida—funded grants, the fate of financial aid begins to look more optimistic. In an article in Student Aid TRANSCRIPT Dallas Martin, president of the National Association of Student Financial Aid Administrators, put it all in perspective. “In spite of our optimism a decade ago, only minimal gains have been made in available student aid dollars,” he wrote. “Still, in spite of its faults, the student aid system has proven to be resilient and effective.” INSIDE Black History month......... 2 Black History calendar........2 Tennis coaches findlove........4 Gallon’s report makes national waves Everyone talks about the changing demographics in America’s workplace, but one FCC] administrator has received national attention for his onvtarget assessment of the situation. According to demographic reports, women and minorities will make up 85% of the population entering the workforce by the year 2000. Educators have known for years that the fields of science and mathematics have been overwhelmingly dominated by white males. For whatever reason, both women and minority groups have been reluctant to seek education or employment in either area. At a time when the United States appears to be falling behind other countries in technology and industry, education leaders are expressing concern that the influx of women and minorities into the job market will only exacerbate the problem. Dennis Gallon, associate Vice president of instruction, is one educator who claims it has already started happening. “There is an increasing number of females and minorities who are coming through the [college] doors today, but unfortunately, very few are deciding to major in math or science,” he said. “For many, it started as early as the cradle when girls were given dolls to play with and boys were given tractors. Their parents perpetuated the myth that it’s okay for females to dislike math and science. As a result, many girls have grown up feeling out of place in those environments or believing they weren’t smart enough.” Gallon joined forces with the Commis— sion of Urban Community Colleges of the American Association of Community and ]unior Colleges (AAC]C). The resulting monograph, Regaining the Edge in Urban Education—Science and Mathematics, has garnered considerable national attention. Originally commissioned by AAC]C, the report was intended to determine what could be done to improve the quality of math and science education in the United States. “The idea was proposed as a way of getting some type of publication into the hands of the policy makers to hopefully, influence them,” said Gallon, who served as editor of the monograph. In preparing for this heady task, Gallon began researching the subject—with some alarming results. One mathematics and science assessment study, “A World of Differences” (1988), compared 13—year—olds from Ireland, Korea, Spain, United Kingdom and the United States and Canadian provinces British Columbia, New Brunswick, Ontario and Quebec. In the area of mathematics, US. students achieved the lowest scores. In science, the US. students were, again, near the bottom. Gallon found plenty of other studies in support of this educational crisis, but with a somewhat limited scope. “While much is being written about educational reforms in the secondary schools and four—year colleges and universities, little has been written about how community colleges can contribute to eliminating the math and science crisis,” he said. Thus, the main thrust of the AAC]C report became not only creating awareness of the crisis but also finding solutions at the community college level. “We cannot overlook the community college when it comes to eliminating the problem. It [community college] is simply too large an entity in education to ignore,” he said. Gallon contacted administrators and faculty at community colleges across the country, asking for contributing writers. The result is 10 chapters (including one written by Mike Commons, professor of physics and mathematics at Kent Campus), dealing with everything from federal support . . . AACJC’s monograph has for mathematics and scrences to strategies brought national attention to Gallon and FCC]. (continued on page Z) , OCR Text: V01. 6, No. 5 O u t 1 O O k February 1991 A Publication of Florida Community College at ]acksonville The dollars and sense of financial aid Florida Community College at ]ackson’ ville—along with many other state organizations—is currently struggling to incorporate deep budget cuts brought on by lagging state revenues. The College is discovering that resources are becoming more scarce and that more innovative ways of supporting various programs and projects must be found. But what about our students and the funds that support them? For many FCC] students, the attraction of a community college is access, and access means financial access as well as academic access. Financial aid, in the form of loans, grants and scholarships, is a key financial factor for more than five thousand FCC] students. They are doubly affected by tough economic times because such conditions are accompanied by diminished availability of resources as well as greater need for funding. Add to that scenario the recent federal Department of Education fracas over minority scholarships (the decision whether scholarships based strictly on race, gender and/or ethnic background are legal), and there are the makings for unsettling times in student financial aid. “Last year was certainly a tenuous year for financial aid,” said Charlotte Hallv Austin, director of financial aid. “There has always been a lot of discontent with the federal government funding, but now, we have more students needing financial aid and less money to give them.” Comparison of Financial Aid Awards at FCCJ l 4400— 4200— 4000- 3600— 3600- 3400- 3200- 3000— Numberof 2800— financioiald 2600- recipients 2400- 2200’ 2WD- l800- 1600- 1400— 1200— 1000- 803- 600— l 8 4,099 [III llTiTFTillllll 88/89 89/90 88/89 89/90 88/89 89/90 Granis Loans mp5 With continued cost of living increases, the cost of a college education is also going up. Fortunately, state and federal grants have been adjusted proportionately. (At FCC], for example, the average grant amount has increased steadily from $544 in 1987 to $604 in 1988 to $739 in 1989.) Even though the dollar amount of the grants is increasing, the bad news is the number of grants being awarded each year is noticebly decreasing. ]oann Faulk, student aid coordinator at North Campus, witnesses this dilemma on a daily basis, having to deal directly with the students. “There is a definite problem with the [financial aid] system when there is only so much money to go around,” she said. “But my biggest concern is keeping the students in school. And there are ways of solving their problems.” The most popular solution to this diminishing grant crisis is student loans. “The incidence [of student loans] is certainly increasing. As the grant money continues to diminish, loans are definitely becoming higher in demand,” HalleAustin said. Both the Stafford (formerly the GSL) and Perkins loans are federallyefunded programs which allow the student to borrow money for college. Deferment plans even permit students to delay payment while still enrolled. “We have been seeing a lot of students who were depending on grants to pay for their schooling are now depending on loans,” Faulk added. In just one year, the incidence of students seeking out loans has more than doubled from 1,900 students (1988—1989) to 4,099 (1989»1990). Though this swing from grants to loans has not had an adverse effect on enrollment, according to HalleAustin, it has created at least one other problem. “A lot of students are coming back to school, but they are realizing that not only do they have to worry about their current expenses—rent, food, transportation—but after graduation they have to pay back the expenses they incurred in school too,” she said. “However, we do counsel students before they get into any indebtedness.” In addition to loans, many students are reaping the financial benefits of scholarships. nit iii“ 5*. Mariya aft-i ii FCCJ student waits in line on “Book Check Day.” “Scholarship funds continue to increase because that money comes from donations and is not governed by the federal government,” HalleAustin said. Faulk added that there are more scholarships available than ever before. “FCC] really does have a lot of scholarships, but students aren't applying like they should. Many students qualify [for the scholarships] but don’t seek them out,” she said. And they should. In addition to their prestige, scholarships also provided a higher average dollar amount to students than loans (an average loan of $333 in 1989— 1990 compared with the average scholarship award of $364). With the growth of these scholarship awards and the introduction of four new State of Florida—funded grants, the fate of financial aid begins to look more optimistic. In an article in Student Aid TRANSCRIPT Dallas Martin, president of the National Association of Student Financial Aid Administrators, put it all in perspective. “In spite of our optimism a decade ago, only minimal gains have been made in available student aid dollars,” he wrote. “Still, in spite of its faults, the student aid system has proven to be resilient and effective.” INSIDE Black History month......... 2 Black History calendar........2 Tennis coaches findlove........4 Gallon’s report makes national waves Everyone talks about the changing demographics in America’s workplace, but one FCC] administrator has received national attention for his onvtarget assessment of the situation. According to demographic reports, women and minorities will make up 85% of the population entering the workforce by the year 2000. Educators have known for years that the fields of science and mathematics have been overwhelmingly dominated by white males. For whatever reason, both women and minority groups have been reluctant to seek education or employment in either area. At a time when the United States appears to be falling behind other countries in technology and industry, education leaders are expressing concern that the influx of women and minorities into the job market will only exacerbate the problem. Dennis Gallon, associate Vice president of instruction, is one educator who claims it has already started happening. “There is an increasing number of females and minorities who are coming through the [college] doors today, but unfortunately, very few are deciding to major in math or science,” he said. “For many, it started as early as the cradle when girls were given dolls to play with and boys were given tractors. Their parents perpetuated the myth that it’s okay for females to dislike math and science. As a result, many girls have grown up feeling out of place in those environments or believing they weren’t smart enough.” Gallon joined forces with the Commis— sion of Urban Community Colleges of the American Association of Community and ]unior Colleges (AAC]C). The resulting monograph, Regaining the Edge in Urban Education—Science and Mathematics, has garnered considerable national attention. Originally commissioned by AAC]C, the report was intended to determine what could be done to improve the quality of math and science education in the United States. “The idea was proposed as a way of getting some type of publication into the hands of the policy makers to hopefully, influence them,” said Gallon, who served as editor of the monograph. In preparing for this heady task, Gallon began researching the subject—with some alarming results. One mathematics and science assessment study, “A World of Differences” (1988), compared 13—year—olds from Ireland, Korea, Spain, United Kingdom and the United States and Canadian provinces British Columbia, New Brunswick, Ontario and Quebec. In the area of mathematics, US. students achieved the lowest scores. In science, the US. students were, again, near the bottom. Gallon found plenty of other studies in support of this educational crisis, but with a somewhat limited scope. “While much is being written about educational reforms in the secondary schools and four—year colleges and universities, little has been written about how community colleges can contribute to eliminating the math and science crisis,” he said. Thus, the main thrust of the AAC]C report became not only creating awareness of the crisis but also finding solutions at the community college level. “We cannot overlook the community college when it comes to eliminating the problem. It [community college] is simply too large an entity in education to ignore,” he said. Gallon contacted administrators and faculty at community colleges across the country, asking for contributing writers. The result is 10 chapters (including one written by Mike Commons, professor of physics and mathematics at Kent Campus), dealing with everything from federal support . . . AACJC’s monograph has for mathematics and scrences to strategies brought national attention to Gallon and FCC]. (continued on page Z) , Z ArchiveInABox,JAX,Outlook Newsletter,Outlook Newsletter 06-07,February 1991,P01 (2).tif, P01 (2).tif