Enterprise Story Rough Draft

Josiah Daniels

April 28, 2011

Enterprise PSEO

PSEO Students at Anoka-Ramsey

            Have you ever wondered about PSEO students? What do teachers think of them? How prepared are they for college? How well do they perform? What do they think of college?

            PSEO stands for Post Secondary Enrollment Option. It is a program where the state of Minnesota pays for juniors and seniors in high school to go to college. According to the Dean of Research and Evaluation, Nora Morris, 891 students at both campuses of Anoka-Ramsey Community College (ARCC) were PSEO students in 2009.

            When it comes their performance, “Honestly, I can’t tell the difference between PSEO students and more traditional students,” commented English teacher Dr. Kate Maurer.

            Likewise, English instructor Kathleen Hoffman said, “They keep up very well with the rest of the students.”

            In fact, according to ARCC advisor Maria Barlage, PSEO students seem to play a vital role in higher-level math courses. “I don’t know how our higher level math classes would get filled with out PSEO students.” Barlage went on to explain how because PSEO students come straight from high school, they tend to remember their mathematics better. However, some of the other students have forgotten theirs because they’ve been out of school.

            In Barlage’s opinion, the performance of PSEO students ranges in excellence. However, she also believes that this is true with the general population as well.

            Tami Duke, a counselor at Princeton High School, estimated that only about three percent of students at Princeton, who start PSEO, drop out. However, she did say that about 10 percent sign up for PSEO at registration and then don’t end up enrolling at a college.

            Likewise, when Dr. Maurer was discussing how prepared PSEO students are for college, she stated how it is usually “hit or miss.” But, it is also like that with the general population as well, she explained.

            Actually, according to The Minnesota State Colleges and Universities System (MNSCU), PSEO students had a success rate of 80.2 percent in between the fall of 2008 and 2009 whereas regular undergraduate students had a success rate of 69.7 percent. MNSCU also stated that this level of success has been fairly stable over time.

            In regards to PSEO student’s maturity level, Hoffman commented how she noticed that about 90 percent of PSEO students seem to be mature whereas the other 10 percent aren’t always. She continued to note how the immature PSEO students can often times get on the nerves of the more traditional students.

            Furthermore, Barlage commented on how, in her opinion, the home school PSEO students seem to be more mature than the other PSEO students. She attributed this to the idea that home school students tend to be used to working on their own more. According to Norris, home school students accounted for 138 PSEO students in the fall of 2009.

            But what do PSEO students themselves say about PSEO?

            “I think it’s actually easier than high school,” commented Tim Hasser. Hasser stated that he believed that the flexible hours of PSEO makes it easier. Hasser also commented on how he goes to school two days a week. Hasser will graduate with 4.0 GPA and his Associates in Arts degree this spring.

            Likewise, PSEO student Cody Farrond commented on how he thought PSEO wasn’t much harder than high school. However, Farrond did mention one challenge. “You have to take a lot of classes that you don’t want to take,” he explained.

            Hasser commented on how one of the hardest parts of PSEO is missing friends at the high school. Duke also reflected the same information by commenting on how some of the students she councils in PSEO say they miss their friends.

            On the contrary though, Duke commented on how a lot of students like the flexibility they get with their schedules. “They like not being in the high school with the ‘drama,’” she noted.

            Additionally, several PSEO students commented on how teachers at ARCC are very accessible and helpful. However, one student did mention how he thought some of the teachers weren’t very structured with their teaching time.

            “Yes I would recommend PSEO to other students. It’s a great way to get a leap start on your career,” commented PSEO student Samuel Wagner.

            Similarly, Farrond thinks that PSEO is a good option for high school students who want to get a head start on college.

            Stephanie Daniels, an incoming PSEO student, commented on how she thinks PSEO is a good option as well, but that she’s not sure it’s for everyone. “Some people just aren’t ready to take on the responsibility of going to college yet,” she explained.

            For example, some people don’t think that PSEO is right for them. Josh Norman is one example. Norman went back to his high school after one semester of PSEO at ARCC. “You really have to be in that college mindset, and not everybody is ready for that in high school,” explained Norman.

            In Duke’s opinion, “Sometimes I feel like students are trying to push too hard, too fast and don't revel in their high school experience.  But it really just depends on the student.”          

Side Bar:

What Classes do PSEO Students Take?

            Do you remember what it’s like at Anoka-Ramsey Community College (ARCC) in the fall semester when the days come for PSEO students to register for spring semester classes.

            There is the crowded front entrances, the busy counselors, and the stressed PSEO students hoping that they’ll get the classes they want.

            Have you ever wondered what classes all of those PSEO students are signing up for?

            According to Nora Morris, the Dean of Research and Evaluation, statistics show that College Writing and Critical Reading, English 1121, has been the top choice of PSEO students for the past nine years.

These facts are for both the Cambridge and Coon Rapids campus’ combined.       

            Coming in second each of the nine years has been General Psychology, PSYC 1110.

            Third place has been mixed through out the past nine years. However, the most common third place appearing has been General Sociology, which has appeared in third place seven of the nine years. College Algebra and Introduction to Speech Communication were the other two that each robbed a year from General Sociology.

            Other common courses include American Politics and Government, Interpretive Chemistry, and Principles of Economics.

           

Press Release Easter Service

Josiah Daniels

New Life Church

2061 100^th Avenue

Princeton, MN 55371

          For Release at Will

CONTACT: Josiah Daniels

Home Phone                (763) 389-3157

Cell Phone                    (763) 273-0180        

Email                            daniejos000@gmail.com

EASTER SERVICE AND BREAKFAST AT NEW LIFE CHURCH

            An Easter service along with a pancake breakfast will be held at New Life Church in Princeton on Sunday April 21, 2011.

            The pancake breakfast will go from 8 a.m. to 12 p.m. All proceeds will go towards the youth missions trip to Nicaragua this summer. This is the third time that they will be traveling to Nicaragua. Caleb Daniels, who attends the church, was at the breakfast last year and said, “The food was exceptional, and the money goes to a good cause, so why not?”

            The Easter services will start at 9:15 a.m. and 10:45 a.m. The service will be a traditional celebration of Jesus Christ’s’ resurrection.

            About 1400 people attended the New Life Church Easter services last year. As member of New Life Church Pat Daniels said, “It’s an amazing service that really allows you to reflect upon the incredible sacrifice that Jesus made.”

            For more information or questions, contact Josiah Daniels at 763-389-3157.

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Story 7

Stephanie Daniels Begins Her College Career at ARCC

            Stephanie Daniels is an incoming student with high goals and is looking for opportunity at Anoka-Ramsey Community College (ARCC).

            Daniels is a 16-year-old Post Secondary Enrollment Option Program (PSEO) student and is interested in becoming a veterinarian technician. PSEO is a program where the state of Minnesota pays for juniors and seniors in high school to go to college.

             One of the reasons Daniels wants to go to ARCC is because it will help her in her goal of becoming a veterinarian technician. “If I go to ARCC, my burden in years and money towards receiving my vet tech degree will be significantly shortened,” Daniels explained.

            In fact, Daniels real passion lies with horses. She is thinking about going farther than her vet tech degree and getting a specialist equine veterinarian degree. As Daniels explained, “I’ve had the privilege of working with horses at a local horse ranch for the past seven years, and I consider it to be one of the most enjoyable parts of my week.”

            Daniels is particularly interested in ARCC for several reasons. One of those reasons is the opportunity that ARCC offers through PSEO. “I’ve seen the incredible opportunities that it has provided my brother with, and I figured that if I could get my generals done there while in high school, I would be that much ahead of everybody else.” Daniels went on to point out how she thinks more people should participate in PSEO because it’s a program that allows people to advance in life.

            Location is also a big factor in Daniels’ decision to attend ARCC. ARCC is only a 15-minute drive from her house. “Being that close to my house will allow me to me to be involved on the horse farm as well as my church and high school, which will be a huge plus while I attend ARCC.”

            English classes and Science classes interest Daniels the most. She is also interested in any agricultural or animal classes that will help her with her future goals. As Daniels put it, “I realize the importance of science courses to my degree in veterinarian science, so I’m going to try my best to immerse myself in science classes that will help me.” Other than that, Daniels is going to focus on fulfilling her generals and high school requirements for graduation.

            Daniels is interested in getting involved in not only her classes at ARCC, but also the extracurricular activities that ARCC has to offer.

            “I would love the opportunity to be involved in the choir program at ARCC along with the Hearts Ablaze Christian group,” Daniels stated. “I also love animals and would consider joining any group involved with animals,” Daniels continued.

            Daniels also has some hopes about what ARCC will be like. She explained how she hopes that the faculty will be friendly and accommodating. “There’s nothing worse than teachers who aren’t willing to help or who do help but make you feel stupid,” Daniels pointed out. However, Daniels continued to say that she doesn’t have very many worries about this because she’s heard that the instructors are pretty easy to work with.

            Likewise, Daniels is also hoping that the ARCC students will be friendly as well. She wants to be able to make friends there so that she doesn’t have to associate ARCC only with school. Several of her friends go to ARCC though, so she isn’t too concerned about that. 

            In fact, Daniels realizes that one of the biggest parts in college is getting involved and getting to know people. As Daniels puts it, “It’s one thing to go to college and just complete all the course work and then go on with your life, but it’s a whole new and interesting ball game if you can go there and actually get involved. That’s how college memories are made, and that’s what I want to do.”

            Furthermore, Daniels is interested in the English classes at ARCC partly because of her love of reading. Daniels loves to read all sorts of books. Some of the more common genres she reads include romance and fantasy. Daniels is hoping to find some good English classes that will foster her love of reading even more.

            Daniels is looking forward to her future at ARCC. As Daniels noted, “I want to make sure that I don’t see my time at ARCC as simply an obstacle to get past. I’d rather see it as an opportunity for me to develop skills that will help me down the road in life, particularly in my current goal of becoming a vet tech.”

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Story 6

Josiah Daniels

April 7, 2011

Interview Joe Schoen

Joe Schoen’s Journey in Economics

            Professor Joseph Schoen and economics seemed to click when he took his first economics class.

            “I thought I could make money at it, basically the stock market,” Schoen said as to why he took that first economics course. 

At first Schoen wanted to be a cross-country truck driver, but after he took that first class, things gelled. “For me it was really cool because it is how I actually analyze things in the natural world,” Schoen explained. In undergraduate school, my economic courses were the easiest classes that I took, Schoen pointed out.

Schoen actually started dabbling in the stock market in high school, so he thought economics would be the perfect course to help him out. However, he soon learned that economics wasn’t specifically for the stock market. It was the logical thinking and application of economics to the real world that got Schoen hooked on economics.

Schoen has been teaching economics courses for 3.5 years. Schoen taught for 1.5 years at The University of Wisconsin-Marshfield (UWM). The last two years, however, have been at Anoka-Ramsey Community College (ARCC).

In fact, Schoen said that there is a “night and day” difference between the students at UWM and ARCC. Schoen said that the students at ARCC are smarter than the students at his previous school.

One of Schoen’s favorite things about teaching economics is watching people find out that economics isn’t really that complicated if it is “broken down enough.” Schoen also likes to show how some people have preconceived notions about economics but that many of those notions aren’t consistent with the logic of economics.

On the other hand, Schoen explained that one of the hardest things about teaching economics is that some people think the topic is dry. “It’s hard to engage those students and make it interesting,” stated Schoen. “And then there’s always some of those students who just fold their arms and say ‘your not right’ because of their preconceived notions and political views,” Schoen pointed out. For instance, Schoen explained how he goes off on tangents sometimes trying to explain to students that cutting taxes and government spending can both stimulate the economy.

Furthermore, Schoen is optimistic about the current U.S. economy. However, he believes that our economy will not grow as fast as other countries’ economies because we are the leader, but that we will recover. Schoen’s rationale for this is that we do most of the work of coming up with new technology, but all that other countries have to do is simply adapt to the technology. “It’s not going to be anything significant this year or next year even, but over all in like a decade from now, we’ll be able to say ‘oh yeah’ we recovered,” Schoen explained.

Schoen got his undergraduate degree in economics from the University of Wisconsin-Green Bay. He then transferred to the University of Wisconsin-Madison for his graduate degree. Schoen’s degree is in agricultural and applied economics.

Schoen has been contemplating going for his Ph.D. but is still unsure. Schoen pointed out how he didn’t have many memories from graduate school because of how much school he was doing. “I was thinking economics 24-7; I dreamt it,” Schoen explained. “So, I’ve kind of forgotten how much of a commitment it is.” However, Schoen says he would like to go for his Ph.D., and that he is not ruling it out as a possibility in the future.   

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