Technical colleges open door to new careers

After more than two decades of crunching
numbers, Terry Ciraulo’s career goals just
weren’t adding up.

"I always wanted to be in the medical field," the Issaquah woman recalls.
"Accounting just wasn’t my heart."

By Suzanne Monson
Special to The Seattle Times

( If interested in Montana Technical Colleges, visit: http://www.state.mt.us/css/education/higher_edu.asp )

But following her heart to health care required one crucial stop along the way:
school. Today, Ciraulo is among the growing number of students — many of
them at least 30 and with more than a decade of work experience — gaining
new skills through technical colleges in King County.

At Renton Technical College, enrollment is about 18,000, up about 2,000 from a
year ago. Lake Washington Technical College in Kirkland also is seeing a sharp
increase in students, from 9,401 a year ago to 11,352 this school year.

Some are students like Ciraulo who want a career change. Others are among
the thousands of workers who have been laid off.

Since many have families to support and bills to pay, they turn to technical
colleges to learn new skills fast.

"Work-force training is what we do best — getting people back into the work
force quickly," says Mike Metke, president of Lake Washington Technical
College. Nearly all technical-college programs — from emergency dispatching to
computer science — range from five to 22 months.

This condensed, concentrated training is what appeals to Ciraulo, studying to be
a medical assistant at Renton Technical College.

"I feel like I’ve had enough life experience," she
says. "At the community colleges, they wanted me
to take all the prerequisites, all the math and
English. I don’t need to take all that stuff now. I just
wanted the technical training. I’m an adult with a
family. Technical college could give me what I
needed for only a year out of my life, instead of two
to four."

At Renton Technical College, spokeswoman Kathy Chavers says she doesn’t
consider community colleges competition for technical schools; they’re merely
an alternative.

"A technical-college education is hands-on, with training in specific skills,"
Chavers says. "Community colleges offer more of a broad, general education.
We’re the practical."

This hands-on experience includes a Renton campus bakery that offers tasty
doughnuts to students and teachers and, at Lake Washington, off-campus
cosmetology training at two salon schools.

In other cases, technical-college students may take additional or advanced
classes at local community colleges and University of Washington branch
campuses.

Though some programs can be completed in less than a year, most require six
hours of course work each weekday.

There are nearly 48 technical and professional programs at each school; an
associate of applied science degree can be earned in about 24 areas. In other
programs, students may earn a certificate.

The schools offer a variety of programs, such as auto painting, floral design,
appliance/refrigeration technology and band-instrument repair.

For many students, these new careers mean larger paychecks.

"Someone with dental-hygiene training can earn $45,000 a year," Metke says.
"Where else can you say that about a two-year program?"

Ciraulo, likewise, expects "earnings that are about 33 percent higher than what I
was making before — and that’s just starting out."

The schools boast an overall employment-placement rate ranging from 87
percent to 92 percent. Some programs — including Renton’s surveying
engineering and machine technology — have 100 percent placement rates.

There are technical-college students like Ciraulo who receive job offers weeks
before they complete their course. Such placement-rate figures show technical
colleges are respected by local employers, Metke says.

"We’re tightly connected with business and industry. They tell us the kinds of
skills needed and we respond quickly," he says. "Our specialty is responding
quickly. That’s what two-year colleges do best. If there’s a need, we can meet
that need almost immediately."

Chavers adds, "We have a good advantage because there are nearly 400 people
who are experts in their field who serve on our advisory committees.

"They tell us what up-and-coming skills students are going to need."

"In business, when there’s a slowdown, you adjust
your employment accordingly," Metke says. "In
higher ed, we’re completely the opposite. The
difference is that our demand is greater than ever.
This is the time when business spikes up for us. It’s
up to us to be part of the solution to a weak
economy."

At Renton, instructor Terri Calnan began teaching
medical-assistant courses after she spent several
frustrating years in health care looking for
well-trained employees.

Today, she says, she sees a range of students,
from 18 to 56 years old. Several are men — including a former warehouse
worker — displaced from their previous jobs by physical injuries or layoffs.

"I’m seeing a lot of displaced Boeing workers right now," Calnan says. "I love
getting that kind of student. They have a great work ethic. They really want to
succeed."

Ciraulo agrees. "We’re all there for one reason, and age doesn’t matter. When I
went back to school at 44, it was really intimidating. But the instructors are so
good at working to help you accomplish what you want, instead of just testing
you at it.

"I feel like in another college, you might fail. But in the technical college, they’re
there to help you accomplish what you’re there for."

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