1) Foster youth have low college graduation rates, with only 2% completing a bachelor's degree compared to 24% of the general population.
2) Campus liaisons are vital for supporting foster youth in higher education by providing guidance and helping them navigate resources.
3) Miami University has designated liaisons across its campuses to assist foster youth with advising, learning, and retention through the Ohio Reach program, even though the state provides no financial assistance.
Anya Kamenetz DIYU at the 2011 WASC ARCWASC Senior
Colleges and universities today can no longer afford to conduct business as usual. The pressures of rising costs and ever-stronger mandates for accountability, access and success are too strong. Students, meanwhile, have urgent questions about the return on their investment and the relevance of the education they're receiving in a 21st century context. The way we connect, communicate, and access information is changing every day. When will these changes substantially affect education? Kamenetz addresses all these concerns and sets forth her vision of a future that includes personal learning networks, personalized learning paths, expanded peer learning and assessment, and learning that blends experiential and digital approaches. Faculty and administrators need to lead the way from the second to the "third horizon" of change by incorporating the seeds of future transformation while improving their institutions' working today.
Last week, when I AM NOT A LOAN raised our concerns about UVa's decision to eliminate the no-loan provision from AccessUVa, we received a lengthy response from President Sullivan. We know others may have received the same response, so we wanted to share our thoughts in the accompanying slide show. It's disappointing that the University is more concerned with justifying its actions than admitting it made a mistake and fixing it.
Anya Kamenetz DIYU at the 2011 WASC ARCWASC Senior
Colleges and universities today can no longer afford to conduct business as usual. The pressures of rising costs and ever-stronger mandates for accountability, access and success are too strong. Students, meanwhile, have urgent questions about the return on their investment and the relevance of the education they're receiving in a 21st century context. The way we connect, communicate, and access information is changing every day. When will these changes substantially affect education? Kamenetz addresses all these concerns and sets forth her vision of a future that includes personal learning networks, personalized learning paths, expanded peer learning and assessment, and learning that blends experiential and digital approaches. Faculty and administrators need to lead the way from the second to the "third horizon" of change by incorporating the seeds of future transformation while improving their institutions' working today.
Last week, when I AM NOT A LOAN raised our concerns about UVa's decision to eliminate the no-loan provision from AccessUVa, we received a lengthy response from President Sullivan. We know others may have received the same response, so we wanted to share our thoughts in the accompanying slide show. It's disappointing that the University is more concerned with justifying its actions than admitting it made a mistake and fixing it.
Terry Coniglio & Scott Burke digitizing financial aid - using chatbot techn...Georgia State University
The Student Financial Success Conference aims to advance the national dialogue about the use of data and technology to support undergraduate students by minimizing their financial risk that may adversely impact their academic success.
Open Textbooks: Access, Affordability, and Academic SuccessDavid Ernst
Cost is a barrier to universal access to higher education. Faculty can make a significant impact by considering cost when adopting textbooks for their courses. Open textbooks (textbooks licensed with a Creative Commons or similar license) are an affordable solution. Faculty can find open textbooks at http://open.umn.edu. Take a look, and see what a difference you can make!
Slides from talk by Tom Milburn on "Blogs and Social Networks: The Student Perspective" at UKOLN's workshop on "Exploiting The Potenial Of Blogs and Social Networks" on 26 Nov 2007.
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/
Shaking the money tree, making the most of financial resources for international students. Presentation at the NAFSA Region X Conference by Jennifer Frankel (Envisage International) and Ruth Kamona (The City University of New York)
Weekly Update Issue #397 October 14, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
Terry Coniglio & Scott Burke digitizing financial aid - using chatbot techn...Georgia State University
The Student Financial Success Conference aims to advance the national dialogue about the use of data and technology to support undergraduate students by minimizing their financial risk that may adversely impact their academic success.
Open Textbooks: Access, Affordability, and Academic SuccessDavid Ernst
Cost is a barrier to universal access to higher education. Faculty can make a significant impact by considering cost when adopting textbooks for their courses. Open textbooks (textbooks licensed with a Creative Commons or similar license) are an affordable solution. Faculty can find open textbooks at http://open.umn.edu. Take a look, and see what a difference you can make!
Slides from talk by Tom Milburn on "Blogs and Social Networks: The Student Perspective" at UKOLN's workshop on "Exploiting The Potenial Of Blogs and Social Networks" on 26 Nov 2007.
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/
Shaking the money tree, making the most of financial resources for international students. Presentation at the NAFSA Region X Conference by Jennifer Frankel (Envisage International) and Ruth Kamona (The City University of New York)
Weekly Update Issue #397 October 14, 2014EducationUSA
Accredited U.S. educational institutions can publicize their financial aid opportunities and campus news to the EducationUSA network of over 400 centers in 170 countries through our free service: EdUSA Weekly Update. EducationUSA advising centers will, in turn, circulate this information through a multitude of international channels via social media, newsletters, bulletin boards, websites, and more!
Creative Practice Theory and Feature Film Screenwriting - JT VelikovskyJT Velikovsky
My PPT from my paper/presentation on Creative Practice Theory and Feature Film Screenwriting at the 2013 UWS Postgraduate conference - which is excerpts from my thesis: “Understanding and Exploring the relationship between: Creativity; Theories of Narratology;
Screenwriting; and Narrative Fiction Feature Film-making Practices.” - See the first 18 mins of the presentation, here:
http://www.youtube.com/watch?v=dJVdqgbrXQ0&feature=c4-overview&list=UUIPc-Pf5SPMlD9pLalykQdg
Americans believe a college education is worth the money, but they don’t believe college is affordable and don’t know where to go to get reliable information about financial aid, according to the findings of an extensive research study conducted on behalf of a broad coalition of higher education associations and institutions. The study identifies a wide gap between what the public knows about financing higher education and what it believes it knows. The study overwhelmingly showed that the public is not aware of how much financial aid is available to help meet college bills or where to find it. They also greatly overestimate the price of attending college. Overall, the study revealed six key findings:
- The public worries a great deal about the price of college. Seventy-one percent of those surveyed believe that college is too expensive. Additionally, 79 percent of African Americans and 82 percent of Hispanics are more likely to think that college is not affordable.
- Despite the public’s worries about the affordability of higher education in general and a positive self-assessment of their personal ability to afford it, the public has a distorted view of what it costs to attend college — thinking it costs considerably more than it does.
- Fifty-five percent of those surveyed do not think colleges try to keep the amount they charge at affordable levels for families, and 80 percent think colleges and universities make a profit.
Myths and Realities about Paying for College
Myth: You really don’t need college to be a success — look at Bill Gates.
Reality: Bill Gates’ story is exceptional. Today, the average annual income of male fulltime workers with a bachelor’s degree is over 50 percent higher than for those with a high school diploma. Those with an associate degree earn 20 percent more than high school graduates. The earnings differentials are larger for women. Today, some postsecondary education or training is necessary for almost every good job.
Myth: Only minorities get extra help.
Reality: Very little aid is awarded solely on the basis of students’ race or ethnicity. Generally, students from racial or ethnic minority groups are more likely to receive scholarships because they are more likely to have financial need.
Myth: Community colleges offer only vocational education.
Reality: Community colleges provide a wide range of educational options, all at a low cost to students. Open admissions, nearby locations, a wide array of courses, flexible class schedules, and low tuition prices make community colleges readily accessible for everyone.
Myth: There is no basis for the soaring increase in college prices.
Reality: Colleges are trying to do even better, searching for new and innovative ways to cut costs and minimize tuition increases.
Source: https://ebookscheaper.com/2022/05/03/a-college-education-is-a-sound-investment/
Single Stop USA is an initiative at Bunker Hill Community College that connects students to state and federal financial resources and local community services.
11 Creative Strategies to Improve Community College Financial AidCampusLogic
Which students are least likely to apply for financial aid?
Apparently it’s those who need it the most, according to The Financial Aid Challenge. Community college students with low to moderate income are the population most unlikely to file a Free Application for Federal Student Aid (FAFSA). FAFSA filing is the first requirement for students who seek federal financial aid; for many community college students, financial aid is the only way they will complete their programs. Yet, FAFSA apps aren’t coming in for the neediest students.
So what can community college financial aid directors do to make it easier for students to pursue financial aid? Below we discuss why community college students might not use financial aid. Then we expound on advice from The Financial Aid Challenge to offer solutions for your community college.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
An Exploration of Student Loans as a Barrier to Higher Education for Muslimsdecolonisingdmu
Yusraa Maryam and Professor Richard Hall, De Montfort University
Student loans containing interest is a barrier to education for some Muslim students, as Islam prohibits interest (Malik and Wykes, 2018, pp.8-9). Despite this being an issue explicitly recognised by successive UK governments (DfBIS, 2014, p.6), a funding solution that supports access and participation for impacted individuals and communities has yet to be implemented. Moreover, there is limited research available on the impact of this system on Muslims who are trying to adhere to Islamic teachings. This paper explores student-led research into the ways in which student loans form a barrier to higher education for Muslims. It is predicated upon two research questions. First, what are the impacts of interest-based student loans on Muslims academic and career aspirations? Second, how are Muslims’ work-life balance impacted by the student loans system? Qualitative, semi-structured interviews were conducted with 5 Muslim participants, who have experienced the loan system as a barrier, in order to explore their views and perspectives. This was aligned with the auto-ethnographic perspective of the student-as-researcher, in order to explore issues of positionality in the research. The emerging results found that the current student loans system caused participants to change academic and career aspirations to shorter and cheaper routes, in order to avoid engaging with interest-based loans. Beyond this, there was indicative evidence of an intersection between religious belief and class, which impacted study. Some Muslim students, especially those from lower-income backgrounds, had to work to fund their education leading to an unhealthy work-life balance, and this created a complex, educational experience. The results of the study highlight the inequalities Muslim students can face inside higher education in the UK, reinforcing the need for an alternative finance system in line with Islamic principles.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.
1. Keeping Them in College Chris Klefeker, Foster Care Liaison; Harrison Thompson, Student Miami University-Hamilton
2. Sobering Statistics 67% of foster care alumni who enter college drop out before graduation Less than 2% of former foster youth complete a bachelor's degree, compared with 24% of the general population
3. Factors that Undermine College Retention Lack of college readiness Lack of family support Lack knowledge of available resources Family issues (e.g. single parent, trying to support bio-parent or siblings) Housing challenges (e.g. holidays, summer break)
4. Facilitating Campus Support To ensure student success, it is necessary to provide financial, academic, and emotional/social support. A full-time designated point person is vital for the success of foster youth at the university. Whether or not the university is able to provide a comprehensive scholarship for students aging out of foster care, financial advising is essential. *Research Brief: Building a Campus Support Network For Students Emerging from Foster Care, Education Advisory Board, Washington DC, June 10, 2009
5. Zero Budget Model All three campuses of Miami University, along with the new VOA site, have named Ohio Reach Liaisons. Each liaison is linked with a different student support office: advising, learning assistance, transition/retention. The state does not provide financial assistance.
6. Why Campus Liaisons?? Why are Campus Liaisons a vital part of the Ohio Reach initiative to increase the number of foster care youth who enroll in higher education? Because “youth from care need a caring trusted staff person who has primary responsibility to identify them and consistently provide guidance in navigating higher education.” *Appendix B: Supporting Success: Improving Higher Education Outcomes for Youth from Foster Care, which 2010 Ohio Reach Summit participants will receive in hard-copy form.
7. Campus Liaison Qualifications Familiarity with the needs of foster youth Willingness and ability to advocate for support throughout the university community Knowledge of available resources available within the university and ability to network effectively Listening skills and availability to interact with students *Research Brief: Building a Campus Support Network For Students Emerging from Foster Care, Education Advisory Board, Washington DC, June 10, 2009
8. Campus Liaison Responsibilities Post Ohio Reach Symbol in your office and add your Foster Care Liaison title to your business cards Work with child welfare partners to recruit foster youth to apply to the program and identify college students with foster care backgrounds Provide support and assisting students on a day-to-day basis Train campus staff about issues challenging foster youth on campus and over school breaks and vacations. *Research Brief: Building a Campus Support Network For Students Emerging from Foster Care, Education Advisory Board, Washington DC, June 10, 2009
9. Campus Connections Supporting success for foster care youth in higher education requires working collaboratively within the university structure: Registrar Financial Aid Housing Academic Advising Counseling Center Learning Center *Research Brief: Building a Campus Support Network For Students Emerging from Foster Care, Education Advisory Board, Washington DC, June 10, 2009
10. Keys to Campus Survival Housing during breaks Transportation Support systems
11. Identifying College Students from Foster Care FAFSA data base queries (question #53) Work w/ your area independent living, child welfare/social workers, and agencies Brochures, posters, media spots Websites – both college, social services, and youth http://www.regionals.muohio.edu/fostercare/ Foster care status question on applications & “sign in” forms Outreach to area high school counselors Use of Ohio Reach Symbol in your office and your Foster Care Liaison title on your business cards Word of mouth – student/youth networks
12. Higher Ed and Child Welfareas Partners Identify potential and current students Raise awareness of community resources for ALL students (i.e. housing, medical, food, transportation, child care, etc.) Forge relationships with people who have a history with your student and are familiar with his or her situation
13. College Retention Better preparation - CW Connections on campus Choosing a college closer to home OCOG and Pell Grant Peer Support Networks – CW & H.Ed College Liaison – H.E. Paired with a mentor in the community - CW Connections amongst schools for smooth transfers or relocations
14. Evaluating Success Grades and GPA Courses taken On-Campus activities Transfers and reasons for doing so If dropped out, reasons for doing so Graduation Current status, whereabouts, activities – ideally at certain time intervals (e.g., 1,3, & 5 years)