Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice
Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.
Gender Studies Pat Dorman Scholarship is for upper-division Boise State University students who have taken coursework relating to Women’s Studies and have declared a minor in Gender Studies. Applicants must also have a GPA of 3.0 or higher.
In this webinar, Debra Hart, Director of Education & Transition at the Institute for Community Inclusion at the University of Massachusetts, Boston and Sylvia Dorsey-Robinson, Vice President of Student Services at West Hills College Lemoore, did:
• Give an update on the Higher Education Opportunity Act (HEOA), and its impact on students with intellectual disabilitites.
• Talk about the Student Success Support Program (SSSP), including how it enables access and equity to California's community colleges.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice
Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.
Gender Studies Pat Dorman Scholarship is for upper-division Boise State University students who have taken coursework relating to Women’s Studies and have declared a minor in Gender Studies. Applicants must also have a GPA of 3.0 or higher.
In this webinar, Debra Hart, Director of Education & Transition at the Institute for Community Inclusion at the University of Massachusetts, Boston and Sylvia Dorsey-Robinson, Vice President of Student Services at West Hills College Lemoore, did:
• Give an update on the Higher Education Opportunity Act (HEOA), and its impact on students with intellectual disabilitites.
• Talk about the Student Success Support Program (SSSP), including how it enables access and equity to California's community colleges.
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/
State Policies To Expand Education Options Oct 2008nmartin7136
Presentation for local and state leaders on expanding education options for struggling students and disconnected youth- NYEC Learning Exchange in Austin, TX, Oct. 2008
With the change in administration, many are working to figure out the current impacts to charter schools. In this informative webinar, our panelists discuss impacts to charters both at the Federal and State levels and what positive trends and challenges charter leaders need to know are coming. What types of federal funding might be available? What expanded congressional support will there be for charter schools? How will states support charter schools moving forward?
Preparing for college with middle schoolersLisa Allard
If you have a student in middle school, now is a great time to think ahead toward college. We’ve put together a roadmap to direct your steps and give you the information and tools you need to stay on track.
Children’s Savings Accounts of as little as $500 have been shown to triple the likelihood that children from families with low incomes will go to college and quadruple the likelihood of graduating from college. Not only that, but the benefits of these accounts ripple out to impact children’s and their mothers’ emotional well being. Oregon’s senior US Senator, Ron Wyden, has made Children’s Savings Accounts a priority at the national level, and in the meantime others are hard at work to bring CSAs to life here in Oregon. Join us to learn more about CSAs and to help us build momentum for policy change.
Presenters
Bruce Abernethy, Bend-Lapine School District
Janet Byrd, Neighborhood Partnerships
Diversity in Legal Education: Considering the Hollow Spaces Between Speech an...Larry Catá Backer
Prepared for Event: All in at Penn State Law: Addressing Diversity & Implicit Bias; Sponsored by the Diversity Committee Penn State Law. March 16, 2017.
Institutions of post secondary education, has been struggling with the very hard work of moving from the embrace of flowery statements of solidarity respecting diversity to actually making it a lived reality in the environment in which students, staff, faculty and particularly administrators operate. (Statement From the Penn State University Faculty Senate Chair ). Much of the discussion has focused on obligation centers--students, faculty and others at the lowest end of the institutional pyramid. But fairly little attention has been paid to responsibility centers--middle Managers (deans and their staff), central university administrators. Is it time to refocus the analysis of diversity and diversity related programs from conformity at the bottom to shaping responsibility at the top? How does an institution create robust measures to assess and discipline those whose responsibility is to shape the organizational cultures of their units?
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
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- What E.S.S.A. says about postsecondary education and employment
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Legal Issues in Financial
Aid
Meghan Campbell and Alexander Devers
EDS 370
October 28, 2013
2. History of Financial Aid
• The first law Establishing Financial Aid in the United States
was passed by Congress during the Presidency of Lyndon B.
Johnson it was called The Higher Education Act of 1965 or
HEA
• This law was passed as part of Johnson’s “Great Society”
program
o Other Great Society Acts were
§ Civil Rights Act of 1964
§ Voting Rights Act of 1965
§ Elementary and Secondary Education Act of 1965
3. History of Financial Aid
• The HEA was designed by LBJ to promote economic
growth and development within the social policy agenda
of his administration.
• The HEA was designed to make higher education more
accessible to populations who were previously unable to
attend higher education institutions.
4. History of Financial Aid
• The HEA provided grants to institutions of higher
education for:
o Research
o Needs based aid in the form of scholarships and
loans
• Attempted to link improvements in Higher Ed. with K-12
through support for teacher preparation.
5. History of Financial Aid
• In 1972 the HEA was amended to comply with the Patsy
T. Mink Equal Opportunity in Education Act or Title IX.
o Title IX prohibited discrimination based on sex
6. Legal History of Financial Aid
• Title IX and Financial Aid have been intertwined since
the late 1970’s
• Grove City College V Bell (1984) The court ruled that
Title IX could also be applied to private schools that do
not get direct loans, but who have students who get
Federal Aid.
7. Legal History of Financial Aid
Recent US Supreme Court Cases that pertain to issues of
Financial Aid
• Gratz V. Bollinger (2003)
• Gutter V. Bollinger (2003)
• Fisher V University of Texas (2012)
(Cooley, 2011)
8. Legal History of Financial Aid
• Financial Aid is currently facing court cases and
challenges over Affirmative Action and Intellectual
Property.
9. Salem State University
• Mission of Salem State University-
o Salem State’s mission is to provide a high quality,
student-centers education that prepared a diverse
community of learners to contribute responsibly and
creatively to a global society, and serve as a resource to
advance the region’s cultural, social and economic
development.
10. Salem State University
• The Vision of the University-
o We put students first in all that we do and are committed to their
success
o We are a community of learners where all facility, staff, and student
have the opportunity to grow as individuals
o We are innovators, offering a unique brand of public higher education
that inspires students to reach higher and achieve more.
o We remain true to our heritage as a liberal arts university while
preparing students for today’s workforce.
o We serve the communities of the North Short while we create an ever
more globally aware and culturally diverse campus environment.
14. Salem State University
• Student Financial Support
o Freshmen Class
§ Freshmen Filing for financial Aid: 92%
§ Freshmen receiving any grant aid: 72%
§ Freshmen receiving any loan aid: 79%
o Total Number of Students on any sort of aid
§ Between 75% and 85%
15. SSU Financial Aid
❏ Staff Associate
❏ Responsible for
❏ Financial Aid File Review
❏ Alternative Loan Processing
❏ Satisfactory Academic Progress Appeals
❏ Return of Title IV Funds
❏ Fresh Start Appeal Reviews
❏ Writing & Maintaining Financial Aid Policy & Procedures
❏ Federal Compliance Issues
❏ Website Maintenance
16. Practices Subject to Scrutiny
According to College Board’s Manual on Federal Law and Financial Aid the
following practices are often subject to strict scrutiny:
❏ Race and Ethnicity Conscious Policies
❏ Scholarships for International Students
❏ Scholarships for Native American and Native Hawaiian Students
❏ Policies that confer benefits or opportunities based on race or
ethnicity
❏ Need based aid
❏ Merit based aid
(Coleman, Palmer, Richards & Holland & Knight LLP, 2005)
17. US Department of Education Policy Guidance
• The 5 principles set forth set forth by the department reflect the only
available comprehensive statement of Federal policy applicable to the use
of race or ethnicity in Financial Aid and Scholarship decisions.
o Financial aid for disadvantaged students
o Financial Aid authorized by Congress
o Financial Aid to remedy past discrimination
o Financial Aid to create diversity
o Private gifts restricted by race or national origin.
(Coleman, Palmer, Richards & Holland & Knight LLP,
2005)
18. Need- Based Aid
College Board -- “designed to provide financial assistance to students based on the difference
between their projected expense budget and the expected family contribution”
(Coleman, Palmer, Richards & Holland & Knight LLP, 2005)
❏ Overall cost of attendance at SSU (Tuition, Fees, Room & Board, Transportation,
Books & Personal Expenses) subtracting the Estimated Family Contribution (EFC)
that FAFSA calculates.
❏ Remaining = student’s need
❏ Packages awards based on formulas pre- programmed (EFC, cost of attendance,
the amount of need)
❏ State & Federal Funds have set EFC ranges
❏ Federal Pell Grants & Mass Grant $0 - $5081
❏ Other State & Federal SSU has discretion - uses sliding scales based on EFC
❏ EFC $ 0 - 15, 000 & 1-2 funds up to $24, 000
19. Merit- Based Aid
College Board -- “designed to provide financial assistance to students based
on certain characteristics or aspects of their background that are important
to the awarding institution”
(Coleman, Palmer, Richards & Holland & Knight LLP, 2005)
❏ formula pre-loaded into award system
❏ awarded on a scale of $500 - $3000
❏ based on Federal Need, High School GPA, & SAT/ ACT scores
20. Findings
❏ Blind System - computer generated - rarely hand packaged
❏ Funds awarded on first come first serve basis- priority deadline March 1st
❏ Heavily Relies on FAFSA & EFC
❏ Unaware of how the formulas are calculated
❏ No way of measuring the type of aid a certain group of students is getting
(i.e. grants vs. loans)
❏ University Scholarships are a separate process- not reviewed by financial
aid - private donors
❏ Individual interviewed did not share the office’s definition of diversity
❏ Work Study awarded last- grant, scholarship, & loan FIRST, then if there is
remaining unmet need apply workstudy
21. Best Practices:
CAS General Standards
Part 6: Law, Policy and Governance
❏ “Programs and services must be in compliance with laws,
regulations, and policies that relate to their respective
responsibilities and that pose legal obligations, limitations, risks, and
liabilities for the institution as a whole.
❏ Programs and services must regularly review policies. The
revision and creation of policies must be informed by best practices,
available evidence, and policy issues in higher education.
❏ Staff members must be knowledgeable about internal and external
governance systems that affect programs and services”
(CAS, 2012)
22. Best Practices:
CAS General Standards
Part 7: Diversity, Equity, and Access
❏ “Within the context of each institution's unique mission and in accordance with institutional policies and all
applicable codes and laws, programs and services must create and maintain education and work
environments that are: welcoming, accessible, and inclusive to persons of diverse backgrounds and
equitable and non-discriminatory.
❏ Programs and services must not discriminate on the basis of ability; age; cultural identity; ethnicity;
family educational history; gender identity and expression; nationality; political affiliation; race; religious
affiliation; sex; sexual orientation; economic, marital, social, or veteran status; or any other basis included
in institutional policies and codes and laws.
❏ Programs and services must:
❏ Modify or remove policies, practices, facilities, structures, systems, and technologies that limit
access, discriminate, or produce inequities.
❏ Address the characteristics and needs of a diverse population when establishing and
implementing culturally relevant and inclusive programs, services, policies, procedures, and
practices.
❏ Respond to the needs of all students and other populations served when establishing hours
of operation and developing methods of delivering programs, services. and resources.”
23. Best Practices:
College Board’s Principles and Practices of Financial
Aid Administration
“The CSS Assembly of the College Board endorses the following principles to guide institutions in the development of
their financial aid policies:
❏ In identifying institutional goals and making resource allocation decisions, each college or university has an
obligation to support access for students who could not otherwise attend the institution. This is achieved
by committing to the primacy of need-based aid in the institution's student aid portfolio and by making every
effort to assist students with financial need through equitable packaging policies.
❏ The institution has an obligation to provide high quality consumer information to students and their
families, fully disclosing realistic educational costs and aid renewal policies at the time if the initial assistance.
❏ Each institution has the responsibility to make clear to students and their families whether offered funds
are awarded based on financial need or other grounds.
❏ The institution should advocate for the importance of need-based aid at the federal, state, and
institutional levels as a primary means of expanding access to higher education.”
(College Scholarship Services Assembly of the College Board, 2004)
24. Best Practices:
College Board’s Principles and Practices of Financial
Aid Administration
“The CSS Assembly of the College Board endorses the following principles to guide institutions in the development
and implementation of their need analysis policies:
❏ A need analysis system should provide a comprehensive measurement of family financial strength. Both
income and assets contribute to the family’s financial strength and both should be considered when
measuring any family’s ability to pay. A family’s ability to pay, not willingness to pay, is measured by the need
analysis system.
❏ The ensure equity, a recognized standard need analysis formula should be applied consistently across
the institution’s full population of student financial aid applicants. This need analysis determination
should not consider academic ability and potential character, or other criteria that an institution may
employ in selected financial aid recipients.
❏ Equitable need analysis relies on sound and accurate data collection.”
(College Scholarship Services Assembly of the College Board, 2004)
25. Legal Implications
• If Federal or State aid policies are not followed the following can happen:
o The Office of Civil Rights(OCR) can file a Civil Rights case against
your institution
o A student can file a Civil Rights case against your institution.
• If found in violation of State or Federal regulations the State and/or Federal
Government can take away your institution's ability to give out financial aid.
26. Recommendations
1. More training on State and Federal Regulations regarding Financial Aid.
2. Knowledge on State and Federal mandated formulas for awarded funds.
3. Develop an office mission statement and statement on diversity.
a. Diversity training for the office.
4. Consider a different way to augment the data collected by the FAFSA for
the EFC.
5. Consider changing the weight of SAT/ACT scores in merit based aid.
6. Consider creating financial literacy courses for students and families.
27. Limitations
❏ Only 1 individual interviewed (Staff Associate)
❏ Not privy to how the generated formulas are formed
❏ Do not know how EFC ranges are determined
❏ Lack of knowledge on Federal and State Financial Aid policies.
28. Further Research
❏ What are the State and/or federal policies on need-based and merit-based
awards?
❏ How does the FAFSA affect low income, first-generation students’ need-
based aid at Salem State University?
❏ How does utilizing GPA and ACT/SAT scores for merit-based aid
discriminate against minority students at Salem State University?
❏ How does using a “blind award system” negatively/ positively affect
minority students?
29. References
CAS. (2012). Cas general standards. Council for the Advancement of Standards in
Higher Education , Retrieved from
http://www.cas.edu/getpdf.cfm?PDF=E868395C-F784-2293-129ED7842334B22A
Coleman, A. L., Palmer, S. R., Richards, F. S., & Holland & Knight LLP, (2005). Federal law and financial aid: A
framework for evaluating diversity related programs. College Board, Retrieved from
http://www.collegeboard.com/prod_downloads/diversitycollaborative/diversity_manual.pdf
College Scholarship Services Assembly of the College Board. (2004). Principles and practices of financial aid
administration. College Board,Retrieved from
http://www.collegeboard.com/prod_downloads/prof/principlesandpracticesofFA.pdf
Cooley, A. (2011, May 01). Higher education act of 1965. Retrieved from
http://lawhighereducation.org/75-higher-education-act-hea.html?newsid=75&seourl=higher-education-act-
hea
Fogg, W. N. (2013). Salem State University Factbook. Retrieved from
http://www.salemstate.edu/assets/documents/IRA/Fact_Book_-_Fall_12.pdf
Kevin DeRousi, Interview, October 22, 2013
