Persist

a Comprehensive Guide for Student Success in Higher Education
PERSIST
A Comprehensive Guide for Student Success in Higher Education

Developed by JBL Associates
Contributors: Abby Miller, Amy Topper, Barry Christopher, John Lee, Jennifer Kimball,
March Kessler, Vicki Whebbe, Richard Voorhees, Tally Hart, Terry Butler, Georgiana Torres Reyes
No commercial use may be made of this publication or its component
parts except by express written permission of ECMC Foundation.
2009 ECMC Foundation
CONTENTS
Contents
Introduction
Navigating the Toolkit
Section I: Institution-Wide Retention & Toolkit Administration
Research Findings
A. Assessing Institutional Retention Efforts and Performance
Retention on Your Campus: Thinking About Todays Trends

Activity I)A-1: Student Retention Profile
Activity I)A-2: Assessing Current Retention Efforts
Activity I)A-3: Practice and Policy Checklist
Activity I)A-4: Defining Realistic Goals at the Program Level
Activity I)A-5: Retention Assessment Tools
About Benchmarking
Activity I)A-6: Benchmarking Retention and Graduation Rates
B. Implementing Institution-Wide Retention Policies
Activity I)B-1: Forming a Retention Task Force
Activity I)B-2: Developing a Retention Plan Designed for Your Institution
Sample Retention Plans
C. Toolkit Program Implementation
Building Toolkit Awareness
Activity I)C-1: Identifying Toolkit Participants Using At-Risk Indicators
Activity I)C-2: Additional At-Risk Assessment
Activity I)C-3: Setting Toolkit Goals
Activity I)C-4: Developing a Referral Network
D. Retention Web Sites and Publications
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Section II: Navigating the Campus
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A. Planning Resources for Professional Staff

Activity II)A-1: Learning from Your Students
Activity II)A-2: Web Site Organization
B. Student Resources Locating Help on Campus
Activity II)B-1: Making the Most of Your Campus Map
Activity II)B-2: Resolving Issues on Campus
C. Student Resources Locating Help Online
Activity II)C-1: Important Web Site Links
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Section III: Academic Success
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Activity III)A-1: Assessing Current Academic Support Programs
Activity III)A-2: Faculty and Curriculum Development
Activity III)A-3: Essential Advising Components
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Developing Learning Communities

Exemplary Program Profiles Learning Communities
Exemplary Program Profiles Summer Bridge
Exemplary Program Profiles Orientation
Exemplary Program Profiles Freshman Year Experience (FYE)
Exemplary Program Profiles Two to Four Year Transition
Exemplary Program Profiles Learning Centers
B. Professional Staff Web Sites Academic Support
C. Student Resources Study Skills
Activity III)C-1: The Right Way to Read
Activity III)C-2: Get the Most out of Your Reading
Activity III)C-3: In the Company of Classmates: Forming a Study Group
Test Prep: Not Just for the SATs
Creative Memorization
Studying Tips for Student-Parents
Research Strategies
D. Student Resources Time Management
Activity III)D-1: Sample Timetable
Activity III)D-2: Putting off the Inevitable: Procrastination
Activity III)D-3: Key Deadlines
E. Student Resources Assessing Performance
Activity III)E-1: Tracking Grades
Activity III)E-2: Calculating GPA
F. Student Resources Academic Planning
Activity III)F-1: Tracking Degree Requirements
Activity III)F-2: Transfer Guide and Checklist
Transfer Checklist
G. Student Resources Classroom Engagement
Getting Extra Help from Faculty
Activity III)G-1: Know Your Learning Style
Activity III)G-2: Notetaking in the Digital Age
H. Student Web Sites Academic Support
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Section IV: Financial Planning
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Planning a Financial Aid Seminar

Professional Staff Glossary
Know the Facts
Common Financial Aid-Related Abbreviations
B. Professional Staff Web Sites Financial Aid Awareness

C. Student Resources - Financial Aid (aka Other Peoples Money)
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What You Need to Know to Apply

The FAFSA Application Process
Activity IV)C-1: (In)Dependency Status
Reporting Your Finances
Activity IV)C-2: Computing Financial Need
Student Financial Aid Terms
Federal Aid Comparison
Activity IV)C-3: Conducting an Aid Search
Academic Scholarships
Activity IV)C-4: Financial Aid Tracker
Renewing Your Aid
Borrowing Responsibly
Activity IV)C-5: Payback Time: What You Need to Know about Repaying Loans
Defaulted Student Loans: FAQ
Making the Most of Your Financial Aid Office
Borrowers Beware: Identity Theft and Scholarship Scams
Financial Aid Contact Information
D. Your Money
Activity IV)D-1: Budgeting and Balancing
Money Saving Tips
Activity IV)D-2: Understanding Your Checking Account
Credit Card Comparison
Your Credit Health
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E. Student Web Sites Financial Planning
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CONTENTS
Section V: Adjusting to College Life
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Activity V)A-1: Helping Commuter Students Succeed
Helping Students Counter Homesickness

Organizing Common Clubs and Activities
Retaining Native American Students: Strategies for Success
Activity V)A-2: Tribal College Institutional Assessment
HBCUs: Strategies for Success
Activity V)A-3: HBCU Institutional Assessment
Exemplary Program Profiles Commuter Lounges
Exemplary Program Profile Native American Students
Exemplary Program Profile HBCU
Exemplary Program Profile First Year Experience
Exemplary Program Profile First Generation Mentoring
B. Professional Staff Web Sites Campus Adjustment
C. Student Resources Campus Adjustment
Activity V)C-1: Connecting with the Campus
Activity V)C-2: Dealing with Alcohol and Drugs
Activity V)C-3: Be SMART: Handling Stress without Drugs and Alcohol
Sexual Assault
Resolving Hate Crimes
Dealing with Disabilities
D. Student Resources Your Habitat
Activity V)D-1: Commuting Successfully
Activity V)D-2: Adjusting to Dorm Life
E. Student Web Sites Campus Adjustment
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CONTENTS
Section VI: Career Planning
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A. Planning Tools for Professional Staff
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Preparing Students for the Real World of Work

Exemplary Program Profiles Job Shadowing
Exemplary Program Profiles - Senior Year Experience
B. Professional Staff Web Sites Career Planning
C. Student Resources Earnings by Degree
D. Student Resources Exploring the Possibilities
Aptitude Assessments
Activity VI)D-1: Connecting Your Interests with Careers
Activity VI)D-2: Mapping Out Your Career
Activity VI)D-3: Making Use of Your Liberal Arts Degree
The Graduate School Option
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E. Student Resources Building Your Experience While in School
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Internships, Co-ops, and Volunteering

Basic Job Searching Tips
Activity VI)E-1: The College Experience Converter
Sample Resume and Cover Letter
Activity VI)E-2: Your Job Search Profile
Interview Guidelines
Activity VI)E-3: Requesting Reference Letters
Activity VI)E-4: Lost in Translation: A Lesson in Corporatese
Activity VI)E-5: Network Ad
F. Student Web Sites Career Planning
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Section VII: Additional Web Sites & Publications

A. Organizations for Postsecondary Professionals
B. Retention Speaker Suggestions
C. Recommended Further Reading Staff and Administrators
D. Recommended Further Reading Students
E. Additional Web Sites
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CONTENTS
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Appendices
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Appendix A. Feedback Forms

Appendix A1: Staff Feedback Form
Appendix A2: Student Feedback Form
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Appendix B. PERSIST Flyer
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ECMC Foundation
INTRODUCTION
Introduction
PERSIST: A Comprehensive Guide for Student Success in Higher Education is a toolkit for postsecondary
educators to help at-risk students successfully navigate the varied aspects of the college experience. Success in
higher education is an issue for all students. Currently, only 38 percent of all first-time postsecondary students at
two-year institutions and 65 percent of those at four-year institutions graduate within six years.1 However, the
graduation rates are even worse for low-income, first-generation college-going students. Low-income students are
less than half as likely to earn a bachelors degree as higher-income students.2 Clearly, access to higher education
alone is not enough to provide educational opportunity to all when low-income, first-generation college-going
students are the least likely to graduate. This guide was created to provide tools to help postsecondary professionals increase the success rates of those students who are the most at risk for dropping out first-generation
college-going students, those from low-income families, commuter students, and nontraditional age students.
PERSIST provides strategies to help retain these students. PERSIST can be used in a variety of settings: as
part of a freshman orientation or seminar, in conjunction with academic support groups and programs, and
as a resource for academic, student services, and financial aid advisors at all types of postsecondary institutions.
Though most of the information provided in PERSIST will help all students and will apply to all institutions,
resources and activities that are more narrowly tailored to specific student groups (e.g., students with disabilities) or types of institutions (e.g., community colleges) are identified with symbols. See page 10 for details.
PERSIST is divided into seven sections. At the end of each section, there is a list of additional resources and
links for more information about the topics covered in that section.
Section I provides tools to help you assess your institutions current retention performance. Included are
activities to identify at-risk student groups, improve access and student recruitment efforts, and set priorities
and goals as benchmarks to measure program accomplishments.
Section II provides information to help students navigate the campus, including where to go on campus
to find answers to questions, as well as locating important information sources.
Section III conveys specific information on how to help your students be academically successful, from
study skills tips to calculating a GPA. This section also links you to specific programs that have created
successful learning communities, summer bridge programs, and other types of programs supporting students
academic success.
Section IV provides financial aid information and instruction on how to fill out the FAFSA, as well as
how to hold a financial aid awareness night for students and parents.
Section V shows you how to help your students adjust to college life, covering diverse topics, including
dealing with homesickness and getting along with roommates, as well as the difficult topics, including how
to handle alcohol, drugs and, sexual assault issues.
Section VI provides information on career planning, graduate school advice, and how to gain work
experience in a students field of study.
Section VII includes additional Web sites and reading materials, as well as e-mail addresses and phone
numbers for professional organizations you may wish to contact with specific questions and retention
speaker recommendations.
U.S. Department of Educations 2005 Digest of Education Statistics.
Tinto, V. (2004). Student Retention and Graduation. Facing the Truth, Living with the Consequences. The Pell Institute for the Study
of Higher Education, Washington, DC.
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INTRODUCTION
Background and Thank You

ECMC Foundation, a nonprofit educational foundation affiliated with ECMC Group, worked with
Larry Oxendine and Suzanne Ulmer of the U.S. Department of Educations Office of Federal TRIO
Programs to develop the framework for what has become PERSIST. ECMC Foundation and the Office of
Federal TRIO Programs successfully partnered on Realizing the College Dream, a college access curriculum
for low-income, first-generation college-going students. This public/private partnerships success with the
college access curriculum and training made PERSIST the next logical endeavor for ECMC Foundation and
the U.S. Department of Education to pursue. ECMC Foundation and the Office of Federal TRIO Programs
will provide PERSIST to Student Support Services programs across the country.
JBL Associates, a consulting firm specializing in postsecondary education, developed PERSIST based on
recent research that shows student engagement and institutional commitment are critical to increasing
student persistence rates.
The following individuals provided valuable guidance and input in the development of PERSIST:

Steve Baumann, Director Learning Resources, Deans Office, School of Medicine, University of Utah
Jo Lynne DeMary, former Superintendent of Public Instruction for Virginia, Professor of Education,
Virginia Commonwealth University
Ellen Levitov, Student Support Services Director, University of Louisiana
Lana Muraskin, author of Best Practices in Student Support Services, a Study of Five Exemplary Sites
Paul Thayer, Interim Assistant Vice President for Student Affairs/Assistant to the Vice President for
Undergraduate Affairs, Colorado State University
William G. Tierney, University Professor, Wilber-Kieffer Professor of Higher Education and Director,
Center for Higher Education Policy Analysis, University of Southern California
Vincent Tinto, Chair, Higher Education Program, School of Education, Syracuse University
We sincerely hope this guide has a positive impact on degree attainment for low-income, potential firstgeneration college students. Additional copies of the guide are available by contacting
info@ecmcfoundation.org or online at http://www.ecmcfoundation.org/persist.
The PERSIST team:

March Kessler, ECMC Foundation

Vicki Whebbe, ECMC Foundation
Jennifer Kimball, ECMC Foundation
Suzanne Ulmer, Federal TRIO Programs, Senior Advisor
John Lee, JBL Associates, President
Abby Wilner, JBL Associates, Research Associate
Richard Voorhees, Principal, Voorhees Group LLC
David Swedlow, NCAN, Director of National Expansion Initiatives
Natala K. Hart, The Ohio State University, Senior Advisor for Economic Access
Terry Butler, Cuyahoga Community College, Vice President, Access and College Pathway Programs
Georgianna E. Torres Reyes, DePaul University, Director, Office of Multicultural Student Affairs
ECMC Foundation
INTRODUCTION
Feedback
We would like to hear from you!
We are depending on your feedback to evaluate the strengths and weaknesses of PERSIST, as well as to
strengthen subsequent editions. After using all or part of this toolkit, please take a moment to fill out the
Staff Feedback Form and ask your students to fill out the Student Feedback Form. These forms may be
completed and submitted online at http://www.ecmcfoundation.org/persist or in paper form, utilizing
Appendices A1 and A2 found on pages 239-244 in the back of this toolkit.
If using the hard copies, please return them to:
ECMC Foundation
1 Imation Place
Building 2
Oakdale, MN 55128
ECMC Foundation
INTRODUCTION
Navigating the Toolkit

Activities for students are clearly marked with this symbol:
S
We have identified material applicable to specific types of institutions/students with the
following symbols:
COMM
PRIVATE
PUBLIC
SERV
DISABILITIES
COMMUNITY
COLLEGE
FOUR-YEAR
PRIVATE
INSTITUTION
FOUR-YEAR
PUBLIC
INSTITUTION
MINORITY
SERVING
students
with
disabilities
Identifying material of specific interest to institutions by type is meant to enable easy navigation of the toolkit.
Please note, however, that material marked with a symbol for one type of institution is not limited to be of interest
only to that type of institution. For example, educators and administrators at a private four-year institution may
find an exemplary program at a community college to work for their students and vice versa.
We hope you will find the information, ideas, examples, and resources in PERSIST to be a valuable asset in
helping your low-income, first generation college-going students achieve success in higher education.
Working from a PDF of This Document

In the PDF version of this document, which is available online at http://www.ecmcfoundation.org/persist and
on the PERSIST CD, all Web sites are hyperlinked. (A hyperlink, when clicked on, will automatically take you to
the Web site.)*
* All Web sites listed were active at the time this toolkit was printed. It is possible that any of these links could become inactive at anytime.
ECMC Foundation
SECTION I: Institution-Wide Retention & Toolkit Administration
Contents
Research Findings
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A. Assessing Institutional Retention Efforts and Performance
Retention on Your Campus: Thinking About Todays Trends

Activity I)A-3: Practice and Policy Checklist
About Benchmarking
Activity I)B-1: Forming a Retention Task Force
C. Toolkit Program Implementation
Activity I)C-2: Additional At-Risk Assessment
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This first section deals with the implementation of institutional retention policies, including goal-setting,
staff involvement, and toolkit administration. Later sections will delve into more specific components
of effective retention programs and policies. While the activities in this section are intended for campus
professional staff to use on their own, the other sections provide activities for staff to use with their students.
We suggest you first familiarize yourself with the basic retention concepts provided below, then start planning
retention programs, including the application of this toolkit. We have provided at-risk assessments among the
tools in this section to help you identify students who would benefit most from the activities in this toolkit, as
well as basic guidelines to effectively use the toolkit with these students.
Retention Vocabulary and Concepts

Retention vs. Persistence Retention refers to the institutions rate of moving students through the
system, while persistence refers to the students rate of progression. Students persist; institutions retain.
Attrition refers to the rate at which students leave college or drop out. Attrition rates are the opposite
of retention rates.
Stop-Out vs. Dropout Dropping out refers to permanent departure from an institution. Stopping
out refers to temporary departure. Students who stop out may appear to be dropping out, but sometimes return to the original institution after a period of time.
Cohorts are groups of students whose behavior is of interest. The federal Student Right-to-Know
Graduation Rate Survey (GRS) legislation, for example, asks institutions to track completion rates for
cohorts of first-time, full-time degree seeking-students. Institutions may find tracking transfer students
to be of value, as students who transfer out may still be counted as being retained by the original institution for GRS reporting. Tracking of transfers is difficult for many institutions, however, and for this
reason it is not required in GRS reporting.
Short-term retention rates are typically measured from one term to the next (e.g., from fall to spring
semester). Some institutions also label retention from one fall term to the next fall term as short-term.
Long-term retention rates typically measure student persistence across multiple terms. Long-term
retention, for example, might include measuring student persistence from initial entry to the institution through graduation.
Graduation rates are the proportion of students who graduate in a given period of time. The federal
Student Right-to-Know legislation asks community colleges to identify how many entering students
receive an associates degree in three years, while a six-year time frame for earning a bachelors degree is
specified for four-year institutions.
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Research Findings
Student retention research attempts to explain how various factors impact student retention. This research
ranges from simple studies that examine the influence of one or two variables age and gender, for instance
on retention, to more complex theoretical models. The most often cited theoretical model is Vincent Tintos
student integration model, which stresses the importance of academic and social integration within
an institution.3
Providing programming to strengthen academic integration is generally considered to be more important at
C community colleges, where students are not actively engaged on the campus other than the time they spend
in class, while providing social integration activities and programming is more of a factor at four-year
4 4 residential colleges and universities where more students live on or near the campus. Tinto linked this
general framework with the concepts of institutional and personal commitment to accomplish education
goals. According to the Tinto model, students who exhibit higher levels of social and academic integration
have a correspondingly higher commitment to the institution and to college completion and, therefore, better
success rates.
Retention research has evolved to recognize that different student groups (non-traditional, low-income,
transfer, honors, etc.) experience institutions in different ways, thereby creating the need to design
group-specific retention policies and programs. Similarly, the research now recognizes that different types
of institutions require correspondingly different retention efforts. A recent study4 indicates that successful
institutions are committed to:

The students they serve

The education of all students, not merely some students
The development of supportive social and educational communities
in which all students are integrated as competent members
In addition, a recent meta-analysis of published student retention

research identified these factors as the most important predictors
of retention:5

Academic progression
Financial support
Institutional commitment
Social support
Social involvement
Academic self-efficacy
Academic-related skills
Tinto, V. (1975). Dropouts from higher education: A theoretical synthesis of the recent literature. Review of Educational Research.
45, 89-125.
4
Braxton, J.M., and Mundy, M.E. (2001-2002). Powerful institutional levers to reduce college student departure. Journal of College
Student Retention. 3(1), 91-118.
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Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., and Carlstrom, A. (2004). Do psychosocial and study skill factors predict
college outcomes?: A meta-analysis. Psychological Bulletin. 130(2), 261-288.
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The research is unambiguous in showing that institutionally-provided student services make a difference in
student persistence. Some of the institutional approaches that show evidence of improving the persistence of
low-income and other at-risk students include the following:
Freshman-year seminars ease the transition to campus life by helping students develop their academic
and career goals and select courses and majors.
Freshman Interest Groups (FIG), Blocks or Clusters, and Learning Communities (LC) all use group
approaches to enhance learning. Academic support programs offer a home base on campus and
support services, such as supplemental instruction, group study, mastery classes, and workshops that
provide additional academic support to at-risk students.
Interactive and engaging classrooms enhance student persistence, especially at commuter colleges.
Academic advising is an important component of improving retention rates.6
A national evaluation found that students in a Student Support Services program had higher GPAs, took
more credits, and had higher retention rates (through third year of college) than did comparison groups.7
A National Bureau of Economic Research study on remediation found that underprepared students who
took remedial English were 17 percent more likely to graduate in four years and 19 percent less likely to
transfer out compared with those who did not take the class.8
A Look at the Numbers

As you can see, first-generation students are less likely to graduate from four-year institutions than are all other
students. Independent and part-time students are less likely to graduate from four-year institutions than firstgeneration students. Note that this chart represents the percentages of those who completed any degree.
Six-year graduation rates by first institution type and student characteristics9
70%
60%
50%
2-Year
40%
4-Year
30%
20%
10%
0%
All
Independent
Part-Time
FirstGeneration
Thomas, R.O. (1990). Programs and activities for improved retention. In Hoissler, Bean and Associates, The Strategic Management of
College Enrollments. 11, 186-211. San Francisco: Jossey-Bass.
7
Chaney, B., Muraskin, L., Cahalan, M. and Rak, R. (1997). National Study of Student Support Services. Washington, DC: U.S. Department
of Education.
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Bettinger, E.P. and Long, B.T. (2005). Addressing the Needs of Under-Prepared Students in Higher Education: Does College Remediation
Work? Cambridge, MA: National Bureau of Economic Research Working Paper.
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U.S. Department of Education, 2005 Digest of Education Statistics.
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A. Assessing Institutional Retention Efforts

and Performance
It is important for colleges and universities to systematically evaluate the services they offer to
help high-risk students improve their success rates. Program approaches are most effective when
the entire institution supports these efforts, making student success an institutional priority.
Do you know how well your institution retains its students? While many institutions have a
global understanding of retention concepts, some have a limited knowledge of their retention
rates for specific populations. In this section, you will find activities to help you:

Assess current retention efforts

Determine which students are succeeding or failing
Define reachable retention goals
Use alternative methods of assessment (exit surveys, focus groups, etc.)
Use peer data as benchmarks
Identify the predictors of dropping out
Retention on Your Campus: Thinking about Todays Trends

How Does Your Institution Define Retention?
Student retention can be measured by course, program, terms, years, or campus. Although institutions must
report their overall retention rates to the federal government, these submissions are limited to full-time
degree-seeking students and those receiving athletically-related student aid. Part-time, transfer, undeclared,
and swirling students are excluded from the federal definition of retention, although some of these behaviors
are often associated with characteristics that put students at risk of attrition. Does your institution monitor
retention rates for students other than those required by the federal government?
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4 4
Swirling
The 2005 National Survey of Student Engagement (http://nsse.iub.edu) reported that 45 percent of students
enrolled in public and private four-year institutions are swirling, meaning that they have taken or are taking
courses at several different postsecondary institutions before earning their bachelors degrees. Swirling is also
common among community colleges. Does your institution enroll students who have transferred from other
postsecondary institutions? Have these students formally transferred, or are they simply taking one or more
courses to transfer en route to a degree or certificate elsewhere? Does your institution track students who
transfer out to other institutions? Many institutions are unaware of how many students may be simultaneously
enrolled at multiple institutions. Does your institution have the ability to track these students?
Longitudinal Tracking of Students
Longitudinal student tracking systems can help institutions understand student retention patterns across terms
and years. In its basic form, this work involves identifying one or more cohorts of students based on their
common characteristics and assembling a database that collects information about these characteristics and
whether the students return to the institution in subsequent terms or academic years. Does your institution
collect longitudinal student data?
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This activity is intended to get you thinking about: (1) the current retention performance of your
institution, (2) measures currently employed to track retention, and (3) strategies in place at your institution
to improve retention.
Please answer the following questions to assess whether you know which students are succeeding at your
institution and which students may need additional support. Use your institutional data, especially the
retention and graduation rates your institution is required to report to the federal government as part
of the Integrated Postsecondary Education Data System (IPEDS). The IPEDS Web site is located at
http://www.nces.ed.gov/ipeds.
1. Do you know your institutions one- to two-year retention rate for first-time, full-time degree-seeking
freshmen as reported in the IPEDS Enrollment Survey?
a. If so, what is it? ___________%
b. If not, please contact the individual on your campus who is responsible for reporting to IPEDS.
This may be an individual in institutional research or elsewhere, and he or she can help you complete
the questions below.
Note: IPEDS data can help you determine cohort rates at your institution, so you can assess your institutions progress at retaining
students in each cohort.
2. What is your institutions three- or six-year first-time, full-time degree-seeking graduation rate? _____%
Note: Two-year institutions report a two- and three-year graduation rate to IPEDS as part of the Graduation Rate Survey (GRS), while
four-year institutions and universities report a four- and six-year rate.
3. Are you pleased with your institutions current retention and graduation rates?

Yes
No
4. Based on your institutions data, during which enrollment period(s) are students most at risk for
dropping out? (check all that apply)
10
Terms:

First term
Second term
Third term
Fourth term
Years:

First to second year

Second to third year
Third to fourth year
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5. Based on your institutions student data, which of the following groups of students are persisting
below the overall institution-wide rate? (check all that apply)

Gender:
Male

Female
Race/
Ethnicity:

Caucasian
African-American
Asian/Pacific Islander
American-Indian/Alaska Native
Hispanic
Age:

18-20
21-24
25 and older
Enrollment
Status:

Full-time
Part-time, less than 12 credit hours
Part-time, less than 6 credit hours
Commuter students
Online students
Employed full-time while enrolled
Low-income
Financially independent low-income students
Financially dependent low-income students
Single parents
First-generation college students
Failing the basic skills test
GED or other alternative to a high school diploma
No specific program goal
Low high school grades
English as a Second Language
Remedial/developmental
GPA below 2.0
Transfers
Stop-outs
Other _______________________________________________________
6. Why do you think these students are not succeeding at your institution?
7. What programs and policies does your institution have in place that address the needs of
these students? Do you think these programs/policies have been effective?
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This activity will help you identify whether the necessary building blocks are in place from which to implement
effective retention programs at your institution. Generally, if 10 or more items fall in the disagree or
strongly disagree categories, your institution may not be devoting sufficient attention or resources to
retention. This tool can inform the institutions leadership where gaps exist in current efforts; addressing these
gaps can then become the focus of institutional planning to improve retention rates.
Strongly Disagree Neither

Agree
Disagree Agree or
Disagree

Student retention is regarded as an institutional
concern by faculty and staff.
Retaining students is central to my
institutions mission.
My institution is well-organized to promote
student retention.
My institution sets numeric goals for retaining
students (Refer to Section I, Activity I)A-4).
My institutions overall student retention rate
is commonly known by faculty and staff.
Retention rates for specific groups of students,
such as first-generation students, low-income
students, and nontraditional students, are
commonly known by faculty and staff.
My institution can identify the students who are
most at risk for dropping out.
My institution can identify the points during a term
at which students withdraw from all courses.
My institution can identify the points during a term
at which students withdraw from gateway courses
(e.g., college algebra, English composition).
My institution has implemented programs and
activities to support student retention.
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Strongly
Agree
Strongly Disagree Neither

Agree
Disagree Agree or
Disagree
Strongly
Agree
Existing programs and activities are evaluated to

determine whether they make a difference in
student retention.
Institution-wide planning includes retention
activities and programs.
Retention programs and activities receive adequate
financial support.
Students are able to navigate the campus without
much bureaucracy (Refer to Section 2, Activity II)
A-1).
Short-term orientation programs are in place
(Refer to Section 3, Orientation).
Freshman year experience programs are in place
(Refer to Section 3, Freshman Year Experience).
Student course and degree progress is monitored
(Refer to Section 3, Tracking Degree Requirements).
Financial literacy programs are available (Refer
to Section 4, Student Resources-Financial Aid).
Emergency funds are available (Refer to Section 4,
Emergency Loans on page 156).
We have a campus area or services designated
for commuter students (Refer to Section 5,
Activity V)A-1).
Career assessment tools are available through a
student career center (Refer to Section 6 D, Exploring the Possibilities).
Students are made aware of internship opportunities
(Refer to Section 6 E, Building Your Experience
While in School).
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Activity I)A-3: Practice and Policy Checklist*

This tool is intended to assist institutions in identifying strengths and gaps in institutional practices that have
been shown to be related to the success of all students, with a particular focus on the needs of low-income
or first-generation college-going students. It is recommended that the checklist be used across the college to
catalog those institutional activities that appear to make a difference.
Colleges can use this checklist to identify specific areas in which to concentrate their efforts and to formalize
practices across the institution. The checklist does not seek to prescribe specific recommendations, practices,
or policies. Rather, it can serve as a framework for organizing practices without confining them to a particular
college unit. The end result should be a broad look at institutional practice and policy.
To make maximum use of the checklist, colleges may wish to hold interdepartmental meetings and ask the
following questions about each item on the list.
1. Do we do this at this institution?If yes, for how long have we been doing it?If no, should we be
doing it?Why or why not?
2. Approximately what proportion of all students who could benefit from this practice are, in fact,
touched by this practice? Are there particular groups of students who are not?
3. In what ways does the practice contribute to improved student outcomes?How do we know this?
How could the practice be changed to improve its impact on student outcomes?
4. What types of students are the chief beneficiaries of the practice? How often do they benefit, and in
what intensity? If the practice is beneficial, what can be done to ensure that similar students might
be reached?
5. What new partnerships inside and outside the college may be necessary to implement
new practices?
* Source: Voorhees, R.A. (2005). Practice and Policy Checklist for Determining Effective Services to Low-Income
Students and Students of Color. Retrieved July 17, 2006, at http://www.voorheesgroup.org/Projects.html.
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Institutional Practice/
Policy Area
Example(s) of Policy Questions/

Institutional Statements
Strengths/Gaps
Academic Advising
Regular contact with a consistent advisor/counselor

to develop and monitor each students education plan.
Academic Planning
Mandatory process for students to plan degree/

certificate programs.
Access to Technology
Availability of computer resources, including open

labs at times convenient to student schedules.
Corporate discounts for student purchases.
Admissions Cycle
Cut-off dates for admission to either the institution

or specific programs.
Assessment/Placement
Ongoing evaluation of minimum score requirements

and periodic evaluation of the appropriateness of the
placement instrument itself. Recognition of need for
prompt feedback to students and faculty.
Bilingual Intake Services
Access to college admissions processes for students

with limited English proficiency.
Campus Climate
Recognition of the value of all learners to the campus.

Zero tolerance for aggression based on ethnicity,
income status, and other characteristics.
Career Development
Services that assist students to develop clear, realistic

aspirations for future work. This area should be
coordinated with academic planning and counseling.
Childcare
Provision of care for students dependent children,

especially children of single parents.
Community-Based
Organization (CBO) Links
Working agreements with CBOs who are often the

first point of contact with higher education for lowincome/first-generation students.
Comprehensiveness of
Student Services
How well do academic guidance and counseling,

academic support, personal guidance and counseling,
career counseling, and supplemental services
function together?
Continuous Quality
Improvement
Use of data, information, and evaluation to accelerate

success rates for low-income/first-generation students,
as part of a quality cycle leading to improved
instruction, support programs, and services.
Counseling
(Personal Guidance)
Services that are distinct from academic advising

and provide emotional and personal support for
education success.
Curricular Alignment
Alignment of competencies between Basic Skills/ESL

programs and collegiate-level classes to bridge gaps and
ensure seamless movement of students.
Degree Auditing
Availability of student progress toward degree checks

after completion of a threshold number of credit hours.
Diversity
Institutional statements and other evidence recognizing

the importance of diversity.
Engagement Strategies
for Low-Income/
First-Generation Students
Existence of purposeful strategies for low-income/

first-generation students that increase their interactions
with the college.
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ESL Programs
Availability of instruction and programming to increase

language acquisition skills for students with limited
English proficiency.
Enrollment Management
Targets established for low-income student recruitment

and retention and corresponding support practices
(similar to those depicted in this checklist).
Exit Criteria for

the Developmental
Education Program
Specification of competencies required by

Developmental Education completers to succeed in
college-level programs. Evidence of correspondence with
competencies specified in college-level programs.
Exit Criteria for the

ESL Program
Specification of competencies required by Basic Skills/

ESL completers to succeed in college-level programs.
Evidence of correspondence with competencies specified
in college-level programs.
Faculty Mentoring
Programs that pair specific faculty with low-income/firstgeneration students in need of intervention and support.
Financial Aid
Examples include flexible cut-off dates for institutional

financial aid, earmarking a portion of tuition increases
for low-income students, using financial aid to promote
transfer agreements, and targeting specific aid (grants
instead of loans) to low-income students, assuring lowest
possible levels of unmet need and making an effort to
reduce credit card and other high interest borrowing.
First-Year Success Classes
Available? Required? Optional? Are success classes

supplemented with information reinforced in other
classes and/or first year experiences? Are classes available
in each period of initial enrollment?
Institutional Organization
Administrative responsibility identified for overall

institutional efforts to promote success for low-income/
first-generation students.
Institutional Research
Capacity
Identified responsibility for research on student success,

especially for low-income/first-generation students.
Data on student enrollment patterns, especially
course-taking and completion behaviors, disaggregated
by race/ethnicity, first language, and socioeconomic
status.
Institutional Scholarships
for Low-Income Students
Funding taken from institutional revenues to provide

low-income students with financial aid.
Intake Orientation
A brief, mandatory session or sessions providing students

an overview of college policies and services available to
them. Distinct from a longer-term student success class.
Late Class Adds
Procedure for permitting (or denying) late registration

for classes.
Late Start Classes
Procedure for creating late-start classes based on demand

produced by late registrations.
Learning Communities
Identify cohorts of students for support of common

learning experiences, including classes and co-curricular
activities.
Mid-Term Tracking
Mid-term academic feedback is provided consistently

to new students.
Mission Statement
Mission statement indicates commitment to serve

low-income/first-generation students.
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One-Stop Shopping
Making necessary pre-admission and post-admission

services more convenient for all students, but
especially single parents and others with multiple
time commitments.
Online Support Services
Web-based availability of critical college facts and links

to services.
Out-of-Class Interactions
with Faculty
Mechanisms for increasing interaction of low-income/

first-generation students with faculty outside of the
classroom setting, a consistent factor in improved
retention rates.
Partnerships with Other

Higher Education Providers
Written agreements with other colleges these can

include transfer agreements, sharing of resources, and
common curricular competencies, and would cover
all students. Pathway and support programs for
low-income/first-generation students.
Partnerships with the

K-12 Sector
Written agreements with those secondary schools with

large proportions of low-income/first-generation students,
possibly including dual credit classes, early college
programs, collegiate and financial planning, sharing of
instructors, and/or curricular and competency alignment.
Partnerships with
Workforce Agencies
Written agreements with local Workforce Investment

Boards that provide access to college training for
low-income/first-generation students. Career pathway
partnerships with private and public entities that
result in increased employability for low-income/
first-generation students.
Peer Tutoring/Counseling
Formal programs that supplement instruction with

peer tutoring both inside and outside of class.
Planning, Resources,
and Budgeting
Data-based planning for low-income/first-generation

student success, accompanying budgetary allocations,
and evaluation of program impact to inform future
planning and budgeting.
Research and Policy

Development
Policies and practices created or modified based

on research.
Research on the Effectiveness

of Counseling, Advising,
and Student Orientation
Identified part of overall institutional agenda for

communicating student success.
Student Responsibilities
Statement of students role in education process,

including expectations.
Teaching Practice
Classroom practices that have been shown to

promote student success for all students, including
cooperative learning, active learning, and creation
of learning communities.
Teaching Quality
Reward structures for gains made by low-income/

first-generation students in classes and programs.
Transfer Policies
A specific entity/individual to work with students and

help them understand and complete transfer processes.
Value of Student Learning
Institutional statements/activities that place a premium

on student learning.
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So far, weve focused on overall institutional retention rates. In this activity, you will use your student retention
profile and institutional data to define reachable student retention goals for academic programs and/or
departments within your institution. When developing retention goals, it is important that they are both
reasonable and reachable; a retention goal of 100 percent may be admirable, but it is almost never realistic.
A good starting place is to determine the retention rate for your program. To establish this rate, you will
need to know the number of students who first enroll in your program and intend to complete it. The next
step involves finding the number of students who are still enrolled one academic term and/or one year after
entry. Programs may also want to take a longer view of retention by specifying a measurement period that
corresponds to the length of the program. For example, a two-year program might choose to measure those
who are still enrolled after three-years. Similarly, a four-year program might choose a six-year time frame to
measure retention. Programs are encouraged to calculate short-term rates (between academic terms and/or
academic years), as well as long-term rates.
The programs baseline retention rate (dividing the number of students still enrolled or completing the
program by the number who enter) should be calculated before setting realistic retention targets for your
program. Generally, reasonable rates of improvement might be set at an annual increase between three and
four percentage points over your baseline rate.
The experience of each program should be a key factor in establishing a target rate it should not be set too
low or too high. For this reason, it is critical that all who work in a given program or department be involved
in setting retention targets that are realistic. Based on your institutions unique characteristics and mission,
develop departmental and institutional goals that are both measurable and obtainable.
Finally, all stakeholders should know that the impact of new interventions is not always immediate,
underscoring the need to calculate each programs current retention rate and to carefully recalculate retention
rates after interventions have been implemented.
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Program Retention Goals

A) Does your program or department currently have retention goals in place? If no, skip to question B.

Yes
No
If yes, how are these goals defined?

Retention rate
Course completion rates
Graduation rate
Other _________________________
How were these goals developed?
Do your current program or departmental goals and activities address the specific goals for the at-risk
groups identified in your student retention profile (Activity I)A-1)?

Yes
No
Uncertain
What modifications, if any, would need to be made to your current goals to meet the needs of your
at-risk students?
Which current departmental programs/policies/strategies do you feel are most effective at retaining
students, and why?
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B) Use the following chart to develop reasonable and reachable program goals for each of the at-risk
student groups identified in your student retention profile (Activity I)A-1).
At-Risk
Student Group
Current
Retention
Rate
Current Goal
(if specified)
New
Retention Goal
Target Date
to Achieve
New Goal
C) In addition to improving retention and/or graduation rates, your department may have in place specific
programs or policies, such as faculty or peer mentoring for at-risk students, that address student retention.
Take a moment to think about a successful program on your campus that you would consider exemplary.
Perhaps you have a Freshman Year Experience program, or a Student Support Services program, that has been
successful at retaining at-risk students.
What exactly is it about the exemplary program that works? Can the principles be applied to other
programs throughout the campus?
If you are not the administrator of a program you have identified as being an effective retention practice,
schedule an interview with the key staff associated with that program to answer the following questions.
Name of exemplary program(s):
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Exemplary program input: (check all that apply)

Staff enthusiasm or dedication

Seamless integration of staff efforts across offices working on retention
Convenience/scheduling
Content/knowledge gained
Peer interactions
Other:________________________________________________________________________
Exemplary program outcomes (check all that apply)

Raised overall retention rates

Raised retention rates of special population(s) (list population):
Increased GPA

Increased graduation rates

Improved student/faculty interactions

Improved staff collaboration

Other:________________________________________________________________________
Use the following chart to develop reasonable and reachable goals for retention in your program(s), using the
exemplary program as a guide.
Program
Year 1
Input
Outcomes
Year 2
Input
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Outcomes
Year 3
Input
Outcomes
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In addition to collecting and analyzing retention rates calculated from existing data, institutions can benefit
from using methods of assessing their retention performances by collecting information directly from current
and former students. These techniques include alternative assessments, such as exit surveys and interviews,
student engagement surveys, and focus groups. Institutions can better meet and anticipate the needs of their
student populations by supplementing their institutional data with these other forms of assessment.
Exit Surveys
Exit surveys and interviews can be used by both institutions and departments to help identify programs in
need of improvement. They provide useful data on how effectively the educational, professional, and personal
goals of students are being met and how well the institution is meeting its own retention goals. Exit surveys
can contain separate sections on institutional and departmental performance and include variables that assess
student engagement, administrative and student services, and current retention programs. It is important to
regularly update your exit survey as at-risk student groups are identified and your institution develops new
programs and strategies to improve student retention.
C
4 4 Student Engagement and Other Surveys

Institutions can also elect to participate in other student surveys to assess the quality of their programs,
student engagement, and other important variables also related to student retention. Community colleges
that participate in the Community College Survey of Student Engagement (CCSSE) and public and private
four-year institutions that participate in the National Survey of Student Engagement (NSSE) can access
their data online at the following Web sites:
NSSE: http://nsse.iub.edu/index.cfm
CCSSE: http://www.ccsse.org/
Both Web sites offer information on how to use their survey data effectively, and they provide additional
support and resources, including best practices and forms for student discussions and focus groups.
Noel-Levitz also produces an Institutional Priorities Survey for public and private four-year institutions, and
for community, junior, and technical colleges:
https://www.noellevitz.com/Our+Services/Retention/Tools/Institutional+Priorities+Survey/
The survey can help staff and faculty compare their perceptions of their institutions strengths and weaknesses
to students perceptions. These and other survey links can be found in the Web site listings at the end of
this section.
Focus Groups and Stakeholder Dialogue Sessions
Institutional data and data from alternative assessments can be used to identify areas of strength and weakness.
It is often helpful to hold student focus groups or stakeholder (faculty, community) dialogue sessions based on
your data. Links to instructions on holding focus groups can be found in the Web site listings at the end of
this section.
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1. Does your institution use the techniques below to assess the strengths and weaknesses of its
programs and services?
Used
Regularly
Used
Sporadically
Not
Used
Dont
Know
Exit Surveys
Exit Interviews
CCSSE
(Community Colleges)
NSSE (Public and Private
4-Year Institutions)
Other Forms of Assessment
(List Names):
Focus Groups
Stakeholder Dialogues with:
Faculty
Staff
Administrators
College Community
2. If these techniques have been used, do you think they have been used effectively to inform institutional
programs and policies?

Yes
No
Uncertain
Not applicable
If yes, which of these forms of assessment do you feel has been the most effective? Why?
Which of these forms of assessment do you feel could be used more effectively? Why?
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About Benchmarking
Data collected by ACT (http://www.act.org/path/policy/reports/retain.html) over the past 22 years have
indicated little change in average freshman to sophomore year retention rates for combined bachelors, masters,
and Ph.D.-granting institutions (ranging from a high of 85.0 percent to a low of 66.4 percent). For public
two-year institutions, the average freshman to sophomore retention rate has ranged from a high of
53.1 percent to a low of 51.3 percent.
In addition to the ACT rates, institutions may choose to join national consortia that can assist in the
process of benchmarking student retention rates by institutional level and sector. The Consortium for Student
C 4 4 Retention Data Exchange (CSRDE), for example, provides its members (approximately 575 public and
private two-year and four-year institutions) with retention and graduation rates for first-time, full-time,
C degree-seeking freshman cohorts in four-year institutions, as well as community college transfer students.
Community colleges and two-year institutions can also join CSRDE as associate members.
Community colleges may also choose to join the National Community College Benchmark Project
(NCCBP). NCCBP provides comparative graduation rates for its members, as well as college-level and
developmental course retention and success rates. Approximately 113 community colleges presently
participate in this effort.
In Activity I)A-6, you will learn how to retrieve retention and graduation rate data for your institution from
the U.S. Department of Education. You will also be able to generate retention and graduation rate data for
your peer institutions and compare data to national averages.
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In this activity, you will use the U.S. Department of Educations National Center for Education Statistics
(NCES) Integrated Postsecondary Education Data System (IPEDS) to access retention and graduation rates
for full-time, first-time students at your institution and its peer schools. All colleges and universities that
receive Title IV funds must annually submit this information to IPEDS.
Directions:
Step 1: Copy and paste the following Web address into your Internet browser and press return to access
the Executive Peer Tool: http://nces.ed.gov/ipedspas/ExPT/index.asp.
Step 2: You will use this tool to generate benchmark graduation and retention rates. Before this web page
loads, the NCES Data Usage Agreement will appear in a popup window. After reading the agreement,
click on I agree to the terms above.
Step 3: Enter the name of your institution in the space provided and click Next Step.
Step 4: You can select your peer group in several ways. For this activity, choose Automatically generate
your comparison group. IPEDS either has chosen these peer institutions based on their Carnegie
classification, size, sector, and region, or has generated a peer group that was submitted by your institution.
Click Next Step.
M Note: Tribal colleges, Hispanic Colleges, and Historically Black Colleges and Universities (HBCUs) may choose to
customize their peer groups to include only institutions from these categories. To do this, choose Select your peer list in
Step 2 and select the desired criteria.
Step 5: This Web page lists the institutions in your peer group. You can deselect institutions by removing the
checkmark from the box on the left. After reviewing this list, click Next Step.
Step 6: In this step, you will select variables you want to compare. For this activity, select Full-time retention
rate and Part-time retention rate. Click Next Step.
Step 7: This Web page lists your results. Copy these results into the chart on page 26.
When you are finished reviewing these results, click Back and clear these variables by clicking Reset
at the bottom of the page. You can now view graduation rates by race/ethnicity by selecting each racial/ethnic
group and clicking Next Step. Copy these results into the chart on the next page.
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Your
Peer Group National Benchmarks*

Institution

Public
Public
Private

2-Year
4-Year
4-Year
Retention Rates**

Full-Time
57.4%
71.5%
73.3%
Part-Time
40.6%
44.9%
43.8%

Graduation Rates***

Total Cohort
29.2%
43.6%
54.7%
White, Non-Hispanic
30.5%
44.5%
57.0%
Black, Non-Hispanic
21.4%
36.0%
44.0%
Hispanic
24.5%
36.2%
46.5%

Asian/Pacific Islander
28.0%
43.7%
54.2%
American Indian/Alaska Native
22.9%
33.6%
45.9%
Unknown
23.2%
42.4%
45.6%
27.5%
45.7%
56.0%

Nonresident Alien
* Source: U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education
Data System (IPEDS), Enrollment Part D, and Graduation Survey, 2004.
** 1-2 year retention rates.
*** 3-year graduation rates for 2-year institutions and 6-year graduation rates for 4-year institutions.
Note: Data results are based on first-time, degree-seeking undergraduates.
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In the previous section, we provided information and exercises to help you assess your current retention
activities and performance. Now that you have a better idea of how well your institution, as well as your
individual program, retains its students, you can begin to think about what steps must be taken next to
achieve retention goals.
Institutions that graduate a large percentage of at-risk students typically bring together staff from across the
campus, working as a united front toward common goals. On such campuses, you would not likely hear an
administrator turn away a student because the service that he or she is requesting is not my job. Rather,
staff on exceptional campuses are aware of the various functions of other staff and go above and beyond job
descriptions to serve the common goal of helping students.
A retention task force and strategic retention plan can help achieve this student-centered, retention-focused
atmosphere between faculty and staff on campus. This will in turn help make retention an institution-wide
priority.
In this section, you will find activities to help you:
Implement a retention task force
Devise a strategic retention plan
Although you alone may not be able to implement an institution-wide plan, the samples provided will give
you something to think about so that when talks begin on the subject of taking institutional action, you can
represent your department as an informed participant. You can at the very least share with members of your
department the information provided here on retention task forces and plans so that you can initiate retention
programs on an institutional level. You can also post information about your retention actions and goals on
your departmental Web site. Once the word spreads around campus of your exemplary retention practices,
you may be asked to contribute your perspective to a core committee of campus leaders.
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Activity Activity I)B-1: Forming a Retention Task Force

In Challenging and Supporting the First-Year Student, M. Lee Upcraft, John Gardner, and Betsy O. Barefoot
& Associates describe the key components of a first-year task force, stating that Using a project team or task
force to study a problem and initiate change or look into the first college year is both effective and efficient
because the nature of the first year should involve representatives from all areas of campus.
(Upcraft, et al., p. 164)*
A first-year retention task force must consist of the following roles, which we have expanded to form a general
campus retention task force:
Decision-makers High-ranking academic affairs and student affairs administrators
List your candidates here:
First-year leaders Staff representing first-year programs, orientation, academic advising, and faculty
that teach introductory courses
Retention enthusiasts Faculty and staff dedicated to the success of students and to dealing
with retention issues
Naysayers Staff and faculty who do not support retention initiatives

Students Active leaders familiar with typical student roadblocks and attitudes
Retention is everyones responsibility; however, without leadership, a task force cannot be effective. A seniorlevel administrator with responsibilities that cut across academic and student affairs should be involved and
should help to select the approximately 20 task force members who can then be grouped into sub-committees.
Staff should represent a cross-section of academic affairs, student affairs, business and finance, and research.
* See the Web sites and publications listed at the end of this section for additional publication information.
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One task force cited in Upcraft, et al., used the following general questions as a guide for its activities.
Please answer each question below as it applies to your institution:
What should the components of the entering student experience be?
How does the institution move in the direction of offering students a coherent program?
How do the administrative and organizational functions collaborate to promote a unified,

student-centered program for first-year students?
What role does academic advising play?
What curriculum changes would your institution strive to implement?
What academic support services will play an integral role?
How are claims of departure for financial reasons separated into issues that can be addressed with
additional financial aid?
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In order to achieve institutional buy-in and ensure that administrators across the campus are thinking about
retention, it is important to have a strategic plan in place to define current goals and a set of proposed or
ongoing activities in place to help achieve those goals. Please answer the following questions to assess whether
a current retention plan is effective, or, if no retention plan exists, the reasons for that. We have provided some
sample retention plans to give your institution some ideas about specific, concrete, retention-focused goals
and activities.
1. Has your institution implemented a retention plan?
If yes, proceed to #3.
If no, proceed to #2.
Yes
No
2. If no to #1, what is the reason? Please check all that apply and then continue to the sample
retention plans.

We do not need to improve retention; we are pleased with our current rates.

Have you looked at the retention rates of special populations?
Retention does not seem to be a priority at my institution.

Are institutional leaders aware of retention improvements that could be made?
We do not have enough resources to support an institution-wide retention program.

Would any of your staff be willing to volunteer some time to be on a retention committee?
Other/not sure.
3. How long has your retention plan been in place? _____________
4. Does the retention plan include specific goals and activities to improve the retention rates of
at-risk populations?
Yes
No
5. Have your institutions retention rates improved since the implementation of your plan:
Overall?
Yes
No

By population:
Yes
No
6. Which components of your institutions retention plan have been successful?
7. Which components of your institutions retention plan have not been successful?
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Sample Retention Plans*

Following, you will find excerpts from retention plans at one community college and two four-year public
institutions. This will help provide an idea of how to organize the retention goals and activities discussed.
C Houston Community College System
The following excerpts are taken from the Houston Community College Systems (HCCSs) 2001-2002
Retention Plan, prepared by Dr. Charles Cook of the Recruitment and Retention Committee in 2000
(pages 24-25).
Retention Recommendations
1. Learner Factors
a. HCCS will implement an Early Warning System to alert students in an effective, consistent and timely
manner of problems they are experiencing and ways in which they may seek assistance and guidance in
resolution of those problems. The details of the Early Warning System will be devised by the Student
Services Deans, meeting with the Associate Vice Chancellor for Educational Development. This group will
seek input from the college community at large and present a plan no later than November 1, 2001, for
implementation in the Spring 2002 semester.
b. HCCS will improve academic advising throughout the system. The Student Development Deans, with
input from the college community at large, will work with the Associate Vice Chancellor for Educational
Development to review existing materials and processes and develop new, consistent, and clear materials,
processes, and timeliness by which students will engage in career exploration activities; declare majors
and/or identify educational objectives; and file Degree Plans if appropriate. The new materials will be due
by November 1, 2001, for implementation in the Spring 2002 semester.
c. Every college at HCCS will establish a dedicated testing center for year-round operation to support initial
student assessments via ACT COMPASS placement exam and other instruments; GED testing; and testing
for regular and distance education instruction.
2. Institutional Factors
a. HCCS will support an increased number of Academic Engagement Activities at each of the colleges
to allow students additional means by which to connect with educational materials and faculty.
These activities will include such activities as Service Learning; Collaborative Learning; Active Learning;
Global Studies; Common Book activities; and other activities that promote and sustain
learning communities.
b. HCCS will support an increased number of Social Engagement Activities at each of the colleges to allow
students additional opportunities to connect with other students, tutors, faculty, counselors, librarians,
administrators, and other professional mentors. These activities will include student clubs, international
celebrations, cultural festivals, historical celebrations, community activities, etc.
* See the Resources at the end of this section for links to these retention plans.
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C c. HCCS will participate in the study of the new Community College Student Engagement Survey to
collect student feedback on how well HCCS is doing and discover ways by which we may improve our
efforts in retaining students and in promoting their success.
3. External Factors
a. HCCS will develop new materials (both print and electronic) to inform students about financial aid
opportunities and how they may apply. Each college will sponsor at least once a semester a Financial Aid
Fair dedicated to helping students search for, learn about, and apply for grants and scholarships.
b. HCCS will establish new student-friendly programs by which students might take shorter, more intensive
courses; more week-end courses; and identify locations for extended hours of course offerings and student
support services.
c. HCCS will establish a child care/kids program at every college to offer students assistance and/or
instruction in child care and to provide learning activities for children in general. This will be a cooperative
activity by college student services, instructional, campus, and continuing education personnel
(the CHERP program at Southwest College is an excellent model.)
d. HCCS will develop additional transportation assistance for HCCS students. HCCS will work with
Houston Metro to publicize transportation routes and available transportation assistance for students to all
HCCS locations. HCCS will also explore ways by which the colleges might use Perkins funds more
effectively to assist students with transportation needs.
e. HCCS will establish a centralized Job Placement Office under the Vice Chancellor for Economic
Development to assist the colleges with identification of part-time as well as full-time job opportunities and
external learning experiences for HCCS students and to encourage better working partnerships with the
HCCS business and industry community.
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4 Florida Atlantic University

The following is excerpted from Florida Atlantic Universitys (FAUs) 2005 retention report, written by
Dr. Anthony Lombardo (pages 8-11). FAU already offers many programs, such as learning communities,
which are crucial to improving retention, and constantly monitors its progress and suggests further measures
to continue increasing retention at the institution.
What Can Be Added to Improve Upon Existing Retention Initiatives
While the number of retention initiatives in existence at FAU is substantial and representative of successes
reported in the literature, a number of additional incremental measures are worthy of consideration.
Residential Learning Communities (RLCs). Presently under development, RLCs take the FLC concept
a step further. The freshman cohorts actually share space in the same residence hall and participate in
co-curricular activities with faculty. In addition to raising GPAs, RLCs have also been shown to foster a
strong student bond with the institution thereby providing an added enhancement to retention rates.
The first FAU RLC will be implemented in fall 2005. The support of the Provost and the Deans, so that
additional RLCs can be developed in the future with a truly academic basis, would be of great assistance.
Peer Adviser/Mentor Program. Use of advanced undergraduate and graduate students as supplemental
advisers. Freshmen tend to connect with individuals who are not far removed from what they are experiencing
in adjusting to college life. A very modest effort is underway in FAAS, primarily to assist undeclared
students (about one-third of our FTICs, and a high risk group for leaving) in deciding on a major.
Supplemental Instruction. First developed at the UMKC Medical School, SI uses peers to help promote
learning and success in traditionally high-risk courses (those with high rates of students who earn a D/F
or withdraw). SI is now offered in approximately 1400 institutions in 26 countries. In SI, students are
selected, after demonstrating in an interview that they have the requisite ability and interest, to be trained
as supplemental instruction leaders (SI leaders). The task of an SI leader is to assist students in a high-risk
course in their learning of the material. They sit in on all lectures and conduct supplemental instruction
sessions each week. These are not tutoring sessions they are learning sessions conducted by a peer who is
good at it. Outcomes at other institutions have been excellent. SI is also very cost-effective.
Service Learning. The addition of a community service component to degree requirements, which is an
integral part of the curriculum. It provides structured time for students to reflect on their learning
experiences as they relate to the real world. This activity has been shown to enhance student engagement
with the subject matter of their chosen fields of study thereby promoting completion of their degrees.
Comprehensive Teaching/Learning Center (TLC). Known by many other names at various colleges and
universities around the country, the TLC is an organizational and physical entity where all activities related
to teaching excellence and student success, such as well-coordinated tutoring, take place. Many have
observed that FAU is now at the appropriate stage of its development to give serious consideration to
establishing such a center. Typically, a complete TLC unit/facility would be headed by a director and
would contain: math labs; a writing center (the existing UCEW); rooms for one-on-one free tutoring;
self paced, computerized tutorials in a multitude of subjects; offices for participating faculty, consultants
and staff; and conference rooms for faculty workshops in areas such as teaching large lecture classes, new
classroom technologies, distance learning modalities and general improvement of teaching skills.
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An orientation program on teaching expectations for new faculty could also be conducted there.
A core of dedicated faculty and academic support staff have already been meeting on the development
of an FAU TLC, and well-attended teaching workshops have been conducted for the past few years.
It is understood that construction of a building to house the TLC is a long term goal, but ideas for how
we can at least get started with existing resources abound. The essential factor in this endeavor is that all
faculty and student academic support services would be coordinated in a single organizational entity rather
than delivered in a fragmented manner.
The Comprehensive Approach to Student Success
It seems clear that to improve our retention/graduation performance, a university-wide commitment, focused
on all aspects of the lower division experience in general and our approach to the needs of the first-year
student in particular, must be undertaken. Academics, academic support and student life issues must all be
readdressed in a comprehensive manner.
The following suggestions are offered to assist in achieving that goal. Many come from the most recent
literature on undergraduate student success.
Establish a Council to continuously monitor lower division educational policies and their effect on
student retention. To send the correct message about the importance of these issues to carrying out the
mission of the university, membership should reflect the highest levels of the academic administration,
student affairs and the faculty. Academic support units are excellent at creating and implementing
programmatic retention strategies and initiatives, but for them to be embraced by the institution as a
whole, as is necessary, it must be clear that a university-level commitment is what drives them. This body
should be chaired by the head of an organizational responsibility center that oversees and coordinates all
first-year initiatives.
Compose a mission statement for the first year which identifies the goals of the institution with regard to
FTIC student success. This would logically be assigned to the Council.
Better articulate the purpose and value of our core curriculum. Survey data indicate that it does not
engage many of our students. They see it as no more than a series of unrelated hurdles that must be
cleared in order to advance to the curriculum that does engage them, our majors programs. This might
suggest that revision is warranted. However, revision is a long and arduous task that could literally take
years without any guarantee of a positive effect on retention. Thus, we must first better demonstrate the
unity and value of the existing core as the means by which FAU imparts on our students the basic skills
and content knowledge which define an educated person. Revision can be undertaken at a later time
if warranted.
Establish a formal freshman convocation. Getting students engaged in the life of the university is
absolutely essential to retaining them. A formal convocation in which new students are addressed en
masse by the president, provost and other top level administrators from academics and student affairs
provides an excellent opportunity for that connection to be made with the principal mission of the
university and the importance placed on it by the leadership. The author of the work all freshmen were
assigned at orientation is often invited as a guest speaker.
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4 University of Arizona
The following excerpts are taken from the University of Arizonas Retention Master Plan: 2005-2011
(pages 22-24), prepared by the Retention Coordinating Group in April 2005, and from the Outline
of Retention Goals, Strategies and Action Plans (entire document).
Top Priority Retention Strategies
Provide non-credit alternatives for freshmen placed into pre-college math
Compile and examine data on course availability
Develop faculty-staff online referral system to identify students who are struggling early in their first
semester
Develop a contractual obligation with specific corrective actions for students on academic probation after
their first semester
Create exit and re-entry interventions for students who withdraw voluntarily
Determine transfer student persistence and graduation rates by college
Use a pre-enrollment instrument to identify potentially at risk students prior to their enrollment at the UA
Develop a student success course for all students during their first semester here
or a mandatory course of a similar nature for students on probation after their first semester
2005-2006 Initiatives
In collaboration with the colleges retention committees, and with the assistance of direct student service
units, the following three strategies will be implemented in 2005-2006:
Early Alert/Success Net
Math Boot Camp
Exit Intervention
Critical Retention and Graduation Issues

Resulting from the recommendation to gather additional data, the Retention Analysis Group compiled
a report that identified several critical retention and graduation issues.
20% of first-time, full time freshmen are on probation after their first year.
First-time, full-time freshmen on probation after the first semester have a one-year retention rate 23
percentage points less than the total first-time, full-time freshman population; they also have a six-year
graduation rate 27 percentage points less.
First-generation college students, who make up about ten percent of the total first-time, full-time freshmen
population, have a five percentage point lower retention rate, a three percentage point lower four-year
graduation rate, and a five percentage point lower six-year graduation rate.
Males have a lower six-year graduation rate compared with females (50 percent vs. 57percent).
Honors students have a one-year retention rate 13 percentage points higher than the total first-time,
full-time freshman population.
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4 Guiding Principles
Underpinning the work that has been done thus far is a set of guiding principles statements representing the
philosophy upon which all the goals, strategies and action plans rest. These guiding principles must be evident
in the actual implementation of the retention plan if it is to represent the heart of the commitment we make
to students at the University of Arizona.
1.

2.

3.

4.

5.

6.

Student retention is an outcome of a quality student experience and includes student satisfaction
and student success.
Student success is a critical part of the academic work of every college and is based on learning
strategies for success built into the disciplines of each college.
Connectedness to faculty and staff, both within and outside of the classroom, is critical to student
success; thus all areas of the university share the responsibility for facilitating these connections and
eliminating barriers to them.
Student success is a core value at the University of Arizona, the result of a culture that engages diversity
and values student participation. It is to be celebrated and rewarded.
Optimal student retention can only be fully achieved when all students including students of color,
first-generation students, transfer students, and students with disabilities experience success in degree
completion at the same rate as the majority population.
Interactions at all levels and among all participants in university life can be enhanced by a web of
technology that connects students, faculty, and staff.
Summary of Retention Goals, Strategies and Action Plans

Goal 1: Increase the retention rate for all first-time, full-time freshmen to 85% by 2010
A. Reduce number of students on academic probation after their first year to 15% by 2007
and 10% by 2010
1.

2.
3.
4.

5.

6.
Use a pre-enrollment instrument to identify potentially at-risk students prior to their

enrollment at the UA
Distribute a mid-semester survey to gauge the academic and social integration of students
Develop a student success course to be made mandatory for probationary students
Develop a contractual obligation with specific corrective actions for students on academic
probation after the first semester
Develop an early alert online system to identify students who are struggling at any time
during the semester
Contact students who have failed to register during their priority registration period
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B. Increase engagement of new students

4
1. Send Welcome postcard from President Likins and ASUA President
2. Link Wildcat Welcome Web site to New Students tab on UA home page
3. Create a UA specific common book: How to be Successful at the UA
4. Coordinate notification of existing/new events through Finish in Four Calendar
5. Expand Student Link to become the central means of dispersing information to students by 2007
a. Implement an archive of messages to students which is accessible online to all staff and faculty
6. Develop Meet Your Faculty program
7. Expand the use of learning communities at the UA
8. Increase student participation in academic support services
9. Establish a tutoring advisory committee consisting of representatives from UA tutoring
centers/programs
10. Increase the frequency and quality of ongoing non-alcoholic late-night social activities for
students living on campus
11. Engage students in out of class social activities and opportunities
C. Improve student satisfaction with UA administrative processes
1. Continue to increase availability of seats in high demand courses
2. Provide better training to staff so gaps in run around dissatisfaction decrease
3. Establish a competitive grants program to fund quality improvement initiatives campus-wide
4. Provide prompt decisions and communications in matters of Financial Aid. Revise and modify,
as needed, existing student surveys.Increase the dissemination and availability of results for
program evaluation and research purposes.

D. Assist the UA community in understanding the importance of student retention and to have all
make significant contributions to it
1. Create the The IMJ Difference: Its My Job to Make a Difference permanent campaign
2. Introduce a presentation on retention in both new faculty and new staff orientations
3. Create and maintain the University of Arizona Retention Guide
4. Develop the This College Makes A Difference campaign
5. Develop the Why is Retention Important and How Do You Contribute Presentation

E. Reduce number of students placing at pre-college level mathematics

1. Expand early math readiness assessment

2. Provide non-credit alternatives for students to sharpen their basic mathematical skills
3. Continue to develop innovative ways of Teaching Entry Level Mathematics at the UA
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Goal 2: Increase persistence rates of sophomores to 77% and juniors to 73% by 2010.
A. Determine why sophomores and juniors leave, and intervene

1. Examine data on sophomore/junior departure
2. Work in collaboration with Goal Group I to extend the Early Alert System to potential
upper division students that show signs of potential departure

B. Compile and present information on upper division course availability, including access to majors,
minors, and exploration
1. Compile and examine data on course accessibility
2. Explore the possibility of a report format directed at deans and department heads that would
anticipate course availability issues on a regular basis
3. Expand approaches to working with departments that have multiple course availability issues

C. Assist students with the discovery of connections between their undergraduate academic
program(s), pre- professional opportunities as students and academic and professional opportunities
after graduation
1. Create a team to explore how academic advising and career planning is provided to students
2. Identify best practices that currently exist in providing career information to specific majors and
determine how these practices can be replicated in other departments
3. Develop and implement on-going training for academic advisors on career planning and resources
4. Develop discipline-specific career materials to be used by academic advisors and major-specific
materials to be used by career counselors
5. Develop a replicable discipline-specific course co-taught by an academic advisor and a Career

Services counselor
6. Develop a replicable module for general education courses that would outline the practical
applications of the course content to a students life and future career
D. Develop opportunities for students who move off campus to stay connected and engaged in
campus life
1. Gather information about the needs of commuter students
2. Expand the Moving On / Moving Out Program to include information and resources to remain
connected on campus
3. Expand and support the Commuter Assistant in Residence Program
4. Incorporate commuter students into academic learning communities
5. Create a mechanism for informing the campus community about the needs of commuter students
E. Inform and engage students more in on-campus employment opportunities by developing student
employee support system
1. Develop a structure responsible for student employees
2. Establish processes for promoting and publicizing on-campus employment
3. Establish support system for student employees and their supervisors
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Goal 3: For first-time, full-time freshmen entering in 2009, increase four-year graduation rates to
45 percent, five-year rates to 65 percent, and six-year rates to 70 percent.
A. Create more efficient and effective processes for attaining advanced standing
1. Study the effect of pre-majors on retention, progress and graduation
2. Identify students not making sufficient progress and develop interventions
3. Update the 1998 Gateway Course Study and implement processes for improving success
in these courses
B. Create ways to focus on seniors and help them finish
1. Develop an automatic Student Academic Progress Report (SAPR) for students with 90 units
2. Intervene with students who have 130 or more units
3. Create exit and re-entry interventions for students who withdraw

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C.Toolkit Program Implementation

In this section, you will complete activities that will help you use this toolkit at your institution, including:
Screening students, using enrollment indicators of at-risk characteristics
Setting priorities and goals developed in Section A to measure program success within the target groups
Developing a referral network on campus

Before you begin to use this toolkit with other staff and students, try reaching those students on campus who
need help the most. They may not already be actively seeking information or visiting your department, so it
will help to spread the word through various avenues. Involving other staff in your efforts to implement this
toolkit is a good first step toward concerted retention awareness and solutions.
1. Make faculty and advisors aware that help is available for those students at risk of dropping out and in
need of assistance.
2. Enlist departmental assistants and work-study participants for their help in publicizing and
administering this toolkit.
3. If a retention task force exists on campus, make its members aware of this toolkit. If a retention task
force does not yet exist, hold meetings with key staff and administrators to discuss the possibility of
forming one.
4. Include a link to this toolkit on your departmental Web site; provide a self-assessment survey for
at-risk indicators.
5. Send a letter or e-mail to students who, based on the at-risk assessments below, would benefit from
this toolkit, and arrange a meeting to review the toolkit contents together.
6. Make members of your department aware of the toolkit program, so they are prepared to help walk-ins.
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This activity will help you identify students with at-risk factors, who would be best served by this toolkit.
Please use the following at-risk checklist to generate a list of students you wish to recruit. Next, contact
those students to set up meetings to assess their areas of need, and then begin completing the appropriate
exercises together.
The following variables are appropriate risk indicators that can be drawn from enrollment data. The goal is
to develop a method that calls attention to students who might need special help to stay in school. If you
answer yes to six or more questions, then it is advisable to invite that student to an introductory toolkit
meeting. It may also be advisable to refer those students to further help, such as counseling or academic
advising. Activity I)C-4: Developing a Referral Network can help you identify the appropriate contacts.
Indicator
Risk
Is the student part-time and intending to complete a degree?
Yes/No
Is the student entering without a high school diploma?
Yes/No
Did the student have a C average or lower in high school?
Yes/No
Does the student have a GED or other alternative to a high school diploma?
Yes/No
Is the student the first in his or her family to attend college?
Yes/No
Does the student speak English as a second language?
Yes/No
Does the student have one or more dependents?
Yes/No
Does the student lack a vocational goal to obtain a certificate or degree?
Yes/No
Did the student register late?
Yes/No
Does the student qualify for financial aid?
Yes/No
Is the student without previous college credit?
Yes/No
Is the student suggested for developmental classes?
Yes/No
Does the student have more than a half-hour commute?
Yes/No
Does the student lack a specific program major?
Yes/No
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Once you have begun meeting with at-risk students, you can then track their use of services on campus to
determine the effects of specific programs:
Indicator
Risk
Did the student pass developmental/remedial coursework?
Yes/No
Did the student participate in tutorial programs?
Yes/No
Did the student apply for student aid?
Yes/No
Did the student qualify for student aid?
Yes/No
Did the student receive any type of financial aid?
Yes/No
Is the student at a high level of student loan debt relative to academic work completed?
Yes/No
Did the student meet with an academic advisor?
Yes/No
Did the student meet with a counselor?
Yes/No
Did the student develop a contract plan with a counselor?
Yes/No
Did the student enroll in more than one class?
Yes/No
Did the student enroll in a success class, if available?
Yes/No
Did the student maintain enrollment through the drop date in all classes?
Yes/No
Did the student attend a college orientation program, if available?
Yes/No
Did the student talk with the teacher about problems?
Yes/No
Did the student participate in peer study groups, if available?
Yes/No
Did the student have a faculty mentor, if available?
Yes/No
Did the student attend a career planning program?
Yes/No
Did the student use the evening administrative office?
Yes/No
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S
Activity I)C-2: Additional At-Risk Assessment*

The following survey will help staff and administrators determine at-risk factors, using both additional
demographic data not typically collected as part of the admission processes and self-reported motivation and
aspirations for higher education. You may administer this survey to students upon enrollment and invite
them to participate in the toolkit based on their responses. The resulting data can be used to pinpoint student
groups for which specific interventions can be developed. For example, students who speak English as a
second language, do not have other family members with college experience, rely on financial aid, and/or lack
motivation or clear goals, would be appropriate candidates for this toolkit
S Student Survey
1. On which campus do you take most of your classes?

Main
Satellite
Online
Other _________

2. What is your family status?

Single
Married
Divorced
Separated
Other _________

3. Indicate which of the following are sources you use to pay for your tuition, books, and expenses?
(please respond to each item)

Major Source Minor Source Not a Source

My own income/savings
Parent or spouse/significant others income/savings

Financial aid

Student loans (bank, etc.)

Public assistance, grants, or scholarships

Consumer borrowing, such as credit cards

4. Students are faced with many competing demands, which often affect their ability to be successful in
college. Which of the following exert the greatest demands on you? (check all that apply)

Family
Job/work
School
Community involvement
Other _________

5. What is your native language?

English
Spanish
Other _________
* This survey has been adapted from Broward Community Colleges Survey for Low-Income Students, developed as part
of the Achieving the Dream initiative.
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6. What is the highest level of education obtained by your family members?

Mother
Father
Brother/Sister
Not a high school graduate
High school diploma or GED
Some college, did not complete degree

Associates degree

Bachelors degree

Masters degree

Unknown

7. How many dependents do you have?

None
One
Two
Three
Four
Other _________
8. Please estimate the number of hours per week you are currently employed ________ Not employed

9. How likely is it that the following issues would cause you to withdraw from your classes?

Extremely Likely
Likely

Finance

(lack of funds for tuition, books,
and everyday expenses)
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Somewhat Likely
Not Likely
Academic

(difficulty understanding/
learning material in courses)
Home/family
(caring for dependents/
lack of encouragement and support)
Employment/job
(work demands/unable to get time
off for school/related issues)
Other issues (please indicate) ___________________________________________________________
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10. Indicate which of the following are your reasons/goals for attending this institution?


Primary Goal
Secondary Goal
Not a Goal

To complete a certificate program
To obtain an associates degree
To transfer to a four-year college or university
To obtain or update job-related skills

For self-improvement or personal enjoyment

To change careers

Extremely
Somewhat
Not at All

Confident
Confident
Confident Confident

11. How confident are you in your ability

to do well in your mathematics classes

at this institution?

12. How confident are you in your ability

to do well in your English classes at

this institution?
13. How confident are you that you will

complete your entire program of studies

and achieve your goals?

14. Have you applied for financial aid?
Yes
No

15. Have you received financial aid?
Yes
No

16. How supportive is your immediate family of your education?

Extremely supportive
Supportive
Somewhat supportive
Not at all supportive

17. Please give an estimate of how long you have been out of school?

Less than 6 months
6 months to 1 year

1-2 years
More than 2 years

18. How motivated are you to complete your course of study here?

Extremely motivated
Motivated
Somewhat motivated
Not at all motivated
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In Section A, you explored your current institutional and departmental goals and began developing reasonable
and attainable goals for the at-risk student groups at your institution. This chart will help you track your
progress at improving the retention of students referred to this toolkit and allow you to compare their
retention rates to non-participants with similar at-risk characteristics.
Total
Number of
Students
in At-Risk
Group
(if known)
At-Risk
Student Group
(e.g., low-income
students, single
parents)
Number
of At-Risk
Students
Referred to
the Toolkit
Toolkit Participants
Nonparticipants
Semester
Retention
1-Year
Retention
Semester
Retention
1-Year
Retention
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Complete the following chart to develop a referral network of important points of contact for students, using this toolkit.
Toolkit administrators should make contact with each of the administrative areas identified below to verify contact
information and learn about the various resources each department offers. It is important to be proactive in referring
students to the appropriate department, as any delay could affect their chances of succeeding.
Issue
Department
Building
Contact
Person
Phone Number
E-mail
Academic
Registering for classes
Falling behind in
coursework
Missing classes
Changing major
program
Grievances
Financial
Applying for aid
Emergency aid
Making payments
Health
Medical help
Counseling
Alcohol/drug abuse
Fitness
Personal
Employment services
Housing services
Transportation issues
Child care
Work issues
Other
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C
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Retention Theory
Bean, J.P. (1985). Interaction effects based on class level in an explanatory model of college student dropout
syndrome. American Educational Research Journal, 22(1), 35-64.
Braxton, J.M. and Mundy, M.E. (2001-2002). Powerful institutional levers to reduce college student departure.
Journal of College Student Retention, 3(1), 91-118.
Spady, W. (1970). Dropouts from higher education: An interdisciplinary review and synthesis.
Interchange, 1, 64-65.
Tinto, V. (1975). Dropouts from higher education: A theoretical synthesis of the recent literature.
Review of Educational Research, 45, 89-125.
Swirling
http://www.nytimes.com/2006/04/23/education/edlife/zernike.html?pagewanted=1&ei=5088&en=e75d7d
aa6ef8218b&ex=1303444800&partner=rssnyt&emc=rss
http://nsse.iub.edu/NSSE_2005_Annual_Report/index.cfm
Retention Assessments
C http://www.ccsse.org/
http://nsse.iub.edu/index.cfm
https://www.noellevitz.com/Our+Services/Retention/Tools/Institutional+Priorities+Survey/
http://www.gseis.ucla.edu/~heri/css_survey.html
http://www.harrisinteractive.com/services/rsvp.asp
Focus Groups
C http://www.ccsse.org/retention/toolkit.cfm
http://www.unco.edu/equip/UD%20Research/AIMS%20focus%20groups.htm
http://www.achievingthedream.org/CAMPUSSTRATEGIES/RESOURCESFORCOLLEGES/resourceguide.tp
Benchmarking
http://www.act.org/path/policy/reports/retain.html
http://www.ou.edu/csrde/index.html
C http://www.nccbp.org
C http://www.hccs.cc.tx.us/system/Instructional_Services/recruit/r&r.html
4 http://www.fau.edu/retention/
4 http://www.ulc.arizona.edu/retention/index.htm
Retention Revenue Calculator
https://www.noellevitz.com/Papers+and+Research/Retention+Calculator/Calculators.htm
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SECTION II: Navigating the Campus
Contents
50

Activity II)B-1: Making the Most of Your Campus Map
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53
54
55
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SECTION I:SECTION
Institution-Wide
SECTION
II: II:
Navigating
Navigating
Retention
thethe
Campus
& Toolkit
Campus
SECTION
III: Academic
SuccessAdministration

The purpose of this section is to review with your students the places and people needed to help them be
successful on campus. Once a student sets foot on campus, he or she must know the appropriate department
and staff member to contact for everything, from financial aid to the registrar to academic advising. Students
can easily feel lost in an entirely new setting that seems foreign to them; the process of choosing and
scheduling classes can feel unsettling without the proper guidance.
This section will present your students with a number of scenarios that might be applicable to their own
campus experiences, so that once they have a question, they will know exactly who to contact and how.
We also provide professional staff with guidelines for soliciting feedback from students, regarding the ease
or frustrations of campus navigation. We then help both students and staff assess the navigation of campus
services when using the institutions Web site to retrieve information.
After completing this section, your students should feel more equipped to deal with common situations that
arise on campus, and staff should have a better sense of the typical students experience when attempting to
navigate the institution and its services.
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This section contains activities to help professional staff assess and improve upon existing systems on campus.
Activity II)A-1 will help staff evaluate campus services through student focus groups and ultimately create a
more user-friendly campus. Activity II)A-2 will help staff assess their institutions Web site organization by
assuming the role of a student in need of information. Staff should think about the ease of use of various
services on campus and what could be changed to help their students navigate the institution and ultimately
succeed at higher rates.
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Below is a guide to help you establish a focus group of students who, in turn, could inform the institution
about the level of bureaucracy they face and what might make the services on campus more navigable.
Ask some of your toolkit participants if they would be interested in participating in such a focus group,
in order to help other students by improving the organization of the institution. They will likely be glad
to provide feedback based on their experiences.
Sample questions might include:
How would you describe interactions you have had with campus offices, such as financial aid
and registration?
Are there ways that this institution could simplify the registration process?
In what ways would you improve academic advising?
What are three offices that youve visited since you first enrolled? Were you satisfied with the
outcome of those visits?
Have you ever asked a staff member a question and been told its not my job?
What is the most helpful thing that a new student should know about this campus?
For example, how would you let the campus know that youve changed your major?
You may also keep the conversation open-ended to find out about the students experiences in general:
for example, what they liked about their campus experience, what they did not like about it, and to what
degree they felt restricted by bureaucracy when attempting to find certain information or access particular
services. Once you collect responses from students, if you find that the campus organization could be more
accessible or welcoming, you can include this as a goal in your own departmental retention plan, suggested
in Activity I)A-4. It is also good to have this information on hand if you participate in a retention task force
on campus or are otherwise asked to offer your input based on your interactions with toolkit participants.
Does your campus Web site generally seem to be user-friendly? Is the navigation fairly logical? Suppose you
are a student who wants to find information on joining a club on campus. Would you know where to go from
the home page?
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How many steps would it take?
Take a moment to consider the three scenarios below to help you determine the ease of use of the campus
Web site for students at your institution. Students are becoming more and more reliant on the Web for
information, and it is important that your Web site be both well-organized and visually appealing.
In general, the simpler the design, the better.
1. You have just started classes and would like to find out if it is still possible to make any changes to
your schedule.

Is it fairly obvious where to go from the home page?
Yes
No

How many steps does it take to reach the registrar or appropriate advisors information?__________

Does the appropriate page have information about changing classes, including contact information
and deadlines?
Yes
No
2. You have misplaced a students or professors contact information and need to reach him or her to ask a
question about an assignment.

Is there a link to the directory from the home page?
Yes
No

If not, how many steps does it take to reach the directory?__________

Once you reach the directory, can you search by name to retrieve the phone number and e-mail address
you need?
Yes
No
3. You have received a parking fine. You would like to find out why, and also see where you can park in the
future without penalty.

Is it fairly obvious where to go from the home page?
Yes
No

How many steps does it take to reach the appropriate facilities or campus service page?__________

Once you reach the appropriate page, is information provided on parking guidelines?
Yes
No

Can you dispute a ticket, apply for a permit, or download an application online?
Yes
No
The above examples are intended to provide you with the perspective of typical first-year students as they
attempt to navigate the various campus components available online. This should get you thinking about
whether the Web site is a help or hindrance to students who wish to find additional information and deal with
typical campus issues. If the Web site does not seem adequate, it is suggested that you or other members of the
retention task force invite members of the Information Technology department to begin discussing a Web site
reorganization as part of your institution-wide retention plan.
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This section includes activities that will help you give your students an understanding of services provided
by various departments on campus, including the following areas:

Registration and advising

Financial aid
Employment
Tutoring, mentoring, and support programs
Housing
Student life and activities
Health services
Counseling
Child care
Career services
Using the bookstore
Navigating the campus Web site
After you guide students through this section, they should have a better idea of where to go for help on
campus when they need it.

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SECTION
SECTION
II: II:
Navigating
Navigating
thethe
Campus
Campus
S
Activity II)B-1: Making the Most of Your Campus Map*

Part of being a successful student is knowing where to go when certain problems arise and how to resolve such
issues as class scheduling and financial aid. Insert a copy of your campus map and use a pen or highlighter to
mark the following key places:

Locate the REGISTRARS OFFICE and mark it R

Locate the FINANCIAL AID OFFICE and mark it FA
Using a different color pen or highlighter, mark where your classes take place this semester
Locate any campus TUTORING services and mark them TU
Locate the STUDENT UNION and mark it SU
Locate the RECREATION CENTER and mark it REC
Locate the HEALTH CENTER and mark it HC
Locate the LIBRARY and mark it L
Locate the BOOKSTORE and mark it B
Locate your DORM and mark it D
Locate the closest DINING HALL to your dorm, and mark it DH
Locate parking, bike storage, shuttle stops, or public transportation and mark them
T for transportation
Spend some time getting to know your campus, both on the map and on foot. Can you find the closest
parking lot to your dorm? Or the fastest way to get from one class to another? How about a quiet spot to
study outside, or the location where other students gather to hang out?
The following charts will help you figure out where to go just in case you run into trouble. Your toolkit
administrator will help you complete the contact information needed in each section. Then, once an issue
arises, you can refer back to the charts, locate the appropriate contact, and fill in the date of contact.
Check off the Question Answered column if you feel that the contact listed was able to provide you with
the needed information. Keep these charts as a reference and refer to the map in Activity II)B-1 to help locate
each contact.
* Note to toolkit administrators: this activity may also be done as a scavenger hunt if the campus size allows.
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Who do I talk to
about registering
online?
Where do I go to
add/drop a class?
Where do I go to
get a copy of my
transcript?
Who do I talk to
about transferring
credit?
Who do I talk
to about course
requirements?
Who do I talk to
about declaring or
changing a major?
How do I find out

about studying
abroad?
Other:
What should I do
if a class I want to
take is full?
Who do I talk to
about graduation
requirements?
Where can I find

information on
ESL coursework?
How do I know
if I need remedial
coursework?
Contact Person
Where do I go to
register for classes?
Question
Department
1. Registering for Classes and Academic Advising
Phone Number
ECMC Foundation
Building
E-mail
Date of
Contact
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Question Answered
Where do I pick
up my work-study
checks?
Who do I talk to
about receiving
emergency aid?
My finances have
changed since I
applied for aid
who do I talk to?
How do I pay
for classes and
other fees?
How do I find a
job on campus?
Who do I talk
to about loan
repayment?
Who do I talk to
about whether a
loan is right
for me?
Where do I go
to apply for a
scholarship?
Where do I get
a financial aid
application?
Where do I go to
get help filling out
financial aid forms?
Contact Person
Who do I talk to
about applying for
financial aid?
Question
2. Financial Aid
Department
Phone Number
ECMC Foundation
Building
E-mail
Date of
Contact
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Question Answered
Contact Person
Department
Where do I learn
about our mentoring program?
What services
are available for
minority students?
What services are

available for female
students?
What services are

available for lowincome students?
What services are

available for firstgeneration college
students?
Other:
What services
are available for
students with
disabilities?
Contact Person
Where do I go to
receive tutoring?
How do I know if I
could benefit from
tutoring?
Question
Department
3. Tutoring, Mentoring, and Support Programs
Other:
What is the fastest

way to get my financial aid each term?
Question
Phone Number
Phone Number
ECMC Foundation
Building
Building
E-mail
E-mail
Date of
Contact
Date of
Contact
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Question Answered
Question Answered
Who do I talk
to about family
housing?
Who do I talk to
about repairs?
I lost my dorm key.

Who do I talk to?
Where do I go if I
have problems with
my roommate?
Who do I talk to
about moving off
campus?
Other:
Contact Person
Who do I talk to
about changing
rooms?
Where can I learn

about off-campus
housing?
Where do I go to
learn about campus
housing options?
Question
4. Housing
Department
Phone Number
ECMC Foundation
Building
E-mail
Date of
Contact
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Question Answered
Where can I find a

list of campus clubs
and organizations?
Where can I find

transportation
information?
Do you offer an
airport shuttle, and
who do I contact?
Who do I talk to
about getting a
parking permit?
Other:
Where can I learn

about intramural
sports offered here?
Is there someone
who can walk me
back to my dorm/
car late at night?
How do I get
involved in
community service?
Contact Person
Who can I talk

to about campus
security?
Question
5. Student Life
Department
Phone Number
ECMC Foundation
Building
E-mail
Date of
Contact
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Question Answered
Where do I find a
counselor?
Who do I talk to
about drug/alcohol
addiction problems?
Where do I go
if I am feeling
depressed or
suicidal?
A friend/relative has
recently died. Who
can I talk to about
this?
I am having
problems coping
with school. Who
can help me?
Who can I talk

to about safe sex/
sexually transmitted
diseases?
Where do I go for
rape counseling?
Other:
Where can I get

information about
time management?
Contact Person
Where do I go if I
am sick?
Question
6. Health and Counseling Services
Department
Phone Number
ECMC Foundation
Building
E-mail
Date of
Contact
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Question Answered
Who can I talk to

about getting a
summer internship
related to my
major?
Who can help me

find a job?
Who can I talk to

about enrolling
my child in the
institutions child
care program?
How do I learn
about support
services available
to students with
children?
Other:
Contact Person
Who can I talk to

about receiving
child care
assistance?
Question
8. Child Care Services
Other:
Contact Person
Where can I get

career counseling?
Question
7. Career Counseling
Department
Department
Phone Number
Phone Number
ECMC Foundation
Building
Building
E-mail
E-mail
Date of
Contact
Date of
Contact
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Question Answered
Question Answered
Where can
I purchase a
computer?
How do I get
technical help?
Who do I talk to
about setting up an
e-mail account?
Other:
Contact Person
Question
10. Access to Technology
Other:
Where can I get

used books? Are
there any discounts
available?
How can I check

if my books are
available?
Where do I go to
pick up books I
ordered?
What payment
options exist to
purchase books?
Contact Person
How do I order
books?
Question
9. Bookstore
Department
Department
Phone Number
Phone Number
ECMC Foundation
Building
Building
E-mail
E-mail
Date of
Contact
Date of
Contact
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Question Answered
Question Answered

S

This section will give staff the chance to walk students through typical scenarios in which they might need
to find critical information on the campus Web site. After completing Activity II)C-1, students should be
familiar with the Web site and refer back to this list of important URLs for ease of use in the future.

Starting at your campus Web sites home page, try to locate the pages listed below that you might typically need
to use on a regular basis. For example, do any of your classes have online components? If so, how do you get
there through the departmental site or through a specific link provided by your instructor? Once you find
a link you need, save it as a favorite in your browser, and write it down as well, along with any required login
information, so you can access the needed pages from any computer (just be sure to keep the information in a
safe place if you write down your password). Let your toolkit administrator know if you need any help finding
the appropriate page.
Web link #1: Locate your advisors contact information in the online campus directory.
Page found?
Yes
No
Yes
No
URL: http://
Information available:
Login needed?
If so, username:
Password:
Web link #2: Locate the campus registrars page in order to find out the last date to add/drop classes.
Page found?
Yes
No
Yes
No
URL: http://
Login needed?
If so, username:
Password:
Web link #3: Locate a club of interest on the student activities page.
Page found?
Yes
No
Yes
No
URL: http://
Login needed?
If so, username:
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Password:
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Web link #4: Find out the hours of the campus computing lab.
Page found?
Yes
No
Yes
No
URL: http://
Login needed?
If so, username:
Password:
Web link #5: Find out how to make an appointment with campus tutoring services.
Page found?
Yes
No
Yes
No
URL: http://
Login needed?
If so, username:
Password:
Web link #6: Check on financial aid status or reapply for aid.
Page found?
Yes
No
Yes
No
URL: http://
Login needed?
If so, username:
Password:
Web link #7: Find out about campus employment opportunities.

Page found?
Yes
No
Yes
No
URL: http://
Login needed?
If so, username:
Password:
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SECTION III: Academic Success
Contents
68

69

Exemplary Program Profiles Two to Four Year Transition
Activity III)C-1: The Right Way to Read
Activity III)C-2: Get the Most out of Your Reading
Activity III)C-3: In the Company of Classmates: Forming a Study Group
Research Strategies
Activity III)D-1: Sample Timetable
Activity III)D-2: Putting off the Inevitable: Procrastination
Activity III)D-3: Key Deadlines
Activity III)E-1: Tracking Grades
Activity III)F-2: Transfer Guide and Checklist
Transfer Checklist
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75
76
77
78
79
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81
82
82
83
84
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87
87
88
89
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93
94
94
95
96
96
99
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102
102
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Academic skills are at the core of a students likelihood of success. Students not only must keep up with their
current coursework assignments and build their skills, but they also must make sure they are on track to
degree completion. While section II on campus navigation included information to help students engage the
appropriate staff to plan their coursework, students themselves must also take responsibility for keeping track
of their academic progress.
In this section, we provide tools that you can review with your students to help them in the following areas
leading toward academic success:

Study strategies tips to help students improve reading comprehension, test preparation, and
note taking
Time management finding time for everything, including work, studying, and extracurricular activities
Tracking degree progress calculating current course grades and overall GPA, and determining courses
needed for degree completion
Faculty engagement getting the most out of your in-class and out-of-class interaction with
your professors
These materials can be used in a one-on-one setting between academic advisors, tutors or mentors and their
students, or in small group freshman-year seminars. In addition, it is useful for counselors dealing with
academically under-prepared students to be familiar with concepts such as study skills and time management.
Even if academic support falls beyond the realm of ones typical day-to-day duties, it can be extremely useful
to know this information, just in case ones student is falling behind academically.
For staff to use on their own, we have included activities to help them:
Assess current academic support programs, including advising
Plan for faculty and curriculum development
We have also included summaries of existing, effective academic programs at other institutions, including
Learning Communities, Summer Bridge programs, Orientation, Freshman Year Experience, and
Learning Centers.
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The following activities are intended for staff to evaluate and plan academic support programs on campus.

The following is an administrative checklist to assess the potential effectiveness of current academic support
programs at your institution. Generally, if 10 or more items fall into the Disagree or Strongly Disagree
categories, your institution may not be devoting sufficient attention or resources to this area. Similarly, a
pattern of Disagree or Strongly Disagree may indicate similar areas that should receive increased attention
at your institution. This tool can inform the institutions leadership where gaps exist in current efforts.
Addressing these gaps can then become the focus of institutional planning to improve retention rates.
Checklist to Assess Current Academic Support Programs
Strongly
Disagree
Disagree
Neither
Agree or
Disagree
Agree
Strongly
Agree
Supplemental support for students is an

obligation by this institution to ensure
that all students succeed.
Academic support programs are available
to all students, including gifted students
and those with special needs.
Enrollment in academic support
programs is encouraged by policies
and practices that provide for the
participation of students.
Academic support programs have no
program enrollment limits.
All academic support options are clearly
communicated and promoted
to students.
Information about entry points
into academic support programs are
regularly shared throughout the college
community.
Students in need of academic support
also receive clear information about their
progress toward educational objectives.
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Checklist to Assess Current Academic Support Programs
Strongly
Disagree
Disagree
Neither
Agree or
Disagree
All academic support programs provide

remedial assistance to students who
need it.
Students experiencing academic
difficulties are retained in academic
support programs where they are given
extra help.
Institutional policies concerning
staffing, resources, and funding for
academic support units exist and are
evaluated regularly.
Institutional policies state the colleges
commitment to providing quality
academic support programs.
Institutional policies provide for
continuous evaluation of academic
support programs.
A varied collection of materials that
support the academic needs of learners
is readily available.
The college community supports
academic support programs.
Qualified professionals staff academic
support programs.
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Agree
Strongly
Agree

Faculty and curriculum development are also key in improving student retention. To enhance student
learning, curriculum should be regularly reviewed and updated, and faculty should be encouraged to
participate in professional development programs.
It is also recommended that your institution review the scheduling and availability of coursework. For example,
if you enroll many nontraditional students who work full-time, are there sufficient courses available at night,
weekends, or other times that match their schedules? Does the institution provide online or distance
education alternatives for students?
Please indicate whether your institution currently engages in any of the following practices. If not, it is
recommended that you raise the issue of faculty and curriculum development and suggest these methods at
the next interdepartmental or faculty senate meeting.

Faculty:
Yes No
Encourage faculty to use a variety of instructional methods,
especially those techniques shown to increase student involvement
(e.g., active learning, small group work, hands-on activities).

Provide professional development workshops and programs
to educate faculty about alternative instructional strategies and
assessment methods.
Support professional development activities that raise faculty

awareness of current educational, technological, and industry trends.
Curriculum:

Regularly meet to review curriculum offerings to ensure offerings
are current.

Regularly assess curriculum, using informal and formal assessments,
such as surveys, focus groups, and institutional data.
Encourage faculty to regularly design curriculum in light of

student characteristics.
Regularly assess all programs and services provided by the institution

that are designed to enhance student learning.
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There are several types of advising models some are faculty-based, while others use centralized offices with
professional advising staff. There are advantages and disadvantages to both, and there are variations that use a
combination of both types of advising systems.
While faculty generally have a grasp on coursework within their department or major, professional advisors
are trained to deal with issues that arise beyond the field of study and are generally familiar with institutionwide course requirements. There is also automated course audit software now available, which allows staff and
students to see the coursework needed to complete academic programs. This is often a good supplement for
advisors who may not be familiar with all departmental requirements. An example of this type of software is
the Degree Audit Reporting System (DARS), produced by the University of Miami, Ohio
(http://www.dars.muohio.edu/AboutDARS.html).
While the appropriate advising system for your institution depends on your size and the students served,
strong academic advising programs for first-year students generally have the following key components
in common:

A clear mission statement and vision

A designated director to coordinate advising activities
Ongoing advisor training
Recognition and rewards for advisor participation
How does your advisor program rate?

Yes No
Program Structure
Our advising program has a clear mission statement that

Identifies the primary purpose of the program
Explains the institutions beliefs about students
Describes the programs organizational structure
Describes what is expected of advisors and students
Describes the goals of the program
Has a designated director/coordinator
The director/coordinator spends at least a quarter of his or her time on this program
The program involves some kind of advisor training
Advisor training has specific and realistic objectives
Advisors are recognized/rewarded for their participation
The program is regularly assessed, using feedback from advisors and students
Changes in the program are research- and data-driven

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How does your advisor program rate?

Program Implementation
Yes No

Provides information on course requirements for different majors
Helps students determine what courses they need to take
Helps students register for courses
Graduation requirements and major information are available online
Provides information on financial aid
Provides information on campus resources
Provides information on study skills and time management
Provides information on institutional policies
Reflection
Based on your initial assessment, how effective do you feel your current advising program is at helping
freshman students succeed at your institution?
What do you see as the strengths of your current advising program?
What do you see as the weaknesses of your current advising program?
Note: Both the National Academic Advising Association (NACADA) and the Council for the Advancement of Standards
for Student Services/Development Programs have resources on strengthening and expanding advising programs
(see the Web site listings in Section B).
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A learning community involves linking coursework or courses in a way that promotes student engagement
with peers and faculty. Learning communities generally consist of small groups of freshman students (30 or
less) with shared academic interests, such as pre-law or engineering, who are enrolled in several related courses
taught by faculty who have a more interactive and collaborative teaching approach. Students who participate
in learning communities are able to get the benefits of a small college, while attending a larger institution.
What makes learning communities unique is their sense of purpose, the collaboration among faculty members
of different disciplines, and their ability to build community between students and faculty.
What works best for your campus depends on the unique needs of your student population. No matter what
type of learning community you have or choose to develop, support for the program must come from all levels
of the staff and faculty, and the program must be regularly evaluated and assessed. Learning communities can
be a huge asset to institutions interested in increasing student engagement and persistence.
Types of Learning Communities
Freshman Interest Groups (FIGs)
A pre-law FIG may consist of:
Several courses offered around a common interest.

In addition to these courses, students participate in
a discussion group. Each FIG has a peer advisor
who schedules study group sessions and activities.
American Government
Intro to Philosophy: Ethics
Public Speaking
FIGs can also be created within a major for

special groups, such as commuter, minority,
or transfer students.
Intro to Biology
Intro to Philosophy: Ethics
Intro to Psychology
Paired Courses
Some paired courses include:
Two courses that have a linked/integrated

curriculum, but are taught separately.
Intro to Calculus and Intro to Physics

African American Literature and
American History
American Literature and
Developmental Writing
Classes can also be created to serve special groups,

such as students enrolled in developmental courses.
Learning Clusters
Small groups of students who take the same
courses surrounding a major or theme.
Students travel together from class to class,
developing their own community.
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A pre-med FIG may consist of:
An example of a race, ethnicity, and

culture cluster might be:
Intro to Archeology
Intro to English Composition
Intro to African American Studies
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The following learning community programs use those components mentioned in Section III,
Activity III)A-3, and are cited as exemplary practices in recent retention research.
C Community Colleges
Montgomery College Biomedical Scholars

http://www.montgomerycollege.edu/biomedicalscholars
Purpose: Designed to increase academic performance, enhance the learning experience in the sciences,
and pave the way to a successful career in the biomedical sciences.
Criteria: Transcript, recommendations, and essay.
Components: Pre-freshman summer program, including math and English assessments, paid apprenticeship,
faculty and peer mentoring, advising, and a series of unique academic experiences. Encouraged to enroll in
first-year learning community of three courses and a specialized spring seminar. Biweekly faculty mentoring
meetings, financial and transfer assistance, a career development seminar, and the opportunity to become peer
mentors, are provided in the second year.
Puente Project (Community Colleges in California)

Program Web site: http://www.puente.net/ccp_pg.html
Institutional example: http://www.westvalley.edu/la/english/puente
Purpose: To increase the number of educationally underserved students who enroll in four-year colleges
and universities, earn degrees, and return to the community as leaders and mentors to succeeding
generations with a supportive community and a sense of family on the college campus.
Components: English and counseling learning community, mentoring, social support, instruction related
to cultural heritage
Criteria: Open to all
Kingsborough Community College Opening Doors Learning Communities

http://www.kingsborough.edu/faculty/learning_communities/learning_communities.htm
Components: 10 cohorts of 25 students in three courses linked by a common theme, or five linked
courses for ESL students. Social activities, academic support, tutoring, remedial assistance, and counseling.
Outcomes: A recent MDRC study found that participants achieved higher pass rates than a non-participant
control group.
4 Four-Year Institutions
Purdue University Learning Communities
http://www.purdue.edu/Retention/LLC/
Purpose: To increase grades and graduation rates and develop friendships.
Criteria: Transcript/academic achievement and date of application (first-come, first-serve).
Components: 20-50 students in two to three classes together, residence option, service learning, social
activities, out-of-class learning experiences, and trips. Approximately 60 learning communities by major and
subject matter/theme.
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4 Florida Atlantic University Learning Communities

http://www.fau.edu/retention/Learning_Communities.php
Purpose: To make connections with other students, faculty members, and campus resources and ensure a
smooth transition to college.
Criteria: Essays.
Components: English composition course, one-credit first-year experience course, and three core curriculum
courses. Residence option. Approximately 20 communities by academic major.
Georgia State University Freshman Learning Communities

http://www.gsu.edu/es/freshman_learning_communities.html
Criteria: Date of application.
Purpose: To create a formative, integrative academic experience on which to build lifelong strengths
and perspectives.
Components: 25 students in five classes together first semester by theme. Classes include New Student
Orientation and English. Weekly advisor meetings.

Summer bridge programs take place during the summer between high school graduation and the fall
semester of a students first year. Bridge programs are often intended for academically underprepared, at-risk
students and help them to develop basic skills through a strong curricular component that includes remedial/
developmental coursework. They also aim to make students comfortable with the environment by providing
a community which helps integrate them into university life. The following are exemplary practices based on
recent literature reviews of retention research.
Anne Arundel Community College

http://www.aacc.edu/supportcenter/summerbridge.cfm
Length: Four weeks.
Criteria: Underprepared African-Americans must register and take Noel-Levitz assessment.
Purpose: To improve the retention of incoming African-American students
Components: One-credit student success course, faculty mentoring, ongoing support through yearround Student Achievement and Success Program (SASP) serving underprepared newly enrolled students,
introduction to college services, campus navigation, academic programs, advising, mentoring, tutoring,
placement testing, and registration. Intensive English, math and reading review. Study skills, time
management and test-taking strategies, career exploration, social outings.
Cost: Free.
Manatee Community College

http://www.mccfl.edu/pages/1015.asp
Purpose: To help low-income graduating high school seniors transition to college and succeed.
Components: Three credits (two courses), $600 of tuition and book scholarships, mentoring.
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California State University at Long Beach
http://www.csulb.edu/divisions/students2/Summer_Bridge/
Length: Six weeks.
Criteria: First-time freshmen in the Educational Opportunity Program (EOP).
Purpose: Designed to prepare selected first-time freshman students for the challenges of a four-year university.
Components: Two credits of integrated coursework, focusing on college study skills, noncredit remedial math
and English, remedial assessments, major/career exploration, tutorial sessions, community building activities,
campus orientation, interaction with EOP staff and counselors.
Cost: Free (including room, board, and materials).
Indiana University-Purdue University Fort Wayne

http://www.ipfw.edu/mcul/programs/SummerBridge.htm
Length: Six weeks.
Criteria: Graduating senior in an Allen County high school, eligible for Federal Free/Reduced Lunch
program, and ineligible for regular admission to the university.
Purpose: To prepare at-risk recent high school graduates for admission into degree programs alleviate
the financial barriers to students from low socioeconomic backgrounds; enhance partnerships with area
community schools and businesses; and design academic programs especially for these students.
Components: 20 students in two courses worth six credits, individual counseling and tutoring, social/cultural
activities, supplemental instruction, mentoring, financial aid assistance, continued support in Academic
Student Achievement Program (ASAP) throughout the year.
Cost: Free (includes meals and housing).

Like summer bridge programs, orientations help to familiarize students with the campus and institutional
services. However, orientations are generally open to all students and not specific to at-risk populations.
Orientations can be as short as one-half day and as long as one week. Summer orientations offer students the
chance to meet with advisors early, and give participants access to priority registration.
The following are examples of comprehensive orientations that serve as more than simply campus tours, but
rather act as integration mechanisms to create a connection between the student and the institution, giving
the student confidence to master the academic and social components of campus life. In addition,
the orientations are mandatory and offer free options for students and additional components for parents.
Paradise Valley Community College Underprepared Student Initiative, Passport to Paradise

Orientation (part of Maricopa Colleges Student Success Pilot Project)
http://www.pvc.maricopa.edu/usi/proposals/orientation.htm
Mandatory: Yes.
Length: 3.5 hours.
Number of sessions: Approximately 20, both daytime and evening.
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C Components: Information session about student motivation and success; rights and responsibilities; college
vocabulary and definitions; time management; campus tours; group advising and schedule building; iGoal
(online planning tool); and course registration.
Montana State University Orientation
http://www.montana.edu/wwwnss/orientation/index.shtml
Mandatory: Yes.
Length: Three days.
Fee: Summer only; $85 (for room and board), parent fee $35
Number of sessions: Three summer, one fall for first-time freshmen, one summer and one fall session for
transfer students.
Components: Financial aid, career exploration and writing workshops, placement exams, social and cultural
activities, activities fair, registration, parent activities and workshops.

Freshman year seminars such as the popular Freshman Year Experience (based out of the University of South
Carolinas National Resource Center for the First-Year Experience and Students in Transition) are intended
to help first-year students transition to campus life through the development of study skills, academic plans
and career goals. These programs are often linked to advising, other classes, and study groups. Freshman Year
Experience programs typically range from one semester to the entire first year.
C Students who enroll in these programs often show greater persistence and higher GPAs than non-participants.
Cuyahoga Community College in Ohio surveyed 239 institutions participating in the Freshman Year experience
program and found the following five key elements for a successful program: a recognized need for such
programs; a designated, staffed office; a mandatory first-year seminar, involving former participants; ongoing
intervention; and combining the Freshman Year Experience efforts with a marketing or enrollment plan.9
The following exemplary programs are not only student success seminars, but they also incorporate
elements such as mentoring, tracking, and advising into freshman retention programs, specifically targeting
underprepared and at-risk students.
Johnson, A.B. & McFadden, G. The Value of Multi-Dimensional Retention Programs for First-Time Students at Community
Colleges. ERIC, May 2000. ED 443 447
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4 University of South Carolina University 101

http://www.sc.edu/univ101/courses/univ101/index.html
Purpose: This is the original Freshman Year Experience program, founded in 1972. The program was
designed to help first-year students adjust to the university, develop a better understanding of the learning
process, and acquire essential academic success skills Attaining an appropriate balance between personal
freedom and social responsibility underlies all University 101 activities.
Criteria: Open to all, required for some academic programs. Approximately 80 percent of incoming
freshmen participate.
Components: Three-credit course taught in small groups of 20-25 and peer leaders. Special sections for
transfers, honors, living-learning community, and by major.
State University of New York at New PaltzEOP Freshman Year Experience

(Noel-Levitz award-winner)
http://www.newpaltz.edu/firstyearprograms/eop.html
Purpose: Proactive, intensive program for underrepresented students.
Criteria: Financial need, first-generation.
Components: Mentoring, expanded orientation, three-credit freshman seminar course, mid-term evaluations
and monitoring, EOP advising, mandatory study groups, financial aid.
Results: First-year retention rate five percent higher than the non-EOP cohort.
University of Kansas Hawk Link

http://www.oma.ku.edu/~oma/hawklink/
Purpose: Helps students select majors, track mid-term grades, and determine the need for extra help.
Criteria: Open to all students with a special emphasis on students of color.
Components: Include orientation, peer and faculty mentoring, tutoring, success seminars, links to other
retention efforts on campus, involving and supported by everyone on campus, including the chancellor.
In addition, staff follow up with students in the summer to make sure they re-enroll.
Results: Dramatically increased retention rates of minority, underprepared, and nontraditional students.10
C Exemplary Program Profiles Two to Four Year Transition
The following programs help community college students build the credits they need to transition to a fouryear program, while providing them with a sense of university life. These programs contain components that
are often cited as effective retention practices.
Tacoma Community College Bridge Program to The Evergreen State College

http://www.tacomacc.edu/whatishappening/mediareleases.aspx?storyid=38
Purpose: Evening degree program intended to provide the first two years of the four-year degree program at
The Evergreen State College (TESC). Bridge students earn Tacoma Community College (TCC) associates
degree credits and attend class at TESC.
Components: Full-time interdisciplinary program with credits transferable to TESC. Strong emphasis on
writing, research, and sciences. Designed to serve multi-ethnic students.
Fields, Cheryl. (2002) Taking a holistic approach to retention. Black Issues, Oct. 24.
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C UCLA Bridge Summer Research Program
http://www.college.ucla.edu/urc-care/progbridge1.htm
Purpose: Provides community college students with research experience and faculty interaction.
Components: Full-time for nine weeks, student stipend of $300 per week.
Criteria: Minimum 2.8 GPA.
C D University of Washington Do It 2-4
https://www.washington.edu/doit/Programs/24.html
Purpose: To help students with disabilities in community and technical colleges obtain four-year degrees
and ultimately gain employment. Program aims to increase independence, productivity, and leadership skills
of participants.
Components: Mentoring, internships, workshops.

The following programs help students succeed in college by educating students about study skills, effective
time management, motivation, and procrastination resources through individualized assistance and study/
support groups. The following learning centers are well-regarded in the higher education community as
exemplary practices.
C Community College
Maricopa Community College Districts Center for Learning and Instruction

http://www.mcli.dist.maricopa.edu/
Purpose: To provide faculty, staff, and administrators with resources to improve student success.
Components: Offers faculty development programs, fine arts and honors programs, learning grants, and
faculty dialogue days.
For more information on developing a learning center at your institution or expanding the existing
learning center, see the Web site listings that follow.
4 Four-Year Institution
Ohio State Universitys Walter E. Dennis Learning Center
http://dennislearningcenter.osu.edu/
Purpose: To provide students with strategies for academic success.
Components: Offers individualized and computer-based assistance, as well as a college success course, a
support center for procrastinators, and study groups. The Learning Centers Web site offers several different
assessments on learning styles, study habits, and procrastination. Web site links are listed on the next page.
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Advising Standards
http://www.cas.edu/
Advising Models
http://www.nacada.ksu.edu/Awards/OP_Recipients.htm
Advising Profile
http://www.advising.ku.edu/adguide/advisingProfile.pdf
Award-Winning Learning Community Programs
https://www.noellevitz.com/Papers+and+Research/Retention+Excellence+Awards/REA+Search+Page.htm
Specialized Summer Bridge Programs
http://www.colorado.edu/engineering/MEP/bridge.htm
http://www.nvcc.edu/medical/k12/bridge/BridgesInfoSheet3706.doc
Orientation Evaluation
http://www.utexas.edu/student/research/surveys/results/fall2001/nssrv001/20019nssrv001survey.html
Freshman Year Experience
http://www.sc.edu/fye/index.html
Transfer Agreements
http://www.ed.gov/about/offices/list/ovae/pi/cclo/transfer.html
Learning Centers
http://www.nclca.org/
http://www.pvc.maricopa.edu/%7Elsche
Remedial Education
http://jhaley.iweb.bsu.edu/ACDEA%20Web page/News/News_Index.htm
http://www.ncde.appstate.edu
Writing Programs
http://wac.colostate.edu
http://writingcenters.org
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The following activities are intended to help students improve their study habits. Staff and administrators can
guide their students through the material in a one-on-one setting or in small groups. After completing these
activities, students should be more conscious of their study habits and be more proactive in scheduling their
time wisely.
S Activity III)C-1: The Right Way to Read

No matter how proficient a reader you are, your reading skills can be better. Some people might like to read
more than others, but reading skills, like writing and math skills, are not necessarily something you are born
with, but rather something you can work to improve. Whether or not you like to read, you must force
yourself to concentrate on reading in order to process all the new information that will be on quizzes and tests.
Reading assignments are important not only for exams, but also to increase your knowledge and make you
an informed participant in class discussions.
Try reading and concentrating on the material below. Then answer the questions that follow to test your
reading comprehension.
Active reading refers to being engaged with the material and taking notes on the subject matter.
When you read this way, rather than simply skimming through the contents of a textbook (referred to
as passive reading), you typically remember more of the material, as you understand it better.
It is possible to improve your reading speed and comprehension. First, you need to create a comfortable
reading environment. Reduce distractions and background noise, such as televisions and stereos, and adjust
the room temperature to a comfortable level. It is also important to get enough sleep to remain alert while you
read and not to read on an empty stomach. The goal is to concentrate as much as possible on the material at
hand and try not to let your mind wander. This is harder to do when you are sleep-deprived, hungry or distracted.
Be realistic with your reading goals. Plan to get through a set amount of reading each hour 20 pages,
for example. Take one five-minute break each half-hour to stretch and give your mind a rest.
Reading comprehension questions:
1. What is the name of the type of reading in which you are engaged in the material and take notes?
2. What is one way to improve your reading speed and comprehension?
3. What is the suggested length of time and number of breaks per hour of reading?
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S Activity III)C-2: Get the Most out of Your Reading
SQ3R stands for Survey, Question, Read, Recite, and Review. This is a popular method for reviewing and
taking notes on textbook reading assignments, developed by Francis P. Robinson. This method suggests that
you use the following five steps for each reading assignment:
Glance at the headings and captions to get a feel for the topic
being covered.
Survey
Question
Read
Read each section carefully, keeping in mind those questions you phrased,
attempting to answer each question and taking notes on key points.
Recite
Write down answers to the questions formed using the headings and
summarize findings in written form or out loud.
Review
Review your notes the next day and create flash cards based on the material
to test yourself the next week and prior to an exam.
Rephrase the headings in your mind as questions, so you have an idea

of what information to look for as you continue with the reading.
Try the SQ3R method using a page from one of your textbooks:
Survey
Question
Read
Notes on key points:
Recite
Answers to questions formed:
Review
Summary:
Topic:
Questions:

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S Activity III)C-3: In the Company of Classmates: Forming a Study Group
Study groups are a great way to prepare for class and meet new people, especially if you live off campus.
Study groups can build a sense of belonging, create a support network, and expand your understanding of
the material. By listening to a wide variety of perspectives, you will be better prepared for class discussions
and exams. In your study group, you will ask each other questions, compare notes, test for memorization,
brainstorm, and share ideas. While this should not be your only means of studying, study groups can be a
great supplement to studying and memorizing material on your own.
Ideally, you want to select five to seven classmates who are engaged in class. Begin by approaching two to three
classmates who you think would make good study partners and ask them to make additional suggestions to
complete your study group. Write down everyones names and contact information and make a copy of the list
for other members of the group. You may also want to keep the contact information on your computer.
Schedule a time to meet each week. You can arrange to meet at someones room or apartment, on campus at
a caf or lounge, or even outside, as long as there are not too many distractions. The library may even have
some areas designated for group study.
Tips for Successful Group Studying

Start Early. Although it may seem too soon for studying, you should be thinking about forming a study group
during the first week of class. Try to find four to seven students in each class who are interested in coming.
Invite students who participate in class, take notes, ask questions, and take the class seriously.
Develop Ground Rules. A good study group is professional. That means you meet at the same time and
place every week; you know what topics need to be covered; and you have decided how long the study
group will meet (two to three hours is typical). The best time to study is as soon after your class as possible.
Arrange a time and place that works for everyone. You may also want to discuss attendance and preparation
expectations.
Assign Roles. Typical roles include discussion leader, time keeper, and note taker. Rotate roles so everyone has
a chance to participate.
Know the Syllabus. Go over the syllabus during your first study group session and review important dates
(e.g., project due dates, quizzes, and exams). Know where you are going and try to study ahead so you are
familiar with the material before your professor covers it.
Be Prepared. Come to every study group having reviewed your notes and reading assignments.
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Now What Do We Do?
Once you have organized a study group, there are several strategies you can use to effectively review your
course materials.

Ask each other questions
Compare and contrast your notes
Drill each other on exam material
Brainstorm ideas for projects and papers
Share information youve gained in your research
Study Group Contact Sheet

Course:
Day:
Time:
Location:
Name:
E-mail:
Phone:
Course:
Day:
Time:
Location:
Name:
E-mail:
Phone:
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Ideally, you should study approximately two to three hours per credit hour each week. For example, if you
are enrolled in three classes which are three credits each (nine credits total), you should ideally spend 18-27
hours studying per week. If you are enrolled in five three-credit classes (15 credits total), you should spend
approximately 30-45 hours per week studying outside of class.
If you continually review your class notes and reading assignments, in order to process the information and
gain a familiarity with the material, then you should only need a few extra hours to study for an exam. Of
course, we recommend that you keep up with your coursework. However, if you have fallen behind on the
reading assignments, you may have no choice but to cram. In that case, it is recommended that you follow
these guidelines:

Only study exactly the material that is needed for the exam, according to the course syllabus,
lecture notes, and your professors instructions.
When you review the textbook chapters being tested, start with the headings and summarize the
first and last sentences of each paragraph in your notes.
Think of examples that would support the ideas being explored in the text to better process and
gain an understanding of the information.
When possible, try to map out or diagram the information to better visualize the processes or
events being reviewed.
Repeat the information you need to know, even aloud to yourself (as long as you are not in the library).
No matter how much time you have to prepare for an exam, it is important that you reduce test anxiety. In
addition to preparation and knowledge of the material, successful test performance often stems from a positive
attitude and a confidence in your abilities.
Try the following:
Get at least eight hours of sleep the night before the exam and eat a balanced meal that morning
Take deep breaths if you feel anxious
Read the directions carefully
Keep track of time and pace yourself
Allot a certain amount of time for each section
Skip questions you dont know and come back to them later
Go with your gut instincts
Test preparation often requires a great deal of memorization. In addition to proper eating and sleeping,
mental exercises and puzzles have been shown to improve memory abilities. Having a positive attitude, taking
breaks, and using repetition and visualization can also improve memorization. It is important to note that
procrastinating and cramming can result in less study time, which leaves less time for breaks. Also, being
open to new ideas and learning to be selective in determining important information can aid the learning and
memorization process. Besides staying up all night, what you dont want to do before a test (or ever) is any
type of substance abuse, as this will completely inhibit your memory.
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Mnemonic devices are intended to ease memorization by employing tricks such as acronyms, rhymes, or
putting the terms to song lyrics. Below are some common examples.
Acronyms
With acronyms you can rearrange the words in a set to form a common word consisting of the first letter of
each term in the sequence. The following is a commonly used device to remember the names of the
Great Lakes: HOMES: Huron, Ontario, Michigan, Erie, Superior.
Acrostics
Acrostics are similar to acronyms, but rather than forming a single word, you create a sentence using the first
letters of each word. For example, say you need to memorize the names of the planets. One common example
is My Very Educated Mother Just Served Us Nine Pies = Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune, Pluto.*
The sentences you make up dont even have to make sense they just need to be easy to remember.

If you are a student and a parent, there are probably too many noises and distractions to concentrate on
studying while your kids are at home. Depending on the age of your children, the following suggestions may
help you study effectively:

Wake up an hour early and use nap times to your advantage

Try fitting in an hour of studying at the library before or after class
Promote good study habits and get work done while hosting a study session for your school-aged child
and several of his or her classmates
Involve older children by letting them quiz you or help make flashcards
Keep kids occupied with sports, friends, or a book
Coordinate babysitting and study time with other student-parents; take turns watching the children
and studying
Ask family members, friends, and neighbors to babysit for a few hours on the weekend
Study wherever you can, including on your commute (if traveling by train or bus)
Find out if the campus has day care or any day care grants
* Note: now that scientists no longer consider Pluto to be a planet, you may have to change this sentence to read
My Very Educated Mother Just Served Us Nuts.
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Research Strategies
When you are conducting research for a paper, always write down references, including the author(s), article
and publication titles, date, and publisher name and location. Include the Web site URL and date of retrieval
if you found the reference online. When possible, make copies of the full article or citation. If retrieving
information online, make sure the source is credible and unbiased. For example, such sources as blogs or an
online encyclopedia (like http://www.wikipedia.org/) are probably not acceptable for scientific research, but
may be appropriate for journalistic papers or a commentary.
It can be easy to feel stressed and overwhelmed with the amount of information that you are attempting to
organize in a paper. One approach is to start with an outline and place relevant sources and summaries under
each topic as you come across each one.
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This section addresses time management issues by helping students determine how they spend their time and if
they spend it wisely. Activity III)D-1 allows you to guide students through a map of each day, fitting in time for
studying, class, work, and relaxation. Activity III)D-2 will help you help your students overcome procrastination,
by using tips, strategies, and online resources. After completing these activities, students should be able to take
steps toward overcoming bad time management habits and become more efficient.
S Activity III)D-1: Sample Timetable

In this sample schedule, the student is enrolled in four classes for a total of 12 credits. We have only included
the hours of 8 a.m. to 10 p.m., as these are the most productive hours to study, attend class, and enjoy
extracurricular activities. This assumes that you have 14 hours per day or 98 hours per week to get ready,
eat meals, attend class, go to work, study, and participate in campus activities. As noted earlier, it is generally
suggested that you spend three hours per credit hour studying each week. However, given that many of you may
also work during the week, we suggest at least two hours per credit as a realistic goal. We have assumed that the
student in this scenario works 20 hours per week, and we have budgeted three hours per day for meals.
Therefore, in this example:
12 credits x 2 = 24 study hours per week
Work hours per week = 20
Class hours per week = 12
Meals = approximately 21 hours per week
Spare time = total (work + class + study + meals) = 98 (20+12+24+21) = 21
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8 a.m.
9
10
11
12 p.m.
1
2
3
4
5
6
7
8
9
10
Job
Dinner
Class 3
Study
Lunch
Study
Activity
Class 4
Study
Job/dinner
Study
Study
Job
Dinner
Class 3
Lunch
Study
Lunch
Class 2
Study
Class 1
Class 1
W
Breakfast
Breakfast
Breakfast
Sample Timetable
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Class 4
Activity
Lunch
Class 2
Study
Breakfast
Th
Study
Dinner
Dinner
Job
Lunch
Class 2
Study
Breakfast
Study
Activity
Study
Lunch
Study
Class 1
Breakfast
Dinner
Activity
Study/lunch
Breakfast
Su
90
This scenario leaves a total of about 21 hours of spare time during the week, between the hours of 8 a.m. and 10 p.m. Your total spare time may vary, depending
on how many hours you spend studying. We encourage you to use these extra hours to take advantage of campus services, such as tutoring, or to become involved in
extracurricular activities, such as multicultural clubs, intramural sports, the campus newspaper, or the arts. Students who are engaged in out-of-class activities frequently
are more successful than those who dont participate in such activities. These activities serve as excellent stress relievers and are great ways to meet new people on campus.
10
12 p.m.
11
10
8 a.m.
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Total (Class + Study + Job + Meals) = 98 (___ + ____ + _____ + 21) = ________ hours of spare time
Meal hours per week: ________
Work hours per week: ________
Class hours per week: ________
Total # of credits: _____ x 2 = ______ study hours per week
Use this chart to fill out your own schedule:
Your Timetable
Su
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S Activity III)D-2: Putting off the Inevitable: Procrastination
A 2002 study by Dr. Bruce Tuckman of Ohio State University showed that procrastinators consistently receive
lower grades than non-procrastinators. Students who procrastinate believe that the quality of their work is just
as good as if they had completed their assignment with time to spare; however, that is generally not the case.
Good work takes a lot of time, and students should plan accordingly.
Are you a procrastinator? If you answer yes to one or more of the following, you may need to pay special
attention to goal setting and time management in order to get your assignments in on time and avoid
cramming for exams at the last minute.
Do you:
Put off starting tasks (like studying, papers, or projects), especially if it is something
you are not interested in or dont want to do?
Put off finishing tasks even if they are important?
Start assignments and study for tests at the last minute?
Find ways to waste time, like surfing the internet or playing video games?
Always leave bills and other errands for the last minute?
Although people procrastinate for many different reasons, there are several simple techniques you can use to
help stay on track:
Budget your time. Figure out how long a task will take to complete and then double it. Build in extra time
for revisions and review.
Clear your desk. Keep your desk or study area free of distractions. The more orderly you make your
workspace, the easier you will find it to concentrate on the tasks at hand.
Set goals. Set weekly or even daily deadlines for yourself to accomplish a portion of a paper or project before
it is due. This will help you stay on track and leave time for any tasks you may not have considered.
Remind yourself. Before going to bed, remind yourself what needs to be accomplished the next day.
When you wake up, check your schedule and try to keep to it as best you can.
Reward yourself. Everyone works more efficiently when they have incentives. Reward yourself for finishing a
project on time.
Get help when you need it. If you are still finding it difficult to keep procrastination at bay, talk to your
advisor. Your advisor will be able to help you keep on track.
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S Activity III)D-3: Key Deadlines
The following chart summarizes important deadlines from the various sections of this toolkit. Students should
fill in the deadlines listed below, as well as any other key dates that apply. They should then post this list on
a bulletin board in their rooms, near their workspace, or keep a copy in their planners, so they are constantly
reminded of important deadlines, and stay on track.
Deadline
Done?
(Y/N)
Who
What
PERSIST Section
All Students
Add/Drop Courses
II. Important Web

Site Links
Financial Aid Recipients
Financial Aid Renewal
IV. Renewing Your Aid
Community College Transfer

Students
Request Transcript,
Complete Application
III. Transfer Guide
Other
Other
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The activities in this section will help you guide students through grade tracking, GPA calculation, and degree
requirements. Students are more likely to stay engaged in academics and focused on their futures if they
regularly assess their performances.
S Activity III)E-1: Tracking Grades

Professors typically decide on the content of each course, and the weight that each course component will
carry in determining your final grade. These terms are usually stated in your course syllabus. For example,
a professor may decide on the following breakdown:
Course component
% of grade
Papers 25%
Quizzes 15%
Class participation 10%
Group project 5%
Mid-term exam 15%
Final exam 30%
Although you should always study hard and strive to do your best, tracking your expected grade throughout
the semester will help you to prioritize your time before exams, as you will have several courses competing for
your study time. Determine how much time you will need to study for each courses final exam, depending
on your grade near the end of the semester in comparison with other courses. You also want to make sure that
you are never at risk of failing a course, which could lead not only to academic probation or dismissal but also
to loss of financial aid. If you find that your grade is a C or below by the middle of the semester, you should
seek help from tutoring services, and get in touch with an advisor or mentor.
Course Name
Papers
Quizzes
Mid-Term
Final
Participation
Other
Grade
Grade % x
Your Score
Grade % x
Your Score
Grade % x
Your Score
Grade % x
Your Score
Grade % x
Your Score
Grade % x
Your Score
(total all %s and

see scale below)
Grades are typically based on the following scale.

A

90-100%
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B
80-89%
C
70-79%
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In general, letter grades are assigned the following values ranging from 0 to 4:
A
4.0
A3.7
B+
3.3
B
3.0
C
2.7
C+
2.3
C
2.0
C1.7
D+
1.3
D
1.0
D0.7
F
0.0
To calculate your grade point average, or GPA, you will calculate a grade point for each individual course by
multiplying the number of credit hours by the value assigned to your grade, according to the chart above. If
your institution uses a different scale, you may substitute those values in the calculation. You then total the
number of credit hours and the number of grade points for the semester and divide the total grade points by
the total credit hours to calculate the GPA:
Course credit hours x Course grade = Course grade point
Total grade points / total credit hours = Grade point average
Use this chart to list your courses for this semester. Then at the end of the semester, insert your grades and
follow the calculations above to determine your first semester GPA:
Course
Credit
Hours
Grade
Course Grade
Point
GPA
Total grade points

/ Total credit hours
= ____.____
Total:_____
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Category/
Department
# Units
Needed
Core requirements:
Course Name
Available
next
semester?
ECMC Foundation
Currently
enrolled?
Scheduled?
Year/
semester
planning to
take
Transferred?
Transferable?
Passed?
Take a moment to fill out the core courses required for graduation and, if known, the courses required for your major. List any classes you are currently enrolled in or
have already taken, including those credits you are transferring in from another institution. If you plan to transfer to another institution in the future, indicate whether
or not that course is transferable.
It is important to always have a good handle on what courses are required for your major or degree and which courses you still need to schedule for future semesters.
Keep in mind that at many colleges, required courses can fill up very quickly. Be sure to plan as far in advance as possible for these courses, based on your major or
degree requirements. This will help you stay on track for graduation.
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Category/
Department
# Units
Needed
Course Name
Major/degree requirements: (if declared)
Available
next
semester?
ECMC Foundation
Currently
enrolled?
Scheduled?
Year/
semester
planning to
take
Transferred?
Transferable?
Passed?
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Smart Scheduling
Unlike high school, your college course schedule is pretty flexible. You can generally choose the time of
day and days of the week that work best for you. Students with full- or part-time jobs can tailor their class
schedules to their employment hours. Although it is tempting to pack all your classes in before lunch, it is
smarter to register for classes that are spaced throughout the day, so you have some time to relax, regroup, or
study in between. You may also be able to lump all your classes on certain days, such as Monday/Wednesday/
Friday or Tuesday/Thursday. Here are some guidelines for scheduling your classes:
Meet with your advisor ASAP: Your advisor can help you determine whether your schedule fits in with
your overall academic plan and helps you to meet the core requirements. At some colleges, faculty serve as
academic advisors; while at other institutions, professional staff fill this role. Regardless of what they may
be called or w
here they may be located, expect your advisor to know the different course requirements for
each major and to help you plan the most efficient path to earning your degree. Plan to meet with your
advisor at least twice each semester to review your courses and stay on track. Your advisor can also help you
find tutoring, supplemental instruction, or study groups, if you are having difficulty in a course.
To load or not to load: Full-time enrollment is generally considered to be at least 12 credit hours per
semester, although it is common for full-time students to enroll in 15 credit hours. As a new college
student, it is a good idea to stick to 12-15 maximum credit hours (about four to five courses) in your first
semester to give yourself time to adjust to your new academic and social environment.

Strive for balance: Avoid taking tough classes at the same time. Balance classes that involve lots of reading
and writing with a(n) mathematics, foreign language, or art class. Mix the type of classes you takes to
reduce your chance of being overwhelmed.

Location, location, location: Think about where your classes are located and give yourself enough time
between classes to arrive early and review your notes.
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SECTION
SECTION
III:III:
Academic
Academic
Success
Success
C
COMM
C Activity III)F-2: Transfer Guide and Checklist
You may have enrolled in community college intending to eventually transfer to a four-year institution. Many
students start out at community colleges rather than four-year institutions because they are intimidated by the
concept of a four-year degree, would like to save money, or are not yet ready to attend a four-year institution.
Community colleges also offer schedules that are sometimes more flexible for working adult students.
Whether or not youve thought about eventually moving from a two-year to a four-year institution, the
following guide will help you think about the necessary steps. The decision to transfer is largely an individual
one, depending on your academic area of interest and career goals. For some fields, such as computer science,
an associates degree is enough to get a good job. However, if you feel intellectually curious and would like to
explore subjects that are unavailable through your community college, or if you know that a bachelors degree
will be necessary to obtain a job in your career field of interest, you should begin thinking about the
transfer process.
Try to stay focused on completing your associates degree and begin early to plan your transfer. You want to be
sure that the courses you take will count for credit once you transfer.
Credits
Some four-year institutions place limits on the number of transferable credits and have minimum grade
requirements for transferring credit. In some cases, it is easier to transfer to a four-year institution once you
have already completed an associates degree. It may be easier for the four-year institution to recognize the
credits accumulated from an entire program, rather than from individual courses.
Some community colleges have special transfer arrangements with neighboring four-year institutions.
Find out if your institution has any of the following to make your transition process a bit easier:
Articulation agreements These agreements help ease the transition and maximize the number of
transferable credits through established core curricula.
Dual admissions agreements Dual admissions agreements between community colleges and four-year
institutions enroll students who are special admits because they do not meet the minimum academic
requirements of the four-year institution.
Joint admissions agreements These are like dual admissions programs in that you enroll in both
institutions, but the agreements are typically specific to an academic major program.
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C Transfer Scholarships
Some institutions offer transfer scholarships for high-achieving students. These are normally competitive and
require a minimum GPA check with the institution to which you are applying to find out the criteria for
any transfer scholarships that exist. Below are some examples of transfer scholarships. Also try the financial
aid search engines listed in the Section IV Student Web Sites (page 167).
M

Hispanic Scholarship Fund Transfer Scholarship Program Awards range from $1,000 to $2,500;
students must have GPA of at least 3.0 and plan to enroll in a four-year full-time, be of Hispanic heritage,
and apply for federal aid. http://www.hsf.net/scholarship/programs/cctransfer.php
Phi Theta Kappa Transfer Scholarships Award size and criteria differ by institution.
http://scholarships.ptk.org
Jack Kent Cooke Foundation Undergraduate Transfer Scholarship 35 awards, based on cost of attendance,
maximum $30,000 per year; students must be nominated.
http://www.jackkentcookefoundation.org/jkcf_web/content.aspx?page=UnderG
Timeline
1. Start by visiting your transfer center or transfer advisor, if one exists at your institution. The center or
advisor will be able to guide you through the process and should at least be knowledgeable about the
requirements of four-year institutions in your area.
2. Visit your career center to explore career fields of interest and academic programs that would be a good fit.
See Section VI, Part D, Exploring the Possibilities (page 202) to help you think more about career options.
In addition to majors offered by prospective institutions, think about factors such as size, location, cost,
activities, staff accessibility, and typical student characteristics.
3. Narrow down your list of institutions to three or four final choices, visit their Web sites, contact the
admissions and financial aid offices, and if possible, visit the campus and talk to students. Ask about
financial aid availability and deadlines.
4. Complete applications for each institution of interest. Most, if not all, institutions now accept applications
online. If you do not have a computer at home, you can use the computer lab or library at your college.
In addition to the application and fee, you will need to visit your campus registrar and arrange to send your
transcript to each institution. Most institutions will not require that you take the SAT or ACT once you
have an associates degree, but be sure to check.
5. Even if you already receive financial aid, you must re-apply. Go to http://www.fafsa.ed.gov for the
application. (See Section IV A, starting on page 120, for financial aid guidelines.) You may have to apply
at each institution. Check with the financial aid offices of each institution to which you are applying. If
you already receive aid at your community college, arrange to have a financial aid transcript sent to each
institution.
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Institution
Application
Fee
ECMC Foundation
Application
Deadline
Application
Completed?
(Y/N)
Transcripts
Requested?
(Y/N)
Testing
Required?
(Y/N)
COMM
101
FAFSA
Completed?
(Y/N)
Please fill in the chart below with the names of your final prospective four-year institutions and the deadlines for submitting applications. Check off the appropriate
steps as you complete each one. If you plan ahead, you should be able to complete all steps of the application process before completing your associates degree. This
checklist will serve as a reminder for what needs to be done in the application process and by when.
C Transfer Checklist

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The following materials stress the importance of making connections with professors and help you give
students a better understanding of their optimum learning environment. These activities will help students
build relationships with their instructors, assess their unique learning styles, and stay engaged in class.

It is a good idea to invest some time in getting to know your professors, not only to increase your knowledge
and perform better in class, but also to form good relationships that could help you later if you need a
recommendation for a job or graduate school. Sometimes, graduate teaching assistants will hold study sessions
before exams; these are also an excellent way to get extra help. If you plan to ask for help, however, it is a good
idea to follow these guidelines:
Make an appointment in advance during the professors office hours, if possible. This works better than
taking up the professors time directly after class when he or she may be in a hurry to get to another class.
Most professors are now available by e-mail as well.
Be prepared review your notes and attempt to understand the material on your own before asking the
professor for help. He or she will appreciate that you paid attention in class, made an effort, and have
shown interest in the subject matter.
Explain your circumstances if you have a job, kids, or other external circumstances that conflict with
your homework time, be sure to explain this to the professor. Your professor may not be able to give you
extensions on assignments, but he or she may provide you with other resources that can help you. Dont
expect your professor to know about your unique situation unless you tell him or her. In addition, the
professor may be able to make referrals to tutors or babysitting services to help ease your burden.
Take advantage of professor reviews at sites such as www.ratemyprofessors.com but consider them
carefully. If you have a choice between professors when registering for a class, find out if any are known for
putting in extra time to help their students succeed. This does not necessarily mean selecting a professor
who is known for being easy, but rather one who explains the material well and is willing to spend time
with students outside of class. Be sure to indicate your level of satisfaction with the professor when it comes
time for you to submit a review. This will help future students make decisions about their classes.
Ask professors and teaching assistants if they need any help with research projects show interest and
enthusiasm, but dont fake it!
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Learning styles are, simply put, the different ways in which we learn. Some people learn best by interacting
with others, while others need time to think things through on their own. In general, there are three types of
learning styles: visual, auditory, and tactile/kinesthetic.
Visual learners learn through seeing

People who are visual learners understand information best when it is presented through charts, diagrams,
maps, pictures, videos, slides, and handouts. They often see words in their mind when they are trying
to spell, and remember faces and places better than names or conversations. It is very important for visual
learners to sit at the front of the class so they have an unobstructed view of the teacher and are not distracted
by the movements of other students. Visual learners should avoid studying in places with a lot of activity, such
as the student union or other campus social venues.
Auditory learners learn through hearing

People who are auditory learners understand information best when it is presented orally through lectures,
discussions, or tapes. They often need to sound out words when they are trying to spell, and remember
conversations better than faces or places. It is very important for auditory learners to sit where they can
clearly hear the teacher. Auditory learners learn best in study groups where they can discuss coursework and
assignments, and in quiet places away from loud or distracting noises.
Tactile/kinesthetic learners learn through activities, movement, and touching

People who are tactile/kinesthetic learners understand information best in hands-on classes, such as science
labs. Tactile/kinesthetic learners are curious about the way things work, and may enjoy taking things apart
and putting them back together. They might also have hobbies such as sewing, woodworking, gardening, or
athletics. Tactile/kinesthetic learners may have difficulty sitting still for a long period of time, and will do best
by spacing out their classes throughout the day to give them time to move about in between classes.
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In this activity, you will determine your learning style and learn about strategies that can help you study
more effectively. Complete the following checklist to find your dominant learning style, then follow the
corresponding Classroom and Study Strategies.
Take a quick learning style self-assessment:
You are a visual learner if you
Visualize words when you spell
Are distracted by movement or untidiness
Remember faces better than names
Prefer meeting face-to-face instead of talking on the telephone
Have a good sense of direction
Easily understand diagrams, charts, and maps
Classroom and Study Strategies
Sit at the front of the class to avoid distractions and get a clear view of the teacher
Take detailed notes, using diagrams, charts, or mapping
Ask for copies of all diagrams, overhead transparencies, or charts, if they are not provided
Choose a place to study that is free of clutter
You are an auditory learner if you

Sound out words when you spell
Are distracted by noises and sounds
Remember names and conversations better than faces
Prefer talking on the telephone to meeting in person
Prefer verbal instructions to maps or diagrams
Talk, hum, or sing to yourself often
With permission from the teacher, record your classes on tape
Read text out loud and use a tape recorder so you can go back and listen to the assignment
Make up songs, jingles, rhymes, or raps to remember concepts
Study in a quiet place so you arent distracted by noises
Form a discussion study group
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You are a tactile/kinesthetic learner if you
Write out words when you spell until they seem right
Are distracted by activity
Remember shared activities better than faces or names
Prefer meeting people while doing an activity, such as walking
Prefer to figure things out as you go
Enjoy putting things together and taking them apart
May find it hard to sit still for long periods of time
Attend any extra time in any labs offered
Space your classes through the day so you have time between classes to move about
Study in a place that is away from distracting activities
Use rhythm, beats, music, or rhymes to remember concepts
Make a model to demonstrate key concepts
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There are several commonly accepted notetaking methods. A helpful guide available at http://sas.calpoly.edu/
asc/ssl/Notetaking.systems.html explains five different notetaking methods some more visual, others more
text-based. The appropriate method for you depends partly on your learning style (see Activity III)G-1) and
on the course content or professors lecture style.
You may find that it helps to use symbols in order to get all the information down while your professor is
conducting a lecture. The following symbols and abbreviations are often helpful:
Common word/phrase
Symbol/abbreviation
with
especially
less than
because
for example
approximately
important
very
w/
esp.
<
b/c
e.g.
approx.
imp.
v.
In addition, try using abbreviations similar to those used when instant messaging. Write down some
abbreviations you know from instant or text messaging that could potentially be used in a classroom situation:
Common word/phrase
Symbol/abbreviation
Note: If you own a laptop and use it to take notes in class, dont worry about spelling and grammar as you are typing you can
check for errors later. Be sure to turn off instant messaging and disconnect any wireless connections, so you are not distracted by the
temptations of the internet while in class.
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PUBLIC
Study Skills
http://www.howtostudy.org/
http://www.richland.edu/staff/sblahnik/studyskills.html
http://www.oaklandcc.edu/iic/iicah/ah_www_sss.htm
http://www.studygs.net/
Writing Skills
http://owl.english.purdue.edu/
Time management
http://success.oregonstate.edu/time.html
http://www.ncsu.edu/studenthandbook/success/professor.php
http://http-server.carleton.ca/~tpychyl/prg/self_help/self_help_links.html
http://www.ehow.com/how_9285_avoid-procrastination-academic.html
Transferring
C http://www.furtheryoureducation.com
Learning Style Assessment
http://alt.usg.edu/sort/
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.ulc.arizona.edu/learn_styl_ass.html
http://www.metamath.com/multiple/multiple_choice_questions.html
http://dennislearningcenter.osu.edu/quizzes.asp
Online Learning Assessment
http://ccconline.org/orientation/flash/learning_quiz_030804.swf
http://nursing.iupui.edu/About/default.asp?/About/CTLL/Online/rilo.htm
Notetaking
http://sas.calpoly.edu/asc/ssl/Notetaking.systems.html
Placement Exam Preparation
http://www.act.org/compass/
C http://www.montgomerycollege.edu/Departments/AssessCtr/studyguide.htm
4 http://www.qcc.cuny.edu/testing/placement.asp
C http://www.tacomacc.edu/resourcesforstudents/counselingandadvisingcenter/assessment/accuplacertest.aspx
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SECTION IV: Financial Planning
Contents
110
111
111
115
120
130
Planning a Financial Aid Seminar

Professional Staff Glossary
Know the Facts
Common Financial Aid-Related Abbreviations

C. Student Resources - Financial Aid (aka Other Peoples Money)
131
132

Renewing Your Aid
Borrowing Responsibly
Defaulted Student Loans: FAQ
Borrowers Beware: Identity Theft and Scholarship Scams
D. Your Money
Money Saving Tips
Your Credit Health
133
134
135
137
138
139
144
146
147
148
150
152
153
155
156
157
159
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160
162
164
165
166
167
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SECTION
SECTION
IV:IV:
Financial
Financial
Planning
Planning

This section will assist your students with their education finances, as well as their personal expenses, to help
them formulate budgets while they attend college and create financial plans for the future. Materials to help
staff plan financial aid workshops and understand financial aid concepts are also included in this section.
Specifically, we have included the following materials for staff to use with students:

I mportant financial aid terms

Federal aid comparison
Financial aid checklist
Covering your ground scanning all aid sources
Renewing aid
Demystifying Expected Family Contribution (EFC)
Determining dependency status
Loan repayments
Safeguards against scams and theft
Budgeting
Basics of checking and credit cards
Credit management
For professional staff to use on their own, we have included the following:

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A guide to help plan a financial aid/personal finance seminar

Important financial aid terms
Basics of the application process
Common abbreviations
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SECTION
SECTION
IV:IV:
Financial
Financial
Planning
Planning

This section includes planning resources for staff and administrators to use on their own. After reviewing these
materials, staff should be able to organize a personal finance seminar for students and parents, and understand
the basic terms and processes associated with financial aid. In addition, reviewing with students the activities
in subsections C-E will not only make sure that students are knowledgeable about financial aid concepts and
deadlines, but that all staff and administrators inside the institution understand the same critical information.
Planning a Financial Aid Seminar*
Many students who are eligible for aid have not yet applied for aid, either because they are unaware of the
availability of aid, or they dont understand the application process. Those students who are current recipients
of financial aid may still be confused about concepts such as loan repayment terms. A financial aid seminar
will give staff a chance to explain the aid process and answer any questions that students may have.
Staff can customize the content of smaller seminars to fit particular student needs. For example, working adult
students may have different finance issues than do traditional aged students who do not work. Upper-class
students may be more concerned about repaying loans than understanding the application process.
Review the guidelines below with other staff to plan a program thats appropriate for your campus needs.
Selecting a Location and Facility
The first three steps to planning a financial aid awareness program are to decide on a location (and facility),
a date, and a time. The following are questions and suggestions to keep in mind:

Is the facility in a convenient location? (Can students who depend on public transportation attend easily?)
Is parking adequate?
Is the room large enough to comfortably seat the number of students you expect?
Is there enough space for participants to spread out their materials and have room to write?
Is the room well lit?
Can the rooms lighting be adjusted when using audiovisual equipment?
Is the facility/room accessible to participants with disabilities?
Are microphones needed? Are they available on-site?
What are your audiovisual needs? PowerPoint projector and laptop? Overhead projector?
Is there a screen thats at least 8x8 feet (preferably 10x10 feet)?
Is there a TV? VCR? DVD player?
Are there telephone lines available for Internet access?
Are these items available on-site? If not, who will provide them, and is there a fee?
Is the temperature of the room adjustable?
Are extra chairs available if there is an overflow crowd?
Is there a charge for the room? Is it within your budget?
Is the facility/room available for the date(s) you have in mind?
Are all video materials closed-captioned?
Do you need any bilingual materials? What about a translator?
Is child care available for parents who need it?
Is the room clearly marked?

* From http://ifap.ed.gov/FSACounselors/attachments/planningfinaidnite.doc
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Selecting a Date
You dont want to have the program so early in the fall that the participants forget what they learned before
they actually complete the FAFSA. (The FAFSA is available January 1.) But you dont want to hold the
program so late in the winter that your deadlines have passed.
After you narrow down the time frame, you need to look carefully for potential conflicts that would prevent
people from attending. For example, planning a financial aid program on the same night as your schools
basketball season opener or during the communitys winter jazz fest means you probably wont get the large
crowd you hope for.
You should consider such things as:

Does the date conflict with any holidays, religious observances, or other planned campus closings?
Are school sporting events or other extracurricular activities being held that day? What times do they
begin and end?
How much of your potential audience would be involved?
Are there any major community-wide events occurring on that date?
Is the date far enough in advance that you have time to publicize the program and students have enough
time to make plans to come?
You probably wont be able to avoid every possible conflict, but if you find a date when there are no major
events affecting your schools population, you are more likely to draw a crowd to your financial aid program.
If you are located in a part of the country that has cold winters, it would be wise also to schedule a snow date.
Selecting a Time
Sunday afternoon is usually a good time for students and their families think about when they will actually
come rather than when its convenient for staff.
Once you have a place and date, you need to set times for the program to begin and end. When setting the
time to begin, remember to allow time for parents to get home from work and have some dinner before going
to the program.
Set a time for the program to end as well. People usually like to know in advance how long they need to stay.
The amount of time you schedule for the program will depend on what activities you have planned. Try to
stick to the times you publicize.
Typically, starting at 7-7:30 p.m. works well. Be sure, however, to consider any special patterns and needs in
your area. For instance, in some areas, a weekend program or an afternoon program might be more effective
than an evening program.
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Selecting a Presenter
Now that youve decided on the basic logistics, its time to select a presenter for your program. You can be the
presenter! There are two resources that will give you the information you need to conduct a presentation on
financial aid for your students:
ECMC Foundations Realizing the College Dream: Planning a Financial Aid Night. Download the PDF
at http://www.ecmcfoundation.org/documents/RTCD_SectionC_06_r.pdf
Department of Educations Office of Federal Student Aids PowerPoint at
http://www.fsa4schools.ed.gov/counselors
If you want the presenter to be someone other than yourself, brainstorm about possible speakers who have the
knowledge and experience to present financial aid information accurately.
Look for good public speakers who can hold an audiences attention. It is important that you consider the
population to which you are presenting. Are they first-generation college students and their families? Are they
students of another marginalized group? Your speaker should be familiar with the needs of your population
and be able to address them directly throughout the presentation. You might consider asking a financial aid
administrator from a postsecondary institution near the facility where youll be having the program.
As an alternative approach, you could have two or more speakers take a team-teaching approach or use a
panel approach. This can provide some variety in financial aid experience. Be careful, however, not to have so
many speakers that all the necessary information cant be covered in the time allotted. If you have two or more
speakers, make sure they coordinate their presentations to avoid duplicating topics.
Ask the prospective presenter(s) to give you a copy of his or her presentation before making the final selection
of presenters. You will need to determine whether the materials to be presented are appropriate for your
anticipated audience.
You may wish to include several financial aid personnel to help the students determine their unofficial
Expected Family Contribution (EFC) and award aid to the student on the spot. The school must use a
disclaimer to let the student and his or her parents know that the award is not official until the students
EFC is returned from the FAFSA processor. Not all institutions use this process, but for the institutions that
do, this process gives the student and his/her parents a better perspective on the types of aid and amounts of
aid the student will receive if the student decides to attend that particular institution.
Gathering Publications and Handouts
You will want to have information available for your students and their parents to take home and read later.
The Department of Education is a good source for free information. You may want to order some of the free
publications available at www.FSAPubs.org or by calling 800.394.7084. Additionally, you might find several
of the fact sheets at www.studentaid.ed.gov/pubs useful to your students.
Announcement and Notification
You cant publicize your financial aid awareness program too much. Get the word out as early as possible and
in as many ways as possible.
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Consider the Following:

A direct e-mail or mailing to students and parents

Other electronic sources, such as the now popular Myspace.com and Facebook.com
Advertisements and/or articles in local newspaper(s)
Flyers and/or posters on campus bulletin boards
Advertisements and/or articles in the school newspaper
Think of other publicity sources that might work well in your area or school. For example, some schools
send a copy of the FAFSA on the Web Worksheet home with every senior. You might want to staple an
announcement about the financial aid awareness program to the front of each worksheet.
Every announcement should include at least:

The key subject points that will be covered in the program, such as giving instructions on how to
complete the FAFSA
The date (and the snow date)
The location, including the address and room
The time and program length
A telephone number to call for more information
Information or supplies that attendees should take with them
You might also include the presenters name and affiliation, parking instructions, child care information,
and other important details.
Organize for Success
It helps to be organized if you want to produce a useful financial aid awareness program. Consider creating
a checklist itemizing the tasks you need to complete. Remember, with good planning, your financial aid
awareness program is sure to be a success.
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Professional Staff Glossary*

Staff and administrators should understand the following terms, as well as the basic financial aid concepts
as presented in the student materials that follow in C-E, in order to successfully understand and help guide
students when financial aid issues arise.
Academic Year A measure of academic work to be accomplished by a student. A school defines its own
academic year, but federal regulations set minimum standards schools must adhere to if they wish to award
federal student aid funds. For instance, the academic year must be at least 30 weeks of instructional time in
which a full-time student is expected to complete at least 24 semester or trimester hours, 36 quarter hours, or
900 clock hours.
Award Year The time beginning on July 1 of one year and extending to June 30 of the next year. Funding
for Federal Pell Grants and campus-based programs is provided on the basis of the award year for example, a
student is paid out of funds designated for a particular award year, such as the 2006-07 award year.
Base Year For analyzing student financial need, the base year is the calendar year preceding the award
year. For instance, 2005 is the base year used for the 2006-07 award year. The FAFSA uses family income
from the base year because it is more accurate and easier to verify than projected-year income.
Campus-Based Programs The term that applies to three federal student aid programs administered on
campus by eligible institutions of postsecondary education. These programs are:
Federal Supplemental Educational Opportunity Grant (FSEOG) Program
Federal Perkins Loan Program
Federal Work-Study (FWS) Program
Central Processing System (CPS) EDs processing facility for the Free Application for Federal Student
Aid (FAFSA). The CPS:

Receives student information

Calculates a students official Expected Family Contribution (EFC)
Performs several eligibility database matches
Prints Student Aid Reports (SARs) and SAR Acknowledgements
Produces Institutional Student In formation Records (ISIRs)
Citizen/Eligible Noncitizen A student must be one of the following to receive federal student aid:
U.S. citizen
U.S. national (includes natives of American Samoa or Swains Island)
U.S. permanent resident who has an I-151, I-551, or I-551C (Alien Registration Receipt Card)
* From the Department of Education
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If a student is not in one of these categories, he or she must have an Arrival-Departure Record (I-94) from the
U.S. Department of Homeland Security (DHS) showing one of the following designations:

Refugee
Asylum Granted
Cuban-Haitian Entrant (Status Pending)
Conditional Entrant (valid only if issued before April 1, 1980)
Paroled (must be paroled for at least one year)
If a student has only a Notice of Approval to Apply for Permanent Residence (I-171 or I-464), he or she is
not eligible for federal student aid.
If a student is in the U.S. on an F-1 or F-2 student visa or on a J-1 or J-2 exchange-visitor visa only, he or she
cant get federal student aid. Also, persons with G series visas (pertaining to international organizations) are
not eligible for federal student aid.
Citizens of the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau
are eligible only for certain federal student aid programs. These applicants should check with their schools
financial aid administrators for more information.
For more information about eligible non-citizen status, contact a college financial aid administrator or refer to
the Student Eligibility volume of the Federal Student Aid Handbook at http://www.ifap.ed.gov.
Consolidation Loan A loan that combines multiple federal student loans into a single loan with one
monthly payment. Consolidation loans are available through the Federal Family Education Loan (FFEL)
Program and the Direct Loan Program. Both allow the borrower to combine different types and amounts
of federal student loans to simplify repayment. Note: A consolidation loan pays off the existing loans; the
borrower then repays the consolidation loan.
Cost of Attendance (COA) A students cost of attendance at a postsecondary institution includes:

Tuition and fees

Room and board expenses while attending school
Allowances for books and supplies (including a reasonable allowance [as determined by the school]
for renting or purchasing a personal computer)
Transportation
Loan fees for federal student loans (if applicable)
Dependent-care costs
Costs related to a disability
Other miscellaneous expenses
The EFC is used to determine whether a student is eligible for federal student aid. It is printed on the front
of a Student Aid Report (SAR), SAR Acknowledgement and Institutional Student Information Record (ISIR).
An EFC Estimator is included in FAFSA on the Web and Renewal FAFSA on the Web, as well as at http://
www.FederalStudentAid.ed.gov.
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Federal Family Education Loan (FFEL) Program The Federal Stafford Loan (subsidized and
unsubsidized), Federal PLUS Loan (for parents), and Federal Consolidation Loan programs. Funds for these
programs are provided by private lenders; the loans are guaranteed by the federal government.
In addition, reasonable costs for a study-abroad program and costs associated with a students employment
as part of a cooperative education program may be included. The COA is determined by the school, within
guidelines established by federal law. The COA is compared to a students Expected Family Contribution
(EFC) to determine the students need for aid. (COA EFC = students financial need.)
Default Failure to repay a loan according to the terms of the promissory note. There can be serious legal
consequences for student-loan defaulters.
Default Rate A percentage calculated each year for a postsecondary school on the basis of the number of
former students who have defaulted on the Federal Family Education Loan (FFEL) Program and/or Direct
Loan Program loans received while attending that school.
Eligible Program A course of study that requires a certain minimum number of hours of instruction and
period of time and that leads to a degree or certificate at a school participating in one or more of the federal
student aid programs described in this handbook. Generally, to get student aid, a student must be enrolled in
an eligible program.
Estimated Financial Assistance Student financial aid that must be taken into account to determine
eligibility for federal student loans. Estimated financial assistance is called resources in determining
eligibility (and preventing overawards) in the campus-based programs.
Expected Family Contribution (EFC) Calculated using a formula established by Congress; the amount
that a students family is expected to be able to contribute toward the students cost of attendance.
Federal Student Aid Programs Programs administered by the Department of Education:

Federal Pell Grants

Federal Supplemental Educational Opportunity Grants (FSEOG)
Federal Work-Study (FWS)
Federal Perkins Loans
Federal Direct Stafford Loans (both subsidized and unsubsidized)
Federal Direct PLUS Loans (for parents)
Federal Direct Consolidation Loans
Federal Stafford Loans (both subsidized and unsubsidized)
Federal PLUS Loans (for parents)
Federal Family Education Loan (FFEL) Consolidation Loans
Leveraging Educational Assistance Partnership (LEAP) Program grants
Robert C. Byrd Honors Scholarship Program (Byrd Program) scholarships
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Financial Need The difference between a students cost of attendance (COA) at a school and the
Expected Family Contribution (EFC). (COA EFC = students financial need.)
Free Application for Federal Student Aid (FAFSA) An application completed and filed by a student
who wishes to receive federal student aid. The application collects household and financial information used
by the federal government to calculate the Expected Family Contribution (EFC) to postsecondary education
costs. See also Renewal FAFSA.
Institutional Student Information Record (ISIR) An electronic record for schools that contains a
students Expected Family Contribution (EFC), as calculated by EDs Central Processing System (CPS),
and all the financial and other data submitted by the student on the Free Application for Federal Student Aid
(FAFSA). See also Student Aid Report (SAR).
Need See Financial Need.
Need Analysis The process of analyzing household and financial information on a students financial
aid application and calculating an Expected Family Contribution (EFC) to determine the students need for
financial aid for postsecondary education costs.
Overaward Generally, any amount of federal student aid awarded that exceeds a students financial need.
Overpayment Any payment of a Federal Pell Grant, FSEOG, Federal Perkins Loan, or LEAP grant that
exceeds the amount for which a student was eligible. An overpayment may be the result of an overaward, an
error in the cost of attendance (COA) or Expected Family Contribution (EFC), or a student not meeting
other eligibility criteria, such as citizenship or enrollment in an eligible program.
Promissory Note A binding legal document that a borrower signs to get a loan. By signing this note,
a borrower promises to repay the loan, with interest, in specified installments. The promissory note also
includes any information about:
Grace periods
Deferment or cancellation provisions
A borrowers rights and responsibilities with respect to that loan
Renewal FAFSA A version of the FAFSA that students may use if they applied for federal student aid the
previous award year. See also Free Application for Federal Student Aid (FAFSA).
Resources Student financial aid that must be taken into account to prevent overawarding aid in the
campus-based programs. Resources are called estimated financial assistance in determining a students
eligibility for federal student loans.
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SAR Acknowledgement A federal output document, similar to the SAR, that EDs central processor
sends to a student who does not provide a valid e-mail address when he or she files the FAFSA through FAFSA
on the Web, files through a postsecondary school, or makes changes through Corrections on the Web. See also
Student Aid Report (SAR).
School A postsecondary educational institution, such as a college, university, or career school. In this
handbook, the term school refers to such an institution, not to a high school.
Simplified Needs Test The Simplified Needs Test excludes assets from the Expected Family Contribution
(EFC) calculation for low- to moderate-income families who file simplified tax returns (1040A, 1040EZ).
Student Aid Report (SAR) A federal output document sent to a student by EDs central processor.
The SAR contains financial and other information reported by the student on the FAFSA. A student receives
a paper SAR if he or she files a paper Free Application for Federal Student Aid (FAFSA) and does not provide
a valid e-mail address. The student receives a link to online SAR information if he or she provides a valid
e-mail address on the FAFSA. The students Expected Family Contribution (EFC) is included on the SAR.
All information reported on the SAR is also sent to schools the student listed on the FAFSA. (See also
Institutional Student Information Record and SAR Acknowledgement.)
Subsidized Loan Awarded to a student on the basis of financial need. The federal government pays the
borrowers accrued interest during some significant periods, such as when the student is in school, thereby
subsidizing the loan.
Unsubsidized Loan Is not need based; the borrower is responsible for accrued interest throughout the
life of the loan.
Verification A procedure through which a school checks the information a student reported on the Free
Application for Federal Student Aid (FAFSA), usually by requesting a copy of signed tax returns filed by
the student and, if applicable, the students parent(s) and spouse. Schools must verify information about
students selected for verification by EDs central processor, following procedures established by federal
regulations. The processor places an asterisk next to the Expected Family Contribution (EFC) on SARs and
SAR Acknowledgements and flags ISIRs to identify students selected for verification. Many schools also select
certain other students for verification in addition to those selected by the central processor.
William D. Ford Federal Direct Loan Program (Direct Loan Program) Federal Direct Stafford/
Ford Loans (Direct Subsidized Loans), Federal Direct Unsubsidized Stafford/Ford Loans (Direct Unsubsidized
Loans), Federal Direct PLUS Loans (for parents), and Federal Direct Consolidation Loans. Funds for these
programs are lent to student and parent borrowers by the federal government through schools that participate
in the program.
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Know the Facts

In order for staff to help their students, it is important for staff to be familiar with the most common financial
aid concepts. The following information has been compiled from the Department of Educations Counselors
and Mentors Handbook on Federal Student Aid (pages 120-130) to provide you with the information you
need to assist students with aid once they are already on campus.
How Much Federal Pell Grant Funding Can a Student Get?
For the 2006-07 academic year, the maximum yearly Federal Pell Grant is $4,050.
How Much Campus-Based Aid and Subsidized Loan Money Can a Student Get?
The maximum annual awards for the campus-based aid programs and for subsidized Stafford Loans are:

Federal Supplemental Educational Opportunity Grant: $4,000 Campus-based very few have

maximums this high; in most cases the maximum is lower
Federal Work-Study: no annual maximum
Federal Perkins Loan: $4,000 for undergraduates; $6,000 for graduates Campus-based in most cases
the maximum is lower
Subsidized Stafford Loan: varies from $2,625 for first-year undergraduates to $5,500 for third- and fourth-
year students and $8,500 for graduate students (Note that in 2007, the minimum will increase to $3,500)
When awarding campus-based aid or subsidized loans, the financial aid administrator must consider other aid
available to the student in addition to the EFC.
For example, using 2005-06 figures, consider a full-time student with an EFC of 500 who enrolled in a
program that cost $6,000.

The student then needed $5,500 in financial aid to go to school ($6,000 $500 = $5,500).
However, when the student received a $3,600 2005-06 Federal Pell Grant and a $1,000 outside
scholarship, the students need was reduced by $4,600.
Therefore, the aid administrator could award up to $900 (the remaining need) in the form of
campus-based aid and a subsidized Federal or Direct Stafford Loan ($5,500 $4,600 = $900).
How Much Can a Student Get in Unsubsidized Stafford Loans?
The yearly maximum for unsubsidized Stafford Loans varies from $6,625 for a dependent first-year student
to $10,500 for an independent third- or fourth-year student and $18,500 for a graduate student. Note that
whatever the student receives in subsidized Stafford funds will be subtracted from the maximum amounts
above, so that the student will not receive more than the maximum amount in subsidized and unsubsidized
Stafford Loans combined.
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Because unsubsidized Federal or Direct Stafford Loans or PLUS Loans are not need based, the aid
administrator applies the following principles to determine eligibility for unsubsidized loans:
The amount of the loan may not exceed the difference between the students cost of attendance and all
other aid the student is receiving, including aid from private and other nonfederal sources
The school must consider the students eligibility for other aid before determining a loan amount;
for instance, if a full-time independent student in his or her first year of study in 2005-06 had a cost
of attendance of $8,000 and was eligible for a maximum Federal Pell Grant of $4,050 and a maximum
subsidized Stafford Loan of $2,625, the aid administrator could approve the student for an unsubsidized
Stafford Loan of up to $1,325 ($8,000 $4,050 $2,625 = $1,325)
As we have seen, federal student aid awards ultimately are made on the basis of the students EFC. It is
important to note that even though eligibility for unsubsidized loans is not based on the students EFC, the
students eligibility for financial aid awarded on the basis of the EFC is considered when awarding these loans.
Helping Students Learn About Reapplying Through the FAFSA Demonstration Site
A demonstration site is available so you can increase your own understanding of FAFSA on the Web and/
or show it to students and parents before they (re)apply. At the site, you can complete a sample FAFSA,
make corrections, check the status of the application, and sign it electronically. However, when you choose
submit, the information is not actually submitted. The site is purely a learning tool. To access the demo site,
go to http://fafsademo.test.ed.gov.
Username: eddemo
Password: fafsatest
The site displays both the English and Spanish versions of FAFSA on the Web.
FAFSA on the Web Worksheet
A useful tool in preparing to complete the online application is the FAFSA on the Web Worksheet
(available in English or Spanish). The worksheet, designed for applicants who prefer to fill something out
in writing before applying online, lists the FAFSA questions and provides boxes for students (and parents)
answers. The order of questions on the worksheet follows that of FAFSA on the Web, which differs from the
paper FAFSA. Therefore, to avoid confusion, we recommend that students not use paper FAFSAs to prepare
for FAFSA on the Web.
You also can find the worksheet in PDF at: http://www.studentaid.ed.gov/worksheet
Download it and photocopy it for distribution to students. Or, to save time and paper, you might
wish to e-mail it to your students.
Note: The worksheet is not an application and cannot be submitted to the FAFSA processor. A student without access to the Internet
should use an official paper FAFSA.
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When to Apply
The FAFSA processing cycle lasts 18 months. For each award year, applications may be completed on or after
Jan. 1. Processing begins Jan. 3, and FAFSAs for that year will be accepted until July 2 (of the following year).
Note that most states have much earlier deadlines for students who want to be considered for state aid. You can
check state deadlines at www.fafsa.ed.gov. Additionally, some schools have limited institutional funds that
are awarded on a first-come, first-served basis to eligible students. Students and parents should fill out
their federal income tax forms and then the FAFSA as early as possible. Those who are unable to complete
federal income tax forms early should estimate amounts as accurately as possible and fill out the FAFSA
accordingly, correcting the information with actual amounts once the tax forms are complete.
Note: There are Web sites at which students can get help filing the FAFSA, for a fee. These sites are not affiliated with or endorsed by
ED. We urge you to advise your students not to pay these sites for assistance that is provided for free at EDs Web site.
At financial aid nights or other information sessions, you might wish to encourage families who are eligible
for the Earned Income Credit to file a tax return in order to benefit from the credit.
Filling Out a Simplified FAFSA
Certain questions on FAFSA on the Web determine whether the student is eligible for the automatic
assignment of an EFC of zero; those questions will be asked at the beginning of the process. Based on their
answers to those questions, applicants might be able to skip certain questions about income and assets.
Additionally, some students, based on income and tax filing status, are eligible to have assets excluded from
consideration in calculating the EFC. The questions determining eligibility for the simplified EFC formula
are also at the beginning of the FAFSA on the Web application. Based on their answers to those questions,
applicants might be able to skip the questions about assets. However, for purposes of determining eligibility
for state financial aid, some states require asset and income information. Students who are residents of such
states will be asked those questions regardless of their eligibility for the federal simplified formula or for an
automatic zero EFC. Students who are not residents of such states will be asked whether they want to skip the
optional questions. Some schools, too, require the student to complete those questions to determine eligibility
for institutional aid, so the student should check with the schools to which he or she is applying before
deciding to skip those questions (providing all income and asset information will not negate the students
eligibility for the simplified formula or for the auto-zero EFC).
Saving the FAFSA with a Password
Students do not have to complete FAFSA on the Web in one sitting. At the beginning of the process, the
student is asked to supply a password. If the student is interrupted or needs to leave the application before
completing it, the information will be saved and will remain available via the password for 45 days. The
student should keep the password in a safe place; if the student forgets the password, there is no way for the
CPS to reset it or to retrieve the students data.
The password is different from the Personal Identification Number (PIN): the PIN allows the student to sign
the FAFSA, whereas the password is created solely to access the incomplete application at a later time.
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Signing the Application with a PIN or Signature Page

Also at the beginning of the process, the applicant is asked for his or her PIN. Providing the PIN is optional
but speeds up the application process because the PIN serves as the students electronic signature, eliminating
the need for the student to mail a signature page to the processor.
A dependent students parent signs electronically using his or her own PIN at the end of the application.
A student without a PIN (and/or a dependent student whose parent does not have a PIN) should print, sign,
and mail a signature page to the CPS. The student should be sure to transmit the FAFSA after printing the
signature page. If the student does not sign (either electronically or with a signature page) within seven days of
submitting the FAFSA, or if the student indicates at FAFSA on the Web that he or she will not sign via PIN
or signature page, he or she will receive a Student Aid Report (SAR) in the mail requesting the appropriate
signatures. The student (and parent, if appropriate) must sign the SAR and return it to the FAFSA processor
before the application can be processed and an EFC calculated.
Submitting the FAFSA and Getting an Estimated EFC
When the student submits his or her information at FAFSA on the Web, a confirmation page appears,
indicating that the application was submitted successfully and showing an estimated EFC for the student.
It is important to note that FAFSA on the Web provides only an estimate; the official EFC will be e-mailed or
mailed to the student on the SAR. Once the students FAFSA has been processed, the student may view the
official EFC results at FAFSA on the Web. (The PIN is required for this.)
Note: Please encourage your students to print and save the confirmation page.
Advantages of FAFSA on the Web

FAFSA on the Web is the quickest and easiest method of applying, offering the following advantages:

Confirmation that the filing has happened immediately by e-mail

Detailed online help screens assist the student
Real-time online communication with a customer service representative provides immediate answers
Built-in edits detect errors and reduce the number of rejected applications
Applicants have instant access to an estimated Expected Family Contribution
Information is sent directly to the Central Processing System
Applicants can verify that information was transmitted successfully
When an application is signed electronically with a PIN and a valid e-mail address is provided
results arrive within three to five days, compared to two to three weeks with a paper FAFSA
For more information about FAFSA on the Web, or for technical assistance, students may access live online
customer service at the site by selecting the Live Help icon or may call 800.4.FED.AID (800.433.3243;
TTY: 800.730.8913).
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How the FAFSA Is Processed

FAFSA data are transmitted from institutions to the Central Processing System (CPS). The CPS uses this
information to calculate the EFC and produce an output document reporting that EFC. The student will
receive an e-mail or an output document (either a Student Aid Report [SAR] or a SAR Acknowledgement)
from the CPS within a few days to three weeks of submitting the FAFSA, depending on the type of
FAFSA submitted.
When processing the application, the CPS uses a series of edits to check the consistency of FAFSA
information. For instance, it would be inconsistent for the dependent student of a single parent to report
income earned from work for two parents. If the FAFSA data are inconsistent, the CPS may be unable to
calculate the EFC or may calculate an EFC based on assumptions. If assumptions have been used, they are
indicated on the students SAR; the student must make sure the assumptions are correct. The SAR includes
instructions for making corrections.
Data Matches
In addition to checking the FAFSA data against predetermined edits, the CPS also performs several database
matches. If discrepancies arise, the students record is flagged, and the student may not be eligible to receive
federal aid unless the discrepancy is resolved. Resolving such a discrepancy usually requires the student to
submit additional documentation to the school where he or she is applying. The SAR includes the appropriate
instructions for the student.
Social Security Administration (SSA) Matches
The CPS matches FAFSA data against SSA records to check the validity of a students Social Security number
(SSN). If the SSN is invalid, the student will receive a SAR with a comment instructing him or her to review
the SSN and explaining how to resolve the discrepancy.
The student also will receive a SAR comment if the SSN is a valid number but the date of birth reported on
the FAFSA doesnt match the SSAs records. The student must resolve the discrepancy before he or she can
receive federal student aid. This may be done by correcting the information if it is incorrect or by reentering
the information if it is correct. The student also might receive a SAR with similar comments if some or all
of the parents information does not match the SSAs database. For advice about the best course of action
in his or her circumstances, a student should follow the guidance on the SAR or contact the financial aid
administrator at the school he or she plans to attend.
If the student indicates on the FAFSA that he or she is a U.S. citizen, ED also conducts a match with the SSA
to verify U.S. citizenship status. The results of the citizenship match appear on the students SAR. When a
students reported data conflict with the SSAs database or when no citizenship match can be performed
the SAR will indicate that there is a conflict. The student must then provide the school with documentation
substantiating his or her citizenship claim.
Note: FAFSA on the Web has built-in edits to spot inconsistencies and point them out to the applicant so they can be corrected (if
necessary) before the information is transmitted. This process saves the applicant time and trouble later.
The SSA database match also checks whether the SSA has a date of death listed for the person with that SSN.
The match is intended to detect when someone might be fraudulently attempting to receive federal student aid.
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Department of Homeland Security (Formerly Immigration and Naturalization Service) Match

The CPS also matches FAFSA records against citizenship records maintained by the U.S. Department
of Homeland Security (DHS). If the student reports on the FAFSA that he or she is an eligible noncitizen
(and, therefore, could be eligible for federal student aid) and reports an Alien Registration Number, that
information is checked against the database maintained by the DHS. If the match does not confirm the
student is an eligible noncitizen, he or she will receive a comment on the SAR. A student is not eligible for
federal student aid until his or her status as an eligible noncitizen is resolved.
National Student Loan Data System (NSLDS) Match
The CPS also matches FAFSA data with the NSLDS, which identifies students who have defaulted on any
Federal Perkins Loans, Direct Loans, or FFEL Program loans. If a student is found to be in default and has
not made satisfactory arrangements to repay, he or she will receive a comment on the SAR. A student is not
eligible for federal student aid until the default status is resolved. The NSLDS match also reveals whether
a student owes a refund due to overpayment of a federal grant, as well as simply reporting a history of any
federal student aid received by the student in the past.
Other Matches
The CPS also performs matches against registration status information maintained by the Selective Service
System and against veteran status information maintained by the U.S. Department of Veterans Affairs
(for students who say they are veterans).
What to Expect After Applying
Checking the Status of a FAFSA
After filing (either on paper or electronically), students can check on the processing status of their FAFSAs
or any corrections theyve made at www.fafsa.ed.gov.
A student without access to the Internet can check the status of the FAFSA by calling 800.4.FED.AID
(800.433.3243) and answering questions asked by an automated system. TTY users (who call 800.730.8913)
will be connected to an operator rather than to an automated system. Students calling from a foreign country
might not have access to the toll-free number; they can call 319.337.5665.
Where the Processor Sends the FAFSA Information
Within 72 hours after the CPS receives a completed application and signature, schools listed on the students
FAFSA have access to the students information. The schools download the processed FAFSA data in
electronic form on a report called an Institutional Student Information Record.
The processor also sends the students information to the state agency (or agencies) in the students state of
legal residence and to the state agencies of the states in which the schools listed on the FAFSA are located.
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This maximizes the students chances of receiving state-based and school-based financial aid.
A student can request a copy of his or her SAR by calling the Federal Student Aid Information Center
(FSAIC). An automated system will ask the student to enter his or her SSN and the first two letters of his
or her last name. The duplicate SAR is then sent automatically. TTY users (and those without a touch-tone
phone) will be connected to an operator rather than to an automated system.
Note: The SAR and SAR Acknowledgement are currently produced only in English.
SAR
Unless the students SAR is identified as having problems (this is called a rejected SAR), the EFC is printed
on the front page at the upper right. The SAR also includes instructions, such as how to make corrections to
the data the student supplied on the FAFSA.
In addition, there is a section for the financial aid administrators use and a section of summary data from
the NSLDS. If the student has not had any previous federal student aid, this section will be blank.
Finally, there is a summary detailing the information the student supplied on the FAFSA. On the paper SAR,
there is space for the student to correct the information (if necessary). Data elements questioned by the CPS
are highlighted in bold type.
If a student receives a rejected SAR, the form will highlight specific information for the applicant to provide
so the CPS can determine his or her eligibility. A rejected SAR does not include an EFC. A rejected SAR
is sent when an application (a) has inconsistent or insufficient data to calculate an EFC, (b) lacks required
signatures, or (c) has an invalid student SSN or in the case of a dependent student lacks a valid SSN for at
least one parent.
If the student makes any changes to the data on the SAR, he or she may either return the form for reprocessing
or make the changes through Corrections on the Web. At some schools, financial aid administrators can make
the changes electronically.
Data Release Number (DRN)
The students DRN appears at the top right corner of the online SAR and at the bottom left corner of the first
page of the paper SAR. The student will need the DRN if he or she wants to add a school to his or her record,
either by having a school add itself electronically or by calling the Federal Student Aid Information Center
(FSAIC). The student can use his or her PIN to add schools through Corrections on the Web. The DRN
is not the same as the PIN: when the student provides the DRN to the financial aid administrator or the
FSAIC, the student is providing permission for the financial aid administrator or the FSAIC to access his or
her application record, while the PIN gives the student direct access to his or her file and acts as an electronic
signature. The PIN should never be shared with anyone.
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Viewing SAR Information Online

Once the FAFSA is processed, applicants with PINs can go to the FAFSA on the Web site and click on
View and Print Your Student Aid Report to view SAR information. The SAR is available online whether
the student applied electronically or not and whether he or she provided an e-mail address or not.
A link to the electronic SAR is sent instead of a paper SAR when a student supplies a valid e-mail address on
the FAFSA. Unlike the link to the PIN, which is accessible only once, the link to the electronic SAR remains
active for repeated access. The electronic SAR shows the same information the paper SAR does. The student
will be able to print a copy of the SAR for reference.
SAR Acknowledgement
This acknowledgement is sent when the student does not supply a valid e-mail address but does receive
a PIN. The SAR Acknowledgement allows the student to review the processed FAFSA information and
results. If changes or corrections are needed, they must be made through the school or through Corrections
on the Web (which is accessed using the PIN), or the student may request a duplicate paper SAR to make
a correction.
Verification
The effectiveness of the federal student aid programs depends on the accuracy of the data reported by students.
It directly affects the eligibility of millions of applicants for these programs. Because of this, the CPS follows
procedures established by federal regulations to select students for a process called verification.
The CPS prints an asterisk next to the EFC on the SAR to identify students who have been selected
for verification. A code also is provided on the information sent to schools. If the student is selected for
verification, a schools financial aid administrator must check the information the student reported on the
FAFSA, usually by requesting a copy of signed tax returns filed by the student and, if applicable, by the
students parent(s) or spouse. Many schools also select applications to be verified, in addition to those selected
by the CPS.
A student selected for verification should contact each school he or she listed on the FAFSA to see what
documentation the school requires to verify the students FAFSA information.
Making Changes
There are situations in which the student will have to change information that was reported on the
application. This consists of correcting errors or updating certain information.
Corrections and Updating
When a student files a FAFSA, it creates a snapshot of the financial situation of the students family as
of the date the application was signed. Errors may occur, however, because the student filled in the wrong
information on the FAFSA. The student must correct this information so it is accurate as of the day the
FAFSA was originally signed.
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What Information Can Be Changed?

The student is not allowed to update income or asset information to reflect changes to the familys financial
situation that took place after the FAFSA was filed. For example, if the students family spent some of their
savings after filing the FAFSA, the student may not update his or her information to show a change in the
familys assets. However, there are three items that the student must update:

Any change in dependency status

A change in the number of family members in the household (must be updated only if the student is
selected for verification)
A change in the number of family members enrolled in postsecondary schools (must be updated only if the
student is selected for verification)
Note: If any of these changes occurs as a result of a change in the students marital status, the student is NOT permitted to
update accordingly.
How to Make Changes

As previously stated, students can make corrections using the SAR or can have the school transmit corrections
electronically using its access to the CPS. Even if the student did not originally apply through the school, a
school may still be able to make the corrections electronically if the student takes the corrected information
to the school.
The student can quickly and easily correct or update information using Corrections on the Web.
Corrections on the Web is available to any student with a PIN, whether the student applied electronically or
on paper. It can be found at the FAFSA on the Web site at www.fafsa.ed.gov.
Corrections on the Web allows the student to change all data elements except the SSN. The PIN the student
uses to access Corrections on the Web acts as an electronic signature, so there is no need for the student to
send a signature page to the CPS. If a dependent student changes information about his or her parent(s), one
of those parents must sign electronically using his or her own PIN or must sign a signature page.
A student who did not provide an e-mail address on the FAFSA will be able to add it at Corrections on the
Web and will then receive an e-mail with a link to the online SAR information. The e-mailed link arrives
within one to five days; the paper SAR takes up to two weeks. The students corrections will also be sent to
the school on an Institutional Student In formation Record (ISIR).
If a student makes changes that dont require the CPS to perform a data match, the changes will be made
immediately, and the students confirmation page will include an official EFC. The student can view the
online SAR information immediately.
The student should speak to the schools financial aid office directly if there will be a significant change in
the familys income for the present year or other special circumstances that cannot be reported on the FAFSA
or SAR.
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Dependency Status and Overrides

Most students entering a postsecondary school straight from high school are considered financially dependent
of their parents. This means their parents must provide information on the FAFSA. In unusual circumstances,
a student who would normally be considered dependent can be considered independent. The financial
aid administrator at a school can make a special determination of independence and override the students
dependency status on the FAFSA. Students who believe they have compelling and unique reasons to be
considered independent should contact the financial aid office at the schools they are planning to attend.
Deadlines
Here are some important deadlines for each year of application cycle for students and schools.
A FAFSA or a Renewal FAFSA must be submitted to the application processor:
No earlier than January 1
And received no later than July 2
Note: State-imposed deadlines for state aid appear on FAFSA on the Web and on the front page of the paper FAFSA. Schools may
have their own deadlines for federal campus-based and school financial aid.
If a student needs to make corrections, the corrections must be received by the application processor no
later than:
September 17
To establish a students eligibility for a Federal Pell Grant, a school must receive a SAR or electronic
information for the student while the student is still enrolled for that award year, but no later than:
September 24
A student whose application information is being verified must complete verification by:
September 24 or 120 days after his or her last day of enrollment, whichever is earlier
Verification is considered complete for Federal Pell Grants when the school receives a valid SAR, SAR
Acknowledgement, or ISIR, on which all information used to calculate the EFC is correct. Therefore,
although a student has 120 days or until September 24 to provide documentation, the student also must
have any corrections processed by this deadline. Note that the disbursement of funds from certain programs
may be restricted to shorter periods.
Note: Students should be aware that the school is not required to perform dependency overrides, and if the financial aid administrator
determines that an override is not appropriate, the decision cannot be appealed to the Department of Education.
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Common Financial Aid-Related Abbreviations*

AFROTC: Air Force Reserve Officer Training Corps
CPS: Central Processing System
DHS: U.S. Department of Homeland Security
DRN: Data Release Number
ED: U.S. Department of Education/Department of Education
EFC: Expected Family Contribution
FAA: Financial Aid Administrator
FAFSA: Free Application for Federal Student Aid
FFEL: Federal Family Education Loan
FSAIC: Federal Student Aid Information Center
FSAPubs: Federal Student Aid Publications Ordering System
FSEOG: Federal Supplemental Educational Opportunity Grant
FTC: Federal Trade Commission
FWS: Federal Work-Study
GAO: U.S. Government Accountability Office
GEAR UP: Gaining Early Awareness and Readiness for Undergraduate Programs
GED: General Education Development [certificate]
HHS: U.S. Department of Health and Human Services
IADT: Initial Active Duty for Training
IRS: Internal Revenue Service
ISIR: Institutional Student Information Record
LEAP: Leveraging Educational Assistance Partnership
NROTC: Naval Reserve Officers Training Corps
NSLDS: National Student Loan Data System
PIN: Personal Identification Number
PSAT/NMSQT: Preliminary SAT/National Merit Scholarship Qualifying Test
ROTC: Army Reserve Officer Training Corps
SAP: Satisfactory Academic Progress
SAR: Student Aid Report
SSA: Social Security Administration
SSN: Social Security number
TTY: Teletype
VA: U.S. Department of Veterans Affairs
WIA: Workforce Investment Act
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Administrative Financial Aid Handbook
https://ifap.ed.gov/chandbooks/attachments/0607CMH.pdf
Free Financial Aid Publications
http://www.FSAPubs.org
FSA Coach
http://www.ed.gov/offices/OSFAP/fsacoach
FAFSA Poster
http://www.studentaid.ed.gov/stung
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C. Student Resources Financial Aid (aka Other Peoples Money)

In this section, we cover the basics of financial aid and some important concepts that students need to know
about borrowing and eventually paying back, what finance professionals like to refer to as other peoples
money, or OPM. We have provided some important financial aid terms compiled by the Department of
Education that students will need to know when renewing their aid and deciding on loan repayment terms.
We also explain the basics of EFC, or expected family contribution, and dependency status (which determines
whether information about parents finances are required). These factors can change throughout ones college
career, and it is important to Note any changes when reapplying for aid each academic year.
In addition to the basics of financial aid language, a financial aid tracker will help students keep tabs on aid
deadlines and paperwork and provide a list of alternative aid sources to encourage students to explore every
option available to help fund their educations. We have also included some guidelines for students on paying
back loans and what a student should do just in case he or she ends up defaulting on a loan. Finally, we have
provided students with some guidelines to help them stay clear of identity theft and scholarship scams. A list
of federal and state financial aid contact information concludes this section, with further links in the Web site
listings at the end of this section.
It is important that, in addition to financial aid staff, all student advisors and counselors are also aware of the
concepts provided here, so they can guide low-income students through what is often a new and confusing
process. Staff can walk students through each activity one-on-one or in a small group setting, but students will
likely need to refer back to the financial aid definitions when they fill out paperwork each term. Staff should
make students aware of the resources provided here, as well as those available online, so that students will
know where to turn for help when questions arise regarding financial aid.
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You may have already applied for, and hopefully have begun to receive, financial aid. If this is the case, then
you will need to be familiar with financial aid terms in order to stay on top of your aid paperwork and renew
your aid each year.
If, however, you did not apply for aid, either because you were not aware of the process or did not think you
would qualify think again. Every student can and should apply for financial aid, even if you dont think you
qualify. Find out what all of your options are. Below are some basic terms to help you understand the process,
and some activities to help you explore all the options available.
Basic Financial Aid Concepts

Types of Aid
Grants A grant is a form of financial aid that is yours to keep and does not need to be paid back.
Grants are available from the federal government, states, institutions, and private corporations. Grant
awards from institutions are almost always based on financial need. Grants from other sources may have
different criteria.
Scholarships Scholarships, like grants, do not need to be paid back. Scholarships, however, may be based
on need or talent whether academic, artistic, or athletic. Scholarships are typically provided by states,
institutions, and private organizations.
Loans A loan is a form of financial aid that must be paid back, either to the government or to a private
lender. In addition to the amount of the loan, you must pay interest within a certain amount of time.
Work-study Work-study is financial aid in the form of a paycheck, typically from working at a part-time
job on campus.
Need-based aid Need-based aid is awarded to students who cannot afford to pay for college without
assistance. Need-based aid can be awarded at any time to students of any age, and high grades are
not necessary.
Merit-based aid Merit-based aid is awarded to high-achieving students; usually this is based on their
grades in high school.
The Application Process

How to apply Students who wish to apply for federal student aid must complete the FAFSA
the Free Application for Federal Student Aid which is available online at http://www.fafsa.ed.gov.
When to apply To receive aid in the fall (whether you are renewing your aid or applying for the first
time), you may apply beginning in January, and must apply by July 2. However, you are encouraged to
apply early in order to receive the maximum amount of aid.
Who may apply Any American citizen or eligible non-citizen with a high school diploma or GED,
who has shown ability to benefit or who plans to graduate from high school, may apply for federal aid.
How to get help Visit http://www.studentaid.ed.gov for tips on filling out the FAFSA.
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What you need: a drivers license and records of income, such as tax returns and W-2 forms, or pay stubs
if taxes have not yet been completed. You will need this financial information for yourself, as well as your
parents if you are a dependent student. Apply as soon as possible after January 1.
1. Complete the FAFSA online
(recommended*) and make a note
of your Personal Identification
Number (PIN).
2. The Department of Education

will send you a Student Aid
Report (SAR) summarizing your
application. Review the SAR for
errors and report any changes
immediately. You may make
changes online using your PIN
and limited changes by phone.
5. Confirm that you have received

the award letter and take whatever
steps necessary at your institution
to accept the aid. Keep copies of
all documentation and note when
aid must be renewed.
4. Your institution will send an

award letter based on your FAFSA.
Review the letter and search for
outside aid sources to cover any
unmet need.
3. Double check that the

institution received your FAFSA
information by calling its financial
aid office.
Advantages of FAFSA on the Web

FAFSA on the Web is the quickest and easiest method of applying for aid, and it offers the following advantages:

Immediate confirmation by e-mail that your application has been received

Detailed online help screens to help you complete forms correctly
Real-time online communication with a customer service representative provides immediate answers
Built-in edits detect errors and reduce the number of rejected applications
Instant access to an estimated Expected Family Contribution
Results arrive within three to five days, compared to two to three weeks with a paper FAFSA
Note: Save all records and materials used to complete your FAFSA. Make a copy of your paper FAFSA application or print a copy
of your FAFSA on the Web application. You might need them later to prove the information you reported was accurate. If your
application is selected for verification and you do not provide the documents requested by your school, you will not receive federal
student aid, and you might not receive aid from other nonfederal sources.
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Planning
SECTION
Financial
Planning
S

You can use the chart below (provided by the Department of Education) to determine your dependency status
and whether you must provide information about your parents finances when you complete
the FAFSA.
If you answer Yes to any of the questions, then for federal student aid purposes, youre considered to be
an independent student. If you answer No to every question, then for federal student aid purposes, youre
considered to be a dependent student. If you have no contact with your parents and dont know where they
live, you should discuss your situation with the financial aid administrator.
Are you over 24 years old?
Yes
No
At the beginning of the school year, will you be working on a masters or

doctorate degree (such as an M.A., M.B.A., M.D., J.D., Ph.D., Ed.D., or
graduate certificate, etc.)?
Yes
No
Are you married? (Answer Yes if you are separated but not divorced.)
Yes
No
Do you have children who receive more than half of their support
from you?
Yes
No
Do you have dependents (other than your children or spouse) who live with
you and who receive more than half of their support from you, now and
through June 30 of next year?
Yes
No
Are (a) both of your parents deceased or (b) are you (or were you until age
18) a ward or dependent of the court?
Yes
No
Are you a veteran of the U.S. Armed Forces?*
Yes
No
* Answer No (you are not a veteran) if you (1) have never engaged in active duty in the U.S. Armed Forces, (2) are currently
a Reserve Officers Training Corps (ROTC) student or a cadet or midshipman at a service academy or (3) are a National
Guard or Reserves enlistee activated only for training. Also answer No if you are currently serving in the U.S. Armed
Forces and will continue to serve through June 30, 2007.
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Who is My Parent When I Fill Out the FAFSA?*
Maybe you know youre considered a dependent student by the FAFSA and youre supposed to put
information about your parents on the application. But what if your parents are divorced? Remarried?
What if you live with your sister?
Heres some information that might help:
If your parents are divorced or separated, answer the questions about the parent with whom you lived
more during the past 12 months

If you lived exactly six months with each parent, give answers about the parent who provided more

financial support during the past 12 months or during the most recent year that you actually received
support from a parent; if this parent is remarried as of today, answer the questions on the FAFSA about
that parent and the person whom your parent married (your stepparent)
The following people are not your parents unless they have adopted you: grandparents, foster parents,
legal guardians, older brothers or sisters, and uncles or aunts
Even if you dont live with your parents, you still must answer the questions about them if youre
considered a dependent student
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Now that you have determined your dependency status, you know whether you need to report your income
alone or to include your parents as well. You will also need to determine your cost of education to estimate
the size of your financial aid award.
Financial Aid Formulas

You will need to provide detailed information on the FAFSA regarding your finances in order to
calculate the amount of aid you are entitled to receive from the government to help fund your education.
This is based on how much you or your family are able to pay and how much your education will cost.
Expected Family Contribution (EFC) The FAFSA will automatically calculate your EFC,
which measures the amount of financial resources that you or your family have available to help
pay for your education. EFC is calculated from the information you report on the FAFSA, including
your income, assets and benefits. Your family size and the number of family members who will be
attending a college or career school are also considered. To be eligible for a Federal Pell Grant, your
EFC must be below $3,850 for the current award year (this number can vary from year to year).
Cost of Attendance (COA) This can vary by institution and includes room and board for
full-time students. Community colleges are typically the least expensive, while private four-year
selective institutions are the most expensive. You can obtain this information from your institutions
financial aid office.
Financial Need = COA EFC
To determine your financial need for federal student aid programs (aside from the unsubsidized Stafford
Loan), your school will subtract any Federal Pell Grant amount or other aid for which you are eligible,
in addition to your EFC.
Special Circumstances If you have any special circumstances that you can verify through
documentation, such as medical expenses or unemployment, your financial aid administrator may be
able to adjust your COA or EFC. The financial aid administrator must have compelling reasons and
use professional judgment to make adjustments because of special circumstances. The financial aid
administrators decision as to whether you have special circumstances is final, and you may not appeal
to the Department of Education.
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Financial
Financial
Planning
Planning
C
COMM
PRIVATE
PUBLIC

The following examples demonstrate three scenarios. In each case, we have assumed that the student has a low
EFC of $300. The cost of attendance varies by the type of institution, attendance status, and living expenses,
depending on whether the student lives on campus or resides at home and commutes. These examples are
rough estimates, but should give you an idea of how to determine your own unmet financial need based on
your circumstances and whether or not you will need to look for outside sources of aid. Try filling in your own
information in the final example to determine a rough estimate of your unmet need.
C
A. Part-time Community College Commuter

Tuition & fees $2,000
Books & supplies
$300
Transportation/dependent care
$1,000
Cost of Attendance
$3,300

EFC

$300
Financial Need $3,000
Federal Pell Grant
Other federal aid
Total Aid
$1,013
$900
$1,913
Unmet Need:
Total Aid (1,913) Financial Need (3,000) = -$1,087
4 C. Full-time Private Four-Year Resident
B. Full-time Public Four-Year Commuter

In-state tuition & fees
Books/supplies/personal expenses


Cost of Attendance

EFC

Financial Need
$7,000
$2,000
$ 500
$ 9,500
$ 300
$9,200
Federal Pell Grant

Other federal aid
Total Aid
$3,850
$4,000
$7,850
Unmet Need:
Tuition & fees $20,000

Room & board $ 7,000
Books & supplies $ 1,000
Personal expenses $ 1,000
$ 1,000
Cost of Attendance $30,000

EFC

$ 300
Financial Need $29,700
D. You
Tuition & fees
Room & board (if applicable)
Books & supplies
Personal expenses
Cost of Attendance

EFC
Financial Need
$
$
$
$
$
$

$
$
Federal Pell Grant $ 3,850

Other federal aid $20,000
Total Aid $23,850
Federal Pell Grant

Other federal aid
Total Aid
$
$
$
Unmet Need:
Unmet Need:
Total Aid ( ) Financial Need ( ) = $
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The following definitions have been provided by the Department of Education to help you understand
and manage your financial aid. You will be responsible for completing paperwork throughout your time on
campus, and even beyond if you take out a loan. It can be easy to feel confused and overwhelmed by all the
technical terms and abbreviations. Refer back to this list when it is time to reapply for aid, and go over any
concepts you do not understand with your toolkit administrator or financial aid advisor.
We have provided a key to help you determine when the following terms will be useful:
P = Prior to application process
B = Beginning of enrollment
L = Later in college enrollment process
Ability to Benefit P
One of the criteria used to establish student eligibility in order to receive Title IV program assistance is
that a student must have earned a high school diploma or its equivalent. Students who are not high school
graduates (or who have not earned a General Education Development [GED] Certificate) can demonstrate
they have the ability to benefit from the education or training being offered by passing an approved
ability-to-benefit (ATB) test.
Academic Year P
A period of time schools use to measure a quantity of study. For example, a schools academic year may consist
of a fall and spring semester during which a full-time undergraduate student must complete 24 credit hours.
Academic years vary from school to school and even from educational program to educational program at the
same school.
Accreditation P
The school you are attending or applying to must have accreditation from an accrediting body recognized
by the Department of Education to be eligible to participate in the administration of federal student aid
programs. Accreditation means that the school meets certain minimum academic standards, as defined by the
accrediting body.
Award Letter P
An award letter from a school states the type and amount of financial aid the school is willing to provide if
you accept admission and register to take classes at that school.
Capitalized L
With certain loans, such as subsidized FFELs, the Department of Education pays the interest that accrues on
these loans while the student is enrolled at least half-time and during periods of deferment. However, with
subsidized loans in forbearance, unsubsidized loans, or PLUS loans, the student or the students parents are
responsible for paying interest as it accrues on these loans. When the interest is not paid, it is capitalized or
added to the principal balance, which increases the outstanding principal amount due on this loan. Interest
that is capitalized and therefore has been added to the original amount of the loan subsequently accrues
interest, adding an additional expense to the loan.
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Cost of Attendance (COA) P
The total amount it will cost you to go to school usually expressed as a yearly figure. Its determined using
rules established by law. The COA includes tuition and fees; on-campus room and board (or a housing and
food allowance for of-campus students); and allowances for books, supplies, transportation, loan fees, and if
applicable, dependent care. It also includes miscellaneous and personal expenses, including an allowance for
the rental or purchase of a personal computer. Costs related to a disability are also covered. The COA includes
reasonable costs for eligible study-abroad programs as well. For students attending less than half-time, the
COA includes only tuition and fees and an allowance for books, supplies, transportation and dependent-care
expenses. Talk to the financial aid administrator at the school youre planning to attend if you have any unusual
expenses that might affect your cost of attendance.
Default L
Failure to repay a loan according to the terms agreed to when you signed a promissory note. For the FFEL
and Direct Loan programs, default is more specific it occurs if you fail to make a payment for 270 days if
you repay monthly (or 330 days if your payments are due less frequently). The consequences of default are
severe. Your school, the lender or agency that holds your loan, and the state and federal government may all
take action to recover the money, including notifying national credit bureaus of your default. This may affect
your credit rating for as long as seven years, and the long term effects on your credit viability are enormous.
For example, you might find it difficult to borrow money from a bank to buy a car or a house. In addition,
the Internal Revenue Service can withhold your U.S. individual income tax refund and apply it to the amount
you owe, or the agency holding your loan might ask your employer to deduct payments from your paycheck.
Also, you may be liable for loan collection expenses. If you return to school, youre not entitled to receive
additional federal student financial aid. Legal action also might be taken against you. In many cases, default
can be avoided by submitting a request for a deferment, forbearance, or discharge (cancellation) and by
providing the required documentation.
Eligible Noncitizen P
You must be a U.S. citizen or an eligible noncitizen to receive federal student aid. The following is a list of
those considered eligible noncitizens:
U.S. citizen
U.S. national (includes natives of American Samoa or Swains Island)
U.S. permanent resident who has an I-151, I-551, or I-551C (Permanent Resident Card)
If youre not in one of these categories, you must have an Arrival-Departure Record (I-94) from
U.S. Citizenship and Immigration Services (USCIS) showing one of the following designations:

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Refugee
Asylum Granted
Cuban-Haitian Entrant, Status Pending
Conditional Entrant (valid only if issued before April 1, 1980)
Parolee (You must be paroled into the United States for at least one year, and you must be able to
provide evidence from the USCIS that you are in the United States for other than a temporary purpose
and that you intend to become a U.S. citizen or permanent resident)
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If you have only a Notice of Approval to Apply for Permanent Residence (I-171 or I-464), youre not
eligible for federal student financial aid.
If youre in the United States on certain visas, including an F1 or F2 student visa or a J1 or J2 exchange
visitor visa, youre not eligible for federal student financial aid.
Also, people with G series visas (pertaining to international organizations) are not eligible for federal
student financial aid. For more information about other types of visas that are not acceptable, check with
your schools financial aid office.
Citizens and eligible noncitizens may receive loans from the FFEL Program at participating foreign schools.
Citizens of the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of
Palau are eligible only for Federal Pell Grants, Federal Supplemental Educational Opportunity Grants, or
Federal Work-Study. These applicants should check with their schools financial aid offices for more information.
Eligible Program B
An accredited program of organized instruction or study that leads to an academic, professional or vocational
degree or certificate, or other recognized educational credential. To receive federal student financial aid, you
must be enrolled in an eligible program, with two exceptions:
If a school has told you that you must take certain course work to qualify for admission into one of its
eligible programs, you can get a Stafford Loan for up to 12 consecutive months while youre completing
that preparatory course work; you must be enrolled at least half-time, and you must meet the usual
federal student financial aid eligibility requirements.
If youre enrolled at least half-time in a program to obtain a professional credential or certification
required by a state for employment as an elementary or secondary school teacher, you can get a Federal
Perkins Loan, Federal Work-Study, a Stafford Loan, or your parents can get a PLUS Loan, while youre
enrolled in that program.
Expected Family Contribution P
Your Expected Family Contribution (EFC) is the number thats used to determine your eligibility for federal
student financial aid. This number results from the financial information you provided in your FAFSA
application. Your EFC is reported to you on your Student Aid Report (SAR).
Financial Aid Package B
The total amount of financial aid (federal and nonfederal) a student is offered by the school. The financial
aid administrator at a postsecondary institution combines various forms of aid into a package to help meet
a students education costs. Using available resources to give each student the best possible package of aid is
one of the aid administrators major responsibilities. Because funds are often limited, an aid package might fall
short of the amount a student needs to cover the full cost of attendance. Also, the amount of federal student
aid in a package is affected by other sources of aid received (scholarships, state aid, etc.).
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General Education Development (GED) Certificate P
This is a certificate students receive if theyve passed a specific, approved high school equivalency test. Students
who have a GED may still qualify for federal student aid. A school that admits students without a high school
diploma must make available a GED program in the vicinity of the school and must inform students about
the program.
Guaranty Agency B
The guaranty agency is an organization that administers the Federal Family Education Loan (FFEL) Program
in your state. This agency is the best source of information on FFELs. For the name, address, and telephone
number of the agency serving your state, you can contact the Federal Student Aid Information Center at
800.4.FED.AID (800.433.3243).
Half-Time B
At schools measuring progress in credit hours and semesters, trimesters, or quarters, half-time is at least six
semester hours or quarter hours per term for an undergraduate program. At schools measuring progress by
credit hours but not using semesters, trimesters, or quarters, half-time is at least 12 semester hours or 18
quarter hours per year. At schools measuring progress by clock hours, half-time is at least 12 hours per week.
Note that schools may choose to set higher minimums than these. It is important that you verify what your
particular institution considers half-time enrollment You must be attending school at least half-time to be
eligible for a Stafford Loan. Half-time enrollment is not a requirement to receive aid from the Federal Pell
Grant, Federal Supplemental Educational Opportunity Grant, Federal Work-Study, and Federal Perkins
Loan programs.
National Student Loan Data System (NSLDS) L
NSLDS is the Department of Educations database for federal student financial aid where you can find out
about the aid youve received. If youve only just applied for aid, you wont find any information on NSLDS
yet. NSLDS receives data from schools, guaranty agencies and Department of Education programs. The
NSLDS Web site is generally available 24 hours a day, seven days a week. By using your PIN, you can get
information on federal loan and Pell Grant amounts, outstanding balances, the status of your loans, and
disbursements made. You can access NSLDS at http://www.nslds.ed.gov.
Promissory Note B
A promissory note is a binding legal document you sign when you get a student loan. It lists the conditions
under which youre borrowing and the terms under which you agree to pay back the loan. It will include
information on how interest is calculated and what deferment and cancellation provisions are available to the
borrower. Its very important to read and save this document because youll need to refer to it later when you
begin repaying your loan or at other times when you need information about provisions of the loan, such as
deferments or forbearances.
Regular Student B
A regular student is one who is enrolled or accepted for enrollment at an institution for the purpose
of obtaining a degree, certificate, or other recognized educational credential offered by that institution.
Generally, to receive federal student financial aid from the programs discussed in this guide, you must be
a regular student. There are exceptions to this requirement for some programs.
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Satisfactory Academic Progress L
To be eligible to receive federal student financial aid, you must meet and maintain your schools standards
of satisfactory academic progress toward a degree or certificate offered by that institution. Check with your
school to find out its standards.
Selective Service Registration P
To receive federal student financial aid, if you are a male born on or after Jan. 1, 1960, are at least 18 years
old, and are not currently on active duty in the U.S. Armed Forces, you must register, or arrange to register,
with the Selective Service System. (Citizens of the Federated States of Micronesia, the Republic of the
Marshall Islands, or the Republic of Palau are exempt from registering.)
Student Aid Report (SAR) P
After you apply for federal student financial aid, youll get your FAFSA results in an e-mail report within a
few days after your FAFSA has been processed or by mail in a few weeks. This report is called a Student Aid
Report or SAR. Your SAR details all the information you provided on your FAFSA. If there are no corrections
or additional information you must provide, the SAR will contain your Expected Family Contribution (EFC),
which is the number thats used to determine your eligibility for federal student aid. Whether you applied
online or by paper, the Department of Education will automatically send your data electronically to the
schools you listed on your FAFSA.
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The following chart summarizes common federal student aid programs, including general guidelines
and award sizes. Staff should review these aid sources with all students in need of financial support, and
encourage them to apply to all programs for which they meet the requirements. Activity IV)C-3: Conducting
an Aid Search, will guide students through a financial aid search at the state, private and institution level.
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Student Aid Program
Details
Annual Award Limits
Pell Grant
Available almost exclusively to

undergraduates; all eligible students will
receive the Federal Pell Grant amount they
qualify for.
$400 to $4,731 for 2008-09

(please visit http://www.studentaid.
ed.gov to check for updates).
Academic Competitiveness
Grant (New in 2006-07)
For full-time first- and second-year Pell

Grant recipients who completed rigorous
high school program, as determined by local
education agency and Secretary of Education.
Must maintain a GPA of at least 3.0 the
second year.
Up to $750 for the first year and up

to $1,300 for the second year.
SMART Grants
For third- or fourth-year Pell Grant recipients

enrolled full-time in math, sciences,
engineering, and foreign languages considered
critical to national security. Students must
also have at least a 3.0 GPA.
Up to $4,000 per year.
Federal Supplemental
Educational Opportunity
Grant (FSEOG)
For undergraduates with exceptional financial

need; priority is given to Federal Pell Grant
recipients; funds depend on availability
at school.
$100 to $4,000.
Work-Study
For undergraduate and graduate students;

jobs can be on or off campus; students are
paid at least federal minimum wage.
No annual minimum or maximum

award amounts.
Perkins Loan
Interest charged on this loan is five percent

for both undergraduate and graduate
students; payment is owed to the school that
made the loan.
$4,000 maximum for undergraduate

students; $6,000 maximum for
graduate and professional students;
no minimum award amount.
Subsidized Direct or FFEL

Stafford Loan
Subsidized: Department of Education pays

interest while borrower is in school and
during grace and deferment periods; you
must be at least a half-time student.
$3,500 to $8,500, depending on

grade level. Please see http://www.
studentaid.ed.gov for updates.
Unsubsidized Direct or
FFEL Stafford Loan
Unsubsidized: Borrower is responsible for

interest during life of the loan; you must be at
least a half-time student; financial need is not
a requirement.
$3,500 to $18,500, depending on

grade level (includes any subsidized
amounts received for the same
period). Please see http://www.
studentaid.ed.gov for updates.
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SECTION
SECTION
IV:IV:
Financial
Financial
Planning
Planning
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Student Aid Program
Details
Annual Award Limits
Direct or FFEL
PLUS Loan
Available to parents of dependent

undergraduate students who are enrolled at
least half-time.
Maximum amount is cost of

attendance minus any other financial
aid the student receives;
no minimum award amount.
Leveraging Educational
Assistance Partnership
(LEAP)
Funded by ED but administered by the state;

program names vary by state; may be in the
form of work-study. Often required to be a
state resident, so contact the state where you
live, not the state where you attend school,
if that is different.
HOPE Tax Credit (IRS)
For first- and second-year students enrolled at

least half-time; note income limits.
Up to $1,500 per student.
Lifetime Learning Tax

Credit (IRS)
Part-time students also qualify, unlimited

number of years; note income limits.
Up to $2,000 per return.
Health and Human

Services scholarships
and loans
For disadvantaged, full-time students

enrolling in health or nursing programs.
See http://www.bhpr.hrsa.gov/dsa
for current limits.
Montgomery GI Bill
Active Duty
Up to 36 months for 10 years

following release.
See http://www.gibill.va.gov for

current limits.
Montgomery GI Bill
Selected Reserve
Up to 36 months for 10 years from

date of eligibility.
Survivors and Dependents

Educational Assistance
Program (DEA)
For spouses or children of veterans who died,

are disabled, or are missing in action.
Veterans Educational
Assistance Program
(VEAP)
For those in active duty between 1977

and 1985.
Reserve Officers Training

Corps (ROTC)
GPA minimums and physical standards.
Up to $20,000/year.
Montgomery GI Bill &

Army College Fund
Contribute $100/month during first year of

service.
Up to $71,424.
Americorps
May volunteer during or after college

education and may use funds to pay for
tuition or repay loans.
Up to $4,725.
529 College Savings Plan
As of July 2006, the 529 Plan became

tax exempt.
See http://www.collegesavings.org.
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In addition to those federal programs listed above, try finding information on financial aid programs in
your state, at your institution, or through local organizations. For example, many scholarships exist that
base awards on academic achievement, religious affiliation, ethnic/racial heritage, socioeconomic status,
community involvement, leadership, artistic or athletic abilities, field of study, and special interests.
Some good places to start include:
http://www.finaid.org
http://www.fastweb.com
And for a list of state higher education agencies offering state-based aid, try:
http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SHE
Also, your institution may offer a free search.
Some characteristics to look for in a good Web scholarship search product include:
The search is free.
The information is confidential.
The Web site will notify you by e-mail when it adds scholarships that match your criteria.
Most importantly, avoid any Web sites that charge you to conduct a scholarship search.
Also note that when searching for aid, you should not feel obliged to accept the maximum loan amount
you should first seek out grants and scholarships in order to avoid as much debt as possible later on.
Source
Program Name
Program Details
Grant
Programs in
Your State
Scholarships
and Loans
at Your
Institution
Private
Scholarships
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Award Limits

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The following scholarships are available to high-achieving undergraduate students. If you think you might be
interested in applying for one these programs, lay a good foundation by earning good grades and participating
in all your campus has to offer.
Covered by Program
Number
of
Awards
Program
Deadline
Length
Gates
Scholarship
Varies
Elected for study

at the University
of Cambridge
University fees, living

expenses, a living
allowance, and airfare
are covered by the
scholarship (award is
conditional on student
gaining admissions to
the university through
its regular application
process)
About
100
http://www.gates.
scholarships.cam.
ac.uk/
Marshall
Scholarship
Early
October
Two years of
study at either
a graduate or
undergraduate
institution in the
United Kingdom

expenses, a living
allowance, book fees,
and travel costs
At least
40
http://www.
marshallscholarship.
org/
Fulbright
Scholarship
MidOctober
One year of
study/research in
a participating
country
Living expenses, a living

allowance, a book/
research allowance,
and travel; some
countries provide tuition
assistance or other grant
enhancements
Varies
http://
us.fulbrightonline.
org/home.html
Mitchell
Scholarship
Early
October
One year of
study at a
postsecondary
institution in
Ireland
University tuition,
living expenses, a
living allowance, and
international travel costs
12
http://www.usirelandalliance.org
Rhodes
Scholarship
Early
October
Two to three
years of study at
the University of
Oxford

expenses, a living
allowance, book and lab
fees, and travel costs
32
http://www.
rhodesscholar.org/
Jack Kent
Cooke
Scholarship
Early May
Up to six years of
graduate study in
the United States
A portion of tuition,
living expenses, fees, and
books up to $50,000
per year
65 in fall
2006
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Link
http://www.jackken
tcookefoundation.org
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The chart on the following page will help you understand the sources and timing of your funding and
whether any other resources are available. Fill out this worksheet with your toolkit administrator or a financial
aid advisor to help keep track of any aid that is still owed or paperwork that you still need to complete.
Note that the FAFSA automatically serves as the trigger for federal grants no separate application is necessary. However, it is
recommended that you fill out the financial aid application for your institution in order to trigger other types of aid.
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Loans first
repayment due date
Loans
interest rate
Renewed?
Due date to reapply
Annual amount
awarded/total amount
borrowed
Received?
Loan promissory
notes complete
Accepted awards
Verification
Paperwork complete?
Applied?
Eligible?
Pell
SEOG
Federal
L
Stafford
Action (when
applicable)
Other
W-S
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State
L
Institution
This chart uses the following key:

G = Grants, L = Loans, S = Scholarships, W-S = Work-Study, O = Other
Perkins
Private
O
Other source (e.g., family)
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Renewing Your Aid
In order to keep the aid coming every year, youll have to fill out paperwork at the end of each fall term or the
beginning of each spring term, depending on your institution (be sure to check with your financial aid office
about key deadlines).
The Good News

Youll have fewer questions to answer for your second academic year, because youll complete a Renewal
FAFSA that contains much of the information you gave on your original application
Youll update only the information that has changed since you filed the FAFSA application, and fill in a few
new answers
There is a big window to reapply for aid but you can lose your eligibility along the way, so be aware of
your institutions or states specific deadlines
Note: Certain aid categories, especially scholarships, are awarded early in the financial aid cycle. In general, the sooner you apply for
financial aid, the more consideration youll receive for all programs for which you qualify.
The Process
In November or December, youll receive notice (e-mail or regular mail) reminding you to apply for the
next award year.
Youll access your Renewal FAFSA on the Web, using your PIN. (Note: All renewals must now be
submitted electronically there are no paper renewal applications).
Review the information on the Renewal FAFSA, change or add information as needed, sign and submit it.
Youll then receive your Student Aid Report (SAR) containing your application results.
Review your SAR to make sure all your information is correct.
Check with your financial aid administrator or contact the Federal Student Aid Information Center
at 800.4.FED.AID (800.433.3243) if you have questions about the FAFSA renewal process.
Y
ou must reapply for federal student aid every year.
If you change schools, your aid doesnt automatically transfer with you.
Check with your new school to find out what you need to do to continue receiving financial aid.
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Making Corrections to the SAR
You can make any changes to your SAR online using your PIN. For example, if your income or other financial
circumstances have changed, you may make changes to your Expected Family Contribution (EFC). Your EFC
will appear in the upper right-hand portion of a paper SAR and at or near the top of an electronic SAR.
In addition, if you want to add or change institutions, you can do so using your PIN online, or by calling the
Federal Student Aid Information Center 800.4.FED.AID (800.433.3243). If you call, youll need your Data
Release Number (DRN), which is located on your SAR.
Always Apply ASAP

Regardless of posted deadlines, it is to your advantage to complete the FAFSA as soon as possible. Schools can
only award funds to assist you in meeting your goals until they run out of the funding allotted for a particular
semester, trimester, or quarter. Turning in the FAFSA and completing your process early improves your chance
of getting the funding you need.
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Borrowing Responsibly*
A loan, unlike a grant, is borrowed money that must be repaid.
You must repay your loan even if you didnt like the education you received or you cant find a job after
you graduate.
You must keep your lender informed of any changes in your name, address, telephone number, Social
Security number, or school enrollment status.
You must make payments on your loan even if you dont receive a bill or repayment notice; billing
statements are sent to you as a convenience, but you have to make payments even if you dont receive any
reminders.
You can prepay the whole loan or any part of it at any time without penalty; this means you are paying
some of the loan before its due.
Deferment and forbearance are ways of putting off or temporarily reducing loan payments. Consolidation
means combining two or more federal student loans into a single loan; if you apply for deferment,
forbearance or consolidation, you must continue to make payments on your loan until you have been
notified that your request has been processed and approved.
Your student loan account balance and status will be reported to national credit bureaus on a regular basis;
just as failing to repay your loan can damage your credit rating, repaying your loan responsibly can help
you establish a good credit rating.
The consequences of defaulting (failing to pay according to your loan contract) on a federal student loan
are severe and long lasting; for example, you might not be able to buy a car, and your federal income tax
refund could be applied to your student loan balance instead of being sent to you.
There are repayment options available to assist you if youre having trouble making payments.
There are tax benefits of up to a $2,500 maximum deduction per year for loan repayment; you will want
to check with a tax expert to determine whether you qualify.
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Lender is your school. Repay your school or its

agent. Up to 10 years to repay, depending on
amount owed
5 percent
Changes yearly; for 2006-07, 7.14

percent for loans in repayment.
For those with financial need,
government pays interest during
school and certain other periods
Same as above
Changes yearly; for 2006-07, 7.94

percent for loans in repayment;
government does not pay interest
Same as above
Federal Perkins
FFEL
Stafford Loans
Direct Stafford
Loans
FFEL
PLUS Loans
Direct
PLUS Loans
Credit Cards*
Other
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* Note: It is advised that you avoid credit cards if they take more than three months to pay off.
Private/
Alternative Loans
Same as for Direct Stafford Loans above, except

that Income Contingent Repayment Plan is
not an option
Same as for FFEL Stafford Loans above
Lender is the Department of Education;

between 10 and 30 years to repay, depending
on amount owed and type of repayment
plan selected
Lender is a bank, credit union, or other

participating private lender. Between 10 and
25 years to repay, depending on amount owed
and type of repayment plan selected
Lender/Length of Repayment
Loan Program Interest Rate
Principle/Interest
None
None
Repayment begins 60 days

after the loan is paid out
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Unsubsidized borrowers may

pay interest now or later if
capitalized
Unsubsidized borrowers may

pay interest now or later
if capitalized
Check with financial aid

administrator if less than
half-time
Notes
Yes; parents must pay Repayment begins 60 days

both
after the loan is paid out
Yes; parents must

pay both
Six
Not for subsidized;
months unsubsidized must
pay interest
Six
Not for subsidized;
months unsubsidized must
pay interest
Nine No
months
Grace
Period
The following chart summarizes the terms of common loan programs the amount of interest you must pay in addition to the amount of the loan, the lender you will be
paying, and how long you have to pay back the loan. The grace period is the amount of time you have between receiving your last loan and having to begin repaying the
loan. Some loans require you to pay principal or interest during this time, while others do not. We have provided spaces to fill in the same information for any
nonfederal loans you may be responsible for repaying.

S
Repayment Scheduling Options
Generally, you must make a payment on your federal loans once a month. The repayment amount depends on
the size of your debt, the length of your repayment period (typically 10 to 30 years), and the repayment plan
you choose: standard, extended, or graduated. For example, with Stafford loans, you may choose from a 10 year
standard with a $50 monthly minimum payment, an extended plan, or a graduated plan where the amounts
increase over time. There are also income-contingent options that vary by the amount of money you make.
If you dont choose a plan when repayments begin, you will automatically default to the standard plan. You can
change plans as your circumstances change at any time for Direct Loans and once a year for FFEL loans.
The school should send you information about the various repayment options before you leave for the year.
For current interest rates, see http://www.ed.gov/offices/OSFAP/DirectLoan/calc.html.
Deferment
You may qualify for loan deferment or forbearance to temporarily stop your loan repayment if you are
enrolled at least half-time, cannot find full-time employment, and face economic hardship. You must first
receive notice that your deferment has been approved before you can stop making loan payments. To apply,
you may contact your school for Perkins loans, the direct loan servicing center for direct loans, and a lender or
agency for FFEL loans. You must still pay interest for unsubsidized loans. If loan payments are 20 percent or
more of your monthly income, you qualify for mandatory forbearance, but you must still contact the lender
or loan-servicing agent.
Consolidation
You can elect to consolidate loans once you enter the grace period. This will lower monthly repayments and
extend your repayment period. You must consolidate before July 1 to lock in the current interest rates but
check first to see whether rates are increasing or decreasing that year. In addition, you may be able to reduce
the interest rate of your loan through automatic payments.
Cancellation
You can only be eligible for loan cancellation or discharge under very limited circumstances, such as death, full
disability, or bankruptcy. You CANNOT cancel because of not completing or being dissatisfied with a course;
even if you withdraw from a class or from college, you must pay your loans to avoid default. Defaulting is the
failure to meet the terms set by your promissory note.
Borrowers Rights
Stafford loans require entrance counseling, and most loans require exit counseling. During these sessions, you
will receive information on repayment procedures. As a borrower, you have the right to receive the following
information when taking out a loan:

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Full loan amount and interest rate

Start of repayment date
Complete list of any charges/fees and collection terms
Yearly and total loan maximums
Repayment requirements minimum amount and latest date
Explanation of defaults and consequences
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Defaulted Student Loans: FAQ*
If you default on your student loan, the maturity date of each promissory note is accelerated, making payment
in full immediately due, and you are no longer eligible for any type of deferment or forbearance. Continued
failure to repay a loan in default may lead to several negative consequences for you over the long term,
including having your wages garnished and/or your federal income tax withheld and losing your eligibility for
other federal loans, such as FHA or VA.
However, there are now more ways than ever before to repay your defaulted student loan. Certain programs
can even remove your loan from its defaulted status. Determining which repayment option is right for you
depends on what your objective is.
I want to pay my defaulted student loan in monthly payments that are affordable to me.
All guaranty agencies and the Department of Education (ED) will accept regular monthly payments that
are both reasonable to the agency and affordable to you. You should call them at 800.621.3115 and one of
customer service representatives will assist you with determining a repayment amount that is right for you.
Im applying for a HUD (FHA) or VA loan and I dont qualify because of my defaulted student loan.
Your options for reinstating your eligibility to receive a HUD (FHA) or VA loan are to repay or satisfy the
loan in full consolidate your loan through the FFEL Loan Consolidation Program or the William D. Ford
Direct Loan Program or rehabilitate your loan through the Department of Educations loan rehabilitation
program. Since defaulted student loans have no statute of limitations for enforceability, you would remain
ineligible to receive a HUD or VA loan until you complete one of the options mentioned above.
My credit record is tarnished because of my defaulted student loan. Is there anything that I can do to
improve my credit record?
Failure to repay your defaulted student loan can be damaging to your credit record. In fact, consumer
reporting agencies may continue to report an account for seven years from the opening date. However, there
are several things that you can do to at least partially, and in some cases fully, restore your credit record.
Your options for bettering your credit report include repaying or satisfying the loan in full; consolidating
your loan through the FFEL Loan Consolidation Program or the William D. Ford Direct Loan Program;
or rehabilitating your loan through the loan rehabilitation program.
If you want to expunge all negative credit reports made by the Department of Education from your credit
record, you must successfully complete the loan rehabilitation program.
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In addition to the basic loan applications, every financial aid office has other resources that you may not
know about. If you find yourself in a bind, either because you cannot afford to pay for a car repair or are at
risk of losing your financial aid, we strongly urge you to contact your financial aid office in person, by phone,
or by e-mail about one of the following:
Appeals
You may fill out an appeals form listing your personal, academic, and financial circumstances if you are at
risk of losing your aid. Although policies vary by each individual institution, most require that you maintain
satisfactory academic progress (typically a C average) and stay enrolled in a minimum number of credit
hours in order to keep your aid. If you do not meet these criteria, your aid will be suspended. In some
cases, however, you may make an appeal due to special circumstances. You can find information about your
institutions appeals procedures through the financial aid office Web page.
Emergency Loans
Many institutions have special short-term loans reserved for emergency situations such as car repair or child
care. Typically these loans are around $100 to $200; like all loans, they must be paid back, but are generally
interest-free. If you have run out of aid, but must pay a bill, contact your financial aid office for details on the
availability of emergency loans.
Aid Workshops
Many campuses provide free financial aid workshops to help you figure out your financial aid forms and
terms. Take advantage of these workshops to ask the facilitators any questions you may have about your aid
package. Contact your financial aid office to find out when the next workshop will be.
Aid Counseling
Your campus should have financial aid counselors on-site, with office hours available for personal
appointments. If you are ever confused about your aid, do not hesitate to meet with these professionals on
campus. That is why they are there. If your class or work schedule conflicts with their office hours, send them
an e-mail or set up a time to speak over the phone.
Dont forget to refer to the form you filled out in Section IIB: Navigating the Campus to locate the appropriate contact information.
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Borrowers Beware: Identity Theft and Scholarship Scams*
How does identity theft happen? Criminals use their access to personal data such as names, telephone
numbers, Social Security numbers, and bank and credit card information. Using the stolen data, the criminal
can fraudulently obtain credit cards, buy items over the Internet, and even establish cellular phone accounts.
Complaints to the Federal Trade Commission (FTC) about identity theft have increased greatly each year
since the FTC began compiling its complaint database.
Identify theft puts you at risk of money loss as well as bad credit.
Reduce Your Risk
Apply for federal student aid by filling out the Free Application for Federal Student Aid (FAFSA)
at www.fafsa.ed.gov.
After completing the FAFSA electronically, remember to exit the application and close the browser.
Keep your Department of Education (ED) PIN in a secure place (get your PIN at www.pin.ed.gov).
Dont reveal your PIN to anyone, even if that person is helping you fill out the FAFSA. The only time you
should be using your PIN is when you are on ED Web sites, which are secure.
Review your financial aid award documents and keep track of the amount of aid applied for and awarded.
Shred receipts and copies of documents with personal information if they are no longer needed.
Immediately report all lost or stolen identification (credit card, drivers license, etc.) to the issuer(s).
Rip up credit card offers before throwing them away.
How ED Keeps Your Information Safe
The information you share with the Department of Educations secure Web sites (e.g., www.fafsa.ed.gov
and www.pin.ed.gov) goes through a process called encryption. Encryption uses a mathematical formula
to scramble your data into a format that is unreadable by anyone who might intercept it. This is how we
do our part to keep your information safe but you need to do yours as well.
Report Identity Theft
If you become a victim of identity theft or suspect your student information has been stolen, contact the
Department of Education Office of Inspector General, Federal Trade Commission, Social Security
Administration or Credit Bureau. Contact information is provided in the Web site listings at the end of
this section.
* From the Department of Education.
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Beware of Scholarship Scams!
Financial aid scams are a hot topic these days. You should be aware of the tactics companies use to
convince students to buy their services. Here are some of the most common claims students are hearing:
If you use our services, youre guaranteed to get at least $2,000 in student aid for college, or well
give you your money back.
This claim doesnt mean anything. Most students are eligible for at least $2,625 in unsubsidized student
loans anyway and because a student loan is considered student aid, you wont be able to ask for a
refund if thats all youre offered. No one can guarantee to get you a grant or scholarship. Remember,
too, that refund guarantees often have conditions or strings attached. Get refund policies in writing.
Applying for aid is complicated. Were the only ones who can help you through the process and
find all the aid for which youre eligible.
Unlikely. There are many places to get free help applying for student aid. Check with your school
counselor or college financial aid office for help filling out the Free Application for Federal Student
Aid (FAFSA). Your school or college also can help you find scholarships.
In addition, many states offer College Goal Sunday, which offers free help from the experts to help
get you through the process: www.collegegoalsunday.org. If your state doesnt have a program but is
near the border of an existing College Goal Sunday program, you can still attend, as all sessions will
review the federal process.
Id like to offer you a scholarship [or grant]. All I need is your bank account information so the
money can be deposited and a processing fee charged.
Watch out! Its extremely rare for a legitimate organization to charge a processing fee for a scholarship.
Some criminals imitate legitimate foundations, federal agencies, and corporations. They might even have
official-sounding names to fool students. Dont give anyone your bank account or credit card information
or your Social Security number (SSN) unless you initiated the contact and trust the company. Such
personal identification information could be used to commit identity theft. If youve been contacted by
someone claiming to be from the Department of Education (ED) and asking for your SSN or bank account
information, do not provide it. (ED does not make such calls.) Instead, immediately contact:
Reporting Student Aid Fraud
800.MIS.USED (800.647.8733)
E-mail: oig.hotline@ed.gov
Web site: http://www.ed.gov/misused
See resource Section E at the end of this Section IV for contacts to help you prevent or report a financial aid scam.
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Student Aid Assistance on the Web
http://www.studentaid.ed.gov
http://www.studentaid.ed.gov/completefafsa
http://www.fafsa.ed.gov
http://www.finaid.org
Federal Student Aid Information Center
800.4.FED.AID (800.433.3243)
Direct Loan Borrower Services
800.848.0979 (TTY users can call 800.848.0983)

Direct Loan Consolidation Information
800.557.7392 (TTY users can call 800.557.7395)

Reporting Student Aid Fraud
800.MIS.USED (800.647.8733)
E-mail: oig.hotline@ed.gov
Web site: http://www.ed.gov/misused
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D. Your Money
While the previous section covered financial aid from outside sources, this section will help students manage
their own money and assess their financial health. Topics covered include budgeting, spending money wisely,
understanding checking and credit card accounts, and managing credit.
Once again, it is important not only for financial aid staff and administrators, but for all advisors and
counselors working with students to understand these personal finance concepts and help guide students
through these activities. Students should walk away with a greater understanding of how much money they
should be spending and saving, and how much time they should spend working.

The worksheet on the following page helps you keep track of estimated income and expenses for the current
academic year, to give you an idea of how much you should be spending on necessities such as food and
supplies, as well as on fun social activities.
After You Complete the Worksheet
If your balance is negative, is there any way you can think of to borrow a little extra money or to work a few
more hours without spending too much time away from studying?
If your balance is positive, how much extra money do you have each month? Are you working? Is it necessary
to continue working at the same number of hours, or would it be possible to reduce your job commitments in
order to spend more time studying and participating in campus activities?
Try saving your receipts and recalculating your actual expenses to see if there are any areas where you can
save money. For example, you may find that your meal expenses add up to be much higher than estimated
each month. Is there anything you can do to spend less on meals? Would it help to eat in more? Can you
forego that expensive latte at the corner caf for a cup of coffee from the cafeteria? Are you tempted to buy
big ticket items after receiving a paycheck or financial aid? Avoid spending lavishly on luxury items at the
expense of your week-to-week or month-to-month expenses.
If you study your spending behaviors and investigate cheaper alternatives, you may be able to adjust your
budget balance and possibly even reduce the number of hours you currently work.
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Income:
Annual
Monthly Budget =
Annual / 12
Annual
Monthly Budget =
Annual / 12
Off-Campus Job
Work-study
Scholarships/Grants
Loans
Family Support
Tax benefits
Other
Total Income
Expenses:
Tuition + Fees
Health Insurance
Books and Supplies
Rent
Utilities
Groceries
Clothing
Laundry
Telephone
Cell Phone
Home Maintenance/Furnishings
Meals
Transportation
Child Care
Entertainment/Recreation
Miscellaneous/Personal
Loan Payments
Credit Card Payment
Other Debt Payment
Unexpected Expenses/Emergencies
Total Expenses
Total Income Total Expenses = Balance
Balance worksheet adapted from Ohio State University award guide at http://sfa.osu.edu/awardguide/index.asp?tab=e#pagecontent
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Money Saving Tips*
Tips for saving money while youre in school:
1) Textbooks
Textbooks Online
If the shock of tuition didnt bother you, the price of your textbooks might. Textbooks can cost $300 or
more a semester, depending on how many classes you take. Luckily, youre not required to buy your textbooks
at the campus bookstore. Many online bookstores now sell new and used textbooks at much lower costs.
The following Web sites sell new and used textbooks. They also provide a service that allows you to sell your
textbooks on their Web sites when youre done with them:
http://www.textbookx.com
http://www.half.com
http://www.bigwords.com
Some professors may put together a packet of information and sell it through the bookstore. These professormade packets are NOT sold through online vendors.
Textbooks Library
Most of your course books are also available at your colleges library or another colleges library. You can
generally borrow a book for a month at a time. The downside of borrowing a book from the library is that you
cannot highlight the book or write in it.
Textbooks Other Students
If you know someone who has already taken the class, you should ask that person if you can borrow the book
for the semester or if you can buy it.
* From http://www.collegeforadults.org
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2) Computers/Software
Computers/Software On Campus
Every college has a computer lab that is open to its students. Its free and always staffed by one or two people
who can provide you with the support you need. Keep in mind, though, that while using the computer lab is
free, printing may not be. Always bring money to print out copies of your work.
If you are purchasing a computer from your schools computer store or a retail computer store, always make
sure that you ask about student discounts and that you carry your student identification card with you.
Usually, computers come with basic software, such as word processing and spreadsheet programs. If you need
additional software, you can get it at a student rate. Sometimes you can purchase software (such as Microsoft
Office or Adobe Photoshop) for half the retail price.
Computers/Software Online
If going to the computer lab is not an option for you, you can purchase a computer online for less than
the retail cost. In addition, many of the major computer companies, such as Apple or Dell, offer student
discounts either directly or through discounts redeemable at your colleges bookstore. There are also many
used computer Web sites that offer desktops and laptops at deep discounts.
http://www.academicsuperstore.com/
http://www.journeyed.com/home.asp
http://www.studentadvantage.com/discountcard/
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Most banks have several types of checking accounts. You can choose from basic, no-frills, no-fee accounts,
or investment accounts, which typically require greater monthly minimums. You want to find an account
with low minimum balances and few, if any, fees. If your campus has a credit union, that is usually a safe bet.
Also, some commercial banks may have special student accounts designed for low budgets. Find out what the
fees are to use ATMs, debit cards, and online banking. Find out how to avoid fees. For example, some credit
unions have extensive networks of ATMs to help you avoid withdrawal fees. Also, find out if the account
offers overdraft protection, which is not always available for basic, low balance accounts, but is helpful because
you dont have to worry about maintaining a balance without paying a fee. If you do not have overdraft
protection, when a check bounces, you must pay a fee to the bank. Often the store or vendor where the
purchase was made also charges a fee.
Make sure you understand your bank account read the fine print carefully to make sure there arent any fees
they failed to mention.
My Bank
Account Has:
Yes/
No
Amount/
Number
How to
Avoid Fees
Monthly
service charge
Charge for
in-person banking
ATM withdrawal fee
Online banking fee
Debit card/cash
back fee
ATMs nearby
Charge for other banks
ATMs
Monthly
minimum balance
Overdraft protection
Automatic monthly
payments available
Bounced check fee
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Credit cards come in all sorts of shapes and sizes, and credit card offers come in the mail almost every day.
You should only have one credit card having too many cards in your name, combined with a low-income,
could put you at risk of a poor credit rating or perhaps identity theft. If you are lured by a store credit card
that offers a discount, be sure to cancel that account as soon as you find that you no longer shop at that store.
Also, once you choose a credit card, pay attention to your bills and add up expenses in the balance sheet
weve provided. You may need to adjust your budget or limit spending in certain areas, as costs can often
exceed expectations. For example, a latte at Starbucks may cost only $3, but if you get one each day, that adds
up to about $90 a month that could have been spent on a textbook. Buy instant coffee for your room or get a
regular cup of coffee in the campus cafeteria, which costs less than Starbucks. This is just one example
of how costs can add up. It is very important to limit your use of credit cards spending can be very easy
when all you have to do is swipe a card. Take a moment to think first about how a purchase will affect your
bottom line, and try to determine what you really need. Go back and revisit our spending tips and budgeting
sections for more information on cost saving and smart spending.
Make sure you understand what your credit card is really costing you:
C
ard Type
Standard issue financial institution and bank credit cards are most common. Credit unions are another
good source and will often offer equivalent rates.
Annual Percentage Rate (APR)
As a student, your interest rates will probably range between 10 percent and 18 percent. This is higher
than the rates an established borrower would receive, but better than the rate for people with poor credit
histories. Read the APR offer closely for the terms for the introductory rate. Most cards offered to students
have a very low introductory rate, which then skyrockets to unreasonable levels after a three to six month
period. Make sure you read the fine print and pay attention to any introductory periods and how long they
last. The lower the rate, the less your credit spending will cost. Try calling your credit card company if your
rate is around 18 percent, which is too high, and asking for a lower rate. The rate should be closer to 10
percent. If the company doesnt comply, threaten to take your business elsewhere; if they still refuse, trade
down to a better card.
Annual Fees
Most standard credit cards dont come with annual fees. Some premium or reward cards, such as airline
mileage cards, charge annual fees. Look at the small print disclosure to see if your card has a hidden annual
fee. Also keep an eye out for excessive late fees, transaction fees, and over-limit fees. Review statements each
month to figure out what youve paid in fees, and think about ways to avoid them.
Grace Period
The grace period on a credit card is the amount of time between when you make a purchase and when
interest is applied to the purchase. For many cards, the interest-free grace period is about 25 days. Cards
with small or nonexistent grace periods will cost you more.
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Credit Limit
Your credit limit is the amount that you are allowed to borrow with the credit card. Ideally, you should
never approach your credit limit, especially on more than one card. Finding a card with a higher limit is
not necessarily better. A card with a lower limit can instill some discipline in your spending. You probably
want enough of a limit so that you can buy a plane ticket in an emergency, for example, but not enough
that you are tempted to finance a five-day cruise on your credit card.
Rewards
There are also perks that often come with credit cards, such as mileage or cash rewards. These can be a
good deal, but do read the fine print. There are often several restrictions, and the number of points or the
percentage that you receive on purchases as quoted in the offer is often the maximum possible, after youve
already spent a required amount.
Your Credit Health

Your credit score is the single most important factor in determining whether youll get approved for a mortgage,
car loan, or a credit card, and if you are approved, what the interest rates will be. In addition, credit scores are
now being used to determine insurance rates. There are several factors that make up your credit score: credit
history, payment history, bankruptcies, debts, number of times you have requested credit, and the type of
credit for which you are applying.
You can take a look at your financial record by getting your credit score, along with a copy of your credit
report. Your credit report has all the juicy details that creditors are sharing with each other about you. What
bills have you sent in late? How free and loose are you with credit cards? Are you are a good risk someone
who can be trusted with other peoples money? Under federal law, everyone is entitled to receive a free copy of
their credit report. This can be done at the Web site www.annualcreditreport.com. You can order your credit
report online from the other Web sites listed at the end of this section. Be sure you choose the option that also
gives your credit score. More than likely, having your credit score added to the report will cost you about $15.
Shop around for the best deal for you. Your credit score may be slightly different at each Web site, but until
you know theres a problem, one credit report should be enough.
Credit scores typically range from 300-850, and an ideal score is above 700. Scores below 600 are generally
considered to be high-risk.
In case you get into trouble

If you are getting unpleasant calls from your creditors or their collection agencies about past due bills, the
worst thing that you can do is ignore them. In fact, the best way to head off those calls is to be up front when
you cannot pay a bill. Call the company before those bills are past due; explain that you are unable to pay,
and try to come up with a payment plan that you can handle. If you stay in contact, your creditors will at
least know that you are making an effort and that you are not going to skip out on your obligations.
Maintaining good communication with your creditors is very important.
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FAFSA Web Site
http://www.fafsa.ed.gov
Federal Aid Guides
http://studentaid.ed.gov/students/publications/student_guide/2006-2007/index.html
http://www.acenet.edu/bookstore/pdf/2005paying4college.pdf
FAFSA Workshops
http://www.collegegoalsunday.org
EFC Calculator
http://apps.collegeboard.com/fincalc/efc_welcome.jsp
Financial Aid Search
http://www.students.gov
http://studentaid.ed.gov/PORTALSWebApp/students/english/funding.jsp?tab=funding
http://www.studentaid.ed.gov/LSA
http://federalstudentaid.ed.gov
Repaying Student Loans
http://studentaid.ed.gov/students/publications/repaying_loans/2003_2004/english/index.htm
http://www.Staffordloan.com
http://www.ed.gov/offices/OSFAP/DirectLoan/calc.html
Reporting Scholarship Scams
http://www.bbb.com
http://naag.org/ag/full_ag_table.php
www.ftc.gov/scholarshipscams
http://usps.com/postalinspectors
Reporting Identity Theft
http://www.consumer.gov/idtheft
http://www.ed.gov/misused
http://www.consumer.gov/idtheft
http://www.ssa.gov/pubs/idtheft.htm
Credit Reports
http://www.annualcreditreport.com
http://www.equifax.com
http://www.experian.com
http://transunion.com
http://www.TrueCredit.com
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SECTION V: Adjusting to College Life
Contents
170

171

Retaining Native American Students: Strategies for Success
Exemplary Program Profile Native American Students
Exemplary Program Profile First Generation Mentoring
Activity V)C-3: Be SMART: Handling Stress without Drugs and Alcohol
Sexual Assault
Dealing with Disabilities
Activity V)D-1: Commuting Successfully
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178
178
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180
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185
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D
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DISABILITIES

Student engagement in the college community is a key component of persistence and degree completion.
When students, whether they are commuters or residential students at a two-year or four-year, public, or
private institution, become more involved in the campus community, they build an attachment to and
identification with the institution and feel more motivated to succeed. Although academic performance is
extremely important to degree completion, adjusting to campus life and building a peer network can be
crucial to retention as well. Becoming part of the campus community can be even more of a challenge for
commuter students. Along with resources for residential students, we have provided resources to help staff and
administrators develop programs for accommodating commuter students, including an overview of
exemplary programs.
In this section, you can guide your students through activities that will help them:

et in the college mind-set

G
Figure out their place in the social scene
Address residential and commuter issues
Take part in safe social outlets
On their own, professional staff can use the following materials to:

M
elp commuter students succeed

H
Help students counter homesickness
Think about planning social clubs and activities
Assess programs and services for first-generation students
D This section also provides resources and program examples for specialized student populations,
including those at HBCUs, Tribal Colleges, and students with disabilities.
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The following activities are intended for professional staff and administrators to complete on their own,
to think about how the institution and its staff can better serve commuter students and help residential
students cope with homesickness.

Instead of choosing to live in residence halls or a fraternity house, commuter students live at home, in an
apartment, or in a house they share with other students. Believe it or not, the majority of students on most
college campuses are commuter students, and they are a diverse group. Commuter students vary widely by age,
race/ethnicity, and socioeconomic status. Some commuters are also parents, while others are employed full-time
in addition to their course load. Commutes to campus can range from a five-minute walk to an hours drive.
This activity will help you assess the resources available to commuter students at your institution. If you
answer no to several of these items, you may want to plan a meeting with other staff and administrators on
campus to discuss the possibility of a commuter task force and additional commuter services.
Institutional Assessment
Do you know the percentage of students who are currently living off-campus?
Yes
No

If yes, what percentage?
_________ %
Does your institution:

Have a separate department to assist commuter students?
Yes
No

Have a commuter student association or organization?
Yes
No

Have a commuter lounge?
Yes
No

Have a Web site for commuter students?
Yes
No

Provide information about transportation?
Yes
No

Host special events for commuter students?
Yes
No

Have lockers commuter students can rent or use for free?
Yes
No

Hold business hours convenient to commuter student schedules?
Yes
No

Offer classes convenient to commuters?
Yes
No

Work with faculty and staff to understand commuter student needs?
Yes
No

Advertise commuter resources and organizations throughout the college?
Yes
No

Address commuter student issues during summer orientation?
Yes
No

Have a separate summer orientation for commuter students?
Yes
No

Address commuter student issues during freshman seminars?
Yes
No

Offer special programs for commuter students?
Yes
No

If yes, which programs?

Faculty mentor
Housing resources

Student mentor
Carpooling resources

Study groups
Other: ___________________________________________

Note: See the Exemplary Program Profiles at the end of this section for an example of a Commuter Lounge Program at the University
of Maryland where 57% of the students are commuters.
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For residential students, keeping in touch with life back home can ease some of the loneliness and isolation
they may feel during their first year at college. Many institutions organize parents weekends or activities to
help students stay connected with their families and share the college experience together, so there is a greater
understanding of the students challenges and experiences. You may also want to think about sending parents
newsletters or e-mails reminding them of the following suggestions for staying in touch.
In general, parents and friends should be encouraged to:

Visit the campus. Schedule visits to give students something to look forward to. By showing parents and
friends around campus, students will get a chance to feel proud of their new surroundings.
Be supportive. It is not unusual for first-time college students to experience periods of homesickness and
loneliness. Instead of suggesting the student come home, parents and friends should support the students new
environment and encourage him or her to become more involved in his or her campus community.
Keep in touch. Parents and friends can set up a regular day and time to call, and should be encouraged to
send e-mails, letters, or postcards. Parents can send newspaper articles from the local paper or food packages
to help the student feel less isolated.
Embrace their new lives. Parents should be encouraged to check out the colleges Web site and keep informed
about events happening on campus. Knowing when term papers are due, when deadlines are for financial
aid, or when there are major campus sporting events can help parents better understand campus life and the
resources and opportunities available on campus.
Remember that adjustment takes time. Adjusting to the new opportunities and challenges of college life
takes time. Students may go through periods of depression, loneliness, stress, or frustration. Parents should be
encouraged to be patient and stay positive.
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C
COMM
PRIVATE
PUBLIC

The information below is intended to help you think about getting students more involved on campus. If you
think that any of the organizations listed would be a good fit on your campus, speak to other staff and students
first to assess their interest. Then find out what formal steps are necessary to form a club or start an activity on
your campus. Also, encourage your students to form any clubs or activities that may not already exist.
A key part of college life is the connection between academic life and students needs for social outlets.
College honor societies, which seek to encourage scholarship and leadership, are a natural avenue to combine
both the academic and social needs of students. Honor societies can be specific to a given discipline, ranging
from business to biology and from mathematics to music.
The Association of College Honor Societies (http://www.achsnatl.org/index.asp) provides an overview of
more than 60 discipline-specific honor societies operating in both community colleges and four-year colleges
and universities.
The following are national honor societies; administrators and students wishing to establish chapters at their
campuses are encouraged to contact the Association of College Honor Societies.
Phi Beta Kappa The oldest honor society in the United States; it seeks to promote scholarship
4 4
in sciences and the liberal arts.
http://pbk.org
Phi Theta Kappa Phi Beta Kappas counterpart for two-year colleges; it actively promotes
C
student transfer to four-year institutions through transfer fairs and a transfer database of
high-achieving community college students.
http://www.ptk.org
The National Society of Collegiate Scholars this honor society is available at four-year colleges
4 4
and universities only, and its membership is comprised of first- and second-year students.
http://www.nscs.org
In addition to general and major-specific academic and professional societies, activities such as service
organizations, intramural athletics, and Greek organizations are effective means of connecting students to
campus. Students who are engaged with other students on campus are more likely to feel a connection to the
institution and, therefore, a commitment to completing their degrees. Visit the national organization Web
sites listed below to find out about starting a chapter or program on your campus.
Alpha Phi Omega (APO) is one of several national co-ed service fraternities. APO encourages
students to volunteer and helps develop leadership skills.
http://www.apo.org
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The National Intramural-Recreational Sports Association (NIRSA) provides resources for

institutions interested in organizing recreational, non-competitive sports on campus.
http://www.nirsa.org
The National Panhellenic Conference is the umbrella organization of sororities.
http://www.npcwomen.org
The North American Interfraternity Conference is the umbrella organization of fraternities.
http://www.nicindy.org
Retaining Native-American Students: Strategies for Success

In addition to effective practices that promote retention among all students, Native American students appear
to benefit from family support of their educational undertakings. This support can range from recognition
of family members at special events hosted by the institution to creating a family-like atmosphere utilizing
student support staff and interested faculty.
Activities that benefit all students will likely benefit Native American students. However, students enrolled at
tribal colleges have a number of characteristics that make them more susceptible to dropping out than other
at-risk groups. According to a 1998 report released by the American Indian Higher Education Consortium,
the majority of tribal college students are women who are over the age of 30; they often have children, as well.11
Many students at tribal colleges attend part-time and are considered low-income. Financial aid is a critical
factor, and many of these students rely on the Federal Pell Grant program, as institutional and tribal funds are
often inadequate. Stopping out is common, and it affects their eligibility for other types of federal aid.
What makes students at tribal colleges unique is the number of at-risk factors they have compared to the
majority of students at other postsecondary institutions. According to a 2001 literature review on improving
academic success among Native American students, college persistence among these students depends on the
following things:12

supportive family environment

A
Goal setting and career maturity, the ability to make age-appropriate career decisions
Adequate financial support
Academic skills
Mentors and supportive faculty/connecting with faculty
A bicultural curriculum and student support services
American Indian Higher Education Consortium, 1998. Who Goes to Tribal Colleges?
http://www.aihec.org/documents/PDFS/WhoGoestoTCUs.pdf.
12
Demmert, William G. 2001. Improving Academic Performance Among Native American Students: A Review of the Research
Literature. ERIC Clearinghouse on Rural Education and Small Schools. http://www.sfu.ca/mpp/aboriginal/colloquium/pdf/
Improving_Performance.pdf.
11
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Below is a chart based on work done by Reyhner and Dodd (1995)13 that points to a number of interventions
that colleges can incorporate to create a supportive culture for Native American students. Complete the chart
to assess your institutions accessibility to Native American students.
Does Your Institution
Yes/No
Assign each incoming Native American student a volunteer faculty mentor from his or her
major or area of interest?
Yes
No
Get each incoming Native American student into at least one low-enrollment course so that
he or she can get some individual faculty attention?
Yes
No
Have a liaison person in the financial aid office who is familiar with tribal and BIA
scholarship programs?
Yes
No
Encourage organizations, such as the American Indian Science and Engineering Society,
that provide mentoring and support of Indian students?
Yes
No
Hire more American Indian/Alaska Native faculty to be role models and provide support?
Yes
No
Work to provide a less ethnocentric curriculum in U.S. history and other courses so that the
Indian point of view is presented and so that American Indians and Alaska Natives are seen
as contemporary as well as historical people?
Yes
No
Have a Native American student services office or a Native American desk in a multicultural
student services office?
Yes
No
Encourage faculty to supplement lecture and textbook work with group work and activities/
projects that allow students to interact with each other and the faculty?
Yes
No
Encourage faculty to learn more about Native Americans and Alaska Natives?
Yes
No
Encourage summer college orientation programs, such as Upward Bound, that are open to
Native American students?
Yes
No
Encourage students who have marginal academic qualifications to enter transitional Tribal
or Community College programs?
Yes
No
See the Exemplary Program Profiles on page 177 for an example of American Indian Student Services.
Reyhner, J. and Dodd, J. (1995). Factors Affecting the Retention of American Indian and Alaska Native Students in
Higher Education. http://jan.ucc.nau.edu/~jar/Factors.html
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Historically Black Colleges and Universities have been grappling with retention and persistence issues for a
long time. In 2004, graduation rates at HBCUs ranged from 11 to 77 percent, with a median graduation rate
of 34 percent14. Students attending HBCUs appear to be different than African-American students attending
other higher education institutions.An analysis of GRE records by Wenglinksky (1999) indicates that nearly
20 percent of all African-American enrollment is in Historically Black Colleges and Universities, yet these
institutions produce 28 percent of all African-American graduates.15 Although Wenglinksky found no
significantly higher interaction with faculty a factor that is often linked to higher retention rates the
advantage that HBCUs enjoy may be the result of a supportive environment, perhaps brought about by
higher proportions of African-American faculty and staff.

Many HBCUs found ways to address retention issues by developing a wide variety of student support programs.
In general, activities that benefit all students will likely benefit students at HBCUs. Below are some suggested
strategies/programs that target African-American students.
Does Your Institution
Yes/No
Assign each incoming African-American student a volunteer faculty mentor from his or her
major or area of interest?
Yes
No
Get each incoming African-American student into at least one low-enrollment course so
that he or she can get some individual faculty attention?
Yes
No
Have a liaison person in the financial aid office who is familiar with African-American
scholarship programs?
Yes
No
Encourage organizations, such as the National Society of Black Engineers, that provide
mentoring and support of African American students?
Yes
No
Hire more African-American faculty to be role models and provide support?
Yes
No
Work to provide a less ethnocentric curriculum in U.S. history and other courses so that the
African-American point of view is presented?
Yes
No
Have an African-American student services office or African-American multicultural center?
Yes
No
Encourage faculty to supplement lecture and textbook work with group work and activities/
projects that allow students to interact with each other and the faculty?
Yes
No
Encourage faculty to learn more about African-America history and culture?
Yes
No
Encourage summer college orientation programs, such as Upward Bound, that are open to
low-income African-American students?
Yes
No
Provide resources and support to African-American parents?
Yes
No
Sponsor African-American guest lectures, speakers, artists, and musicians?
Yes
No
U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System
(IPEDS), College Opportunities Online Center (COOL). http://nces.ed.gov/ipeds/cool/
15
Wenglinsky, Harold. (1999). A Summary of Historically Black Colleges and Universities: Their Aspirations and Accomplishments. Princeton,
N.J.: Educational Testing Service. http://www.aypf.org/publications/rmaa/pdfs/HistBlackCollege.pdf.
14
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PUBLIC
M
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The following are exemplary practices, based on recent literature reviews of retention research,
that effectively engage commuter students in campus life by providing them with a home base.
4 The University of Maryland at College Park

http://www.union.umd.edu/csi/programs/commfriendly.html
Purpose: Serves the 57 percent of undergraduates who live off campus.
Components: Online community, information for new students, moving and transportation guides, links to
off-campus housing resources, information on locker rentals and campus activities, and fliers for faculty and
staff on being commuter-friendly. Housed in the Office of Commuter Student Involvement, located in the
student union.
4 Seattle University Collegia Program (American College Personnel Association and National Association
of Student Personnel Administrators award-winner)
http://www.seattleu.edu/student/commuters/collegia/
Purpose: Home away from home for commuter students.
Components: Living-learning spaces with study lounges and kitchens, some social events.
Size: Five collegia by major and class level.
Criteria: Open, slightly limited space/some waiting lists (first-come, first-serve).
Exemplary Program Profile Native-American Students

The following are reputable programs for first-generation college students.
M
University of Montana, Missoula American Indian Student Services

http://www.umt.edu/sa/aiss
Purpose: To provide Native-American students with resources geared toward their unique needs.
Four percent of undergraduate students enrolled at the University of Montana, Missoula in fall 2005
were Native-Americans, compared with 0.4 percent nationally.
Components: Peer mentorship program, tutoring referrals, financial aid advice, scholarship searches, and
academic advising. The university also has active Native American student associations and academic societies.

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Spelman College LEADS

http://www.spelman.edu/about_us/distinction/leads/index.shtml
Purpose: Focuses on student development through five areas: Leadership Development, Economic
Empowerment, Advocacy Through the Arts, Dialogue Across Difference, and Service Learning/
Civic Engagement.
Components: Annual conference, speakers, and workshops.
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SECTION
SECTION
V: V:
Adjusting
Adjusting
to to
College
College
Life
Life
PRIVATE
D
DISABILITIES
D Gallaudet University
http://fye.gallaudet.edu/index.php
Purpose: Provides first-year students with comprehensive living and learning experiences that foster a smooth
transition to college and academic success.
Components: As part of the Center for Academic Programs and Student Services, the FYE offers the First
Year Seminar (FYS) course as well as close connections to Academic Advising, Career Center, The Honors
Program, Student Affairs and undergraduate departments and services. Gallaudet is a participating University
in the 2006 Foundations of Excellence in the first year of college.
Exemplary Program Profile First-Generation Mentoring
4 DePaul University Students Together Are Reaching Success (STARS)

http://studentaffairs.depaul.edu/omsa/ourprograms.html
Purpose: To create a positive first-year experience for students and their families at DePaul. Targets first-year
students of color and first-generation students.
Components: One-on-one peer mentoring, academic monitoring, tutoring, workshops, cultural exploration,
transitional adjustment, leadership development, and service learning.
Size: Currently 32 trained student mentors engage from three to five first-year mentees.
Criteria: First-year student status, with preference given to students of color and first-generation
college students.
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M
SERV
D
DISABILITIES

American College Counseling Association
http://www.collegecounseling.org/resources.html
M Campus Diversity Programs
http://www.usdoj.gov/crs/pubs/pubspirnatlbrochureapproved2003.htm
D Disability Guidelines
http://www.ahead.org
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College life can be a big adjustment for many students. This section will provide students with tips on
overcoming homesickness, exploring campus resources, meeting new people, and engaging with their college
community. In addition, activities will help students adjust to the new college social scene, which can be
just as stressful and intimidating as college classes and scheduling. This section will address a variety of social
issues, such as alcohol and drugs, sexual assault, and hate crimes.

Do you somehow feel that you dont belong at your college or university? Are you having trouble finding
your niche, or feel just plain lost when it comes to learning the ropes? College is a big transition period for
many students, and it can take some getting used to. Students living on campus might feel homesick, while
commuter students might not feel very connected with the campus and their classmates. But dont give up!
Use the following checklist to assess your college comfort level, then follow our suggestions below to increase
your comfort level and maximize your productivity and enjoyment on campus.
Yes
No
Do you feel isolated from other students and/or campus activities?

Are you irritable?
Are you missing classes?
Are you partying more than usual?
Are you constantly calling your family?
Are you having problems sleeping?
Has there been a change in your appetite?
Are you having trouble concentrating?
If you have answered Yes to any of these questions, you may be having trouble adjusting to college life.
Follow the guidelines on the next page to become more involved on campus, and if you feel that you need
additional help, do not hesitate to make an appointment with your college counseling center.
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SERV
3 Bes of Boosting Engagement

It is normal to experience some anxiety, depression, frustration, and loneliness during your first year at college.
If you are experiencing any of these feelings, the worst thing you can do is to stay in your room and not take
any action. While it may take some initiative to get yourself out there and become more familiar with the
campus and other students, the sense of community you find and the support network you build will pay off
in the long run. Below are some suggestions to help you become more comfortable in your new environment:
B
e involved. Find the student union and use it! Your student union is filled with information on campus
clubs and organizations that can help you feel involved and engaged. Whether your interests are political,
environmental, academic, or religious, the student union staff will be able to point you in the right direction.
What kinds of clubs, organizations, or associations are you curious about/interested in?
Be adventurous. Now is the time to try something new! Have you always been interested in hiking, but
never got around to it? See if your campus has an Outdoor Club, or start your own. Are you addicted to
Survivor? Start a Survivor night in your dorm.
What activity have you always been interested in, but never tried?
Be patient. Feeling comfortable with your college and finding the right group of friends takes time.
Although it may seem like your fellow students are finding friends fast, they are probably just as lonely and
anxious as you. Give yourself a year to adjust before making any drastic changes to your college plans or
your major.
If you continue to feel depressed, lonely, or out of place, visit your campus counseling center.
First-generation, low-income, commuter, and minority students may have a more difficult
time adjusting to campus life. If you fall into one of these groups, participating in the
following campus activities can help you adjust more quickly to college.
First-year transition programs
Work-study programs
Learning communities
Commuter Student Association
Faculty mentor programs

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Multicultural center
Minority student associations

Athletic programs
If you cant find a club or organization that meets your needs, start your own!
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Did you know that:
25 percent of college students report that their use of alcohol has caused them to miss or fall behind in
their classes and lowered their grades (http://www.collegedrinkingprevention.gov)
31 percent of college students surveyed in a 2002 national study met the criteria for alcohol abuse
(http://www.collegedrinkingprevention.gov)
400,000 students between the ages of 18 and 24 had unprotected sex while intoxicated in 1998
(Centers for Disease Control)
In 2001, 97,000 students between the ages of 18 and 24 were victims of an alcohol-related sexual assault
or date rape (http://www.collegedrinkingprevention.gov)
How do you know if alcohol and drugs (both illegal and prescription) are affecting your life? Complete the
following quick self-assessment:
Drinking Assessment
Yes
Do you drink when you feel depressed or angry?

Does your drinking worry your friends/family?
Does your drinking make you late for class or work?
Do you get headaches or a hangover after drinking?
Do you ever blackout and forget what you did while you were drinking?
Do you ever drink after saying you wouldnt?
Do you use alcohol/drugs to improve self-confidence?
Do you often hang out with people who drink or use drugs?
Do you feel guilty after drinking/using drugs?
Do you feel more comfortable in social situations when you are drinking or using drugs?
Have you borrowed money, sold things, or done without things in order to buy alcohol
or drugs?
Is there someone in your immediate family with a drinking/drug abuse problem?
If you answered Yes to several of these questions, you may have a problem. Your doctor, college health
center, or counseling center can help determine if you have an addiction. If you dont know where to go for
help, ask your Resident Advisor for assistance.
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Some other important points to remember about alcohol and drugs:
Almost everywhere in the country, if you are under the age of 21, it is illegal for you to drink. For those
students who are 21 and older, and therefore legally able to drink, you should not drink to excess at any time,
particularly if it interferes with your study time or your job. Also, it is illegal for you to buy alcohol for, or
provide alcohol to, persons under the age of 21.
Illegal drugs present several problems other than addiction:
You can be arrested for possessing and using them
You can be suspended or expelled from school for illegal drug use
You can lose your job or be unable to get a job if you are tested and found to be using certain drugs
You can lose all future federal aid if you are convicted of charges involving illegal drugs while receiving
federal aid
If you take any prescription medications, remember that they also can be dangerous if you abuse them in
any way, such as using more than is prescribed or using them when you do not need them, as can be the
case with painkillers.
If you need help or if you know a fellow student who might need help, seek it out. Talk to your
Resident Advisor or to someone at the counseling center.
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Activity V)C-3: Be SMART: Handling Stress without Drugs

and Alcohol
If you run into trouble academically or feel generally stressed out, dont be tempted to turn to alcohol or drugs
to solve your problems that will only create additional stress in your life. Instead, remember these healthy,
constructive approaches to reducing your stress level be SMART!
Support
Turn to your friends and family for support when you get stressed. Build a campus support network
of staff and peers. Find out if any mentoring or tutoring programs are available and take advantage of
resources such as counseling.
Who will you turn to for support? Be specific.
Movement
Head to the gym or weight room when you need to blow off steam. Working out can lift your mood
and clear your mind and is an excellent stress reliever. Campus gyms are usually discounted or free
for students. Getting fresh air in a nearby park or neighborhood away from the campus grind can be
particularly invigorating. Try to get out and exercise for 30 minutes to one hour at least once a day, if
possible, to improve both your physical and mental state. Then you can refocus on what needs to get
accomplished.
Do you regularly take time for yourself throughout the day to reenergize? What would be a good
exercise regimen for you? A quick walk around the block or some weight lifting at the gym?
Attitude
Accept that there are things you cant change and move on. Focus on the things you can control
when you study and who you study with instead of your workload. Try to stay positive.
Brainstorm some things you have control over.
Recreation
Explore non-drinking, low-cost social activities, both on and off campus. Find out if the local theaters
and museums offer student rates. Research the local newspapers and magazines for the best cheap eats
in town. Go to a caf rather than a restaurant, or prepare a picnic to eat in a nearby park. Find out
if the student union has a pool table and board games. Look into local festivals, such as free outdoor
films or plays.
What kinds of recreational activities interest you, and where can you find them on or near campus?
Time management
Schedule enough time to study each day so that you do not have to play catch up right before an
exam. Try not to give in to the temptations of partying, particularly when you need the time to
prepare for class.
Do you have a day planner? Can you fit in two to three hours of study time each day?
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Sexual Assault
It is important to be aware of sexual assault and to stay away from situations that could potentially put you
at risk of sexual assault, which is frequently reported on college campuses. Know your boundaries, use good
judgment, and dont be afraid to play it safe if someone you meet does not seem trustworthy, then go with
your instincts.
Six Myths About Sexual Assault
1. If you flirt, then its not sexual assault.
2. If you wear provocative clothing, then its not sexual assault.
3. If you only said no once, then its not sexual assault.
4. If you do not have any physical injuries, then its not sexual assault.
5. Sexual assault only occurs between strangers.
6. If you are drunk or unconscious, then its not sexual assault.
The myths or untruths above, along with many others, can confuse and frustrate survivors of sexual assault
and their allies. If these myths are internalized or believed to be true, they can also serve as barriers to reporting
incidences of sexual assault. If you are ever sexually assaulted, know that most campuses have resources
available to support you and assist you in reporting the incident. Most cities also have a 24-hour rape crisis
hotline staffed by advocates who are trained in dealing with these issues (see http://www.rainn.org for listings).
Educate yourself about these resources hopefully you will never need to use them, but if an incident should
occur to you or a friend, having this information handy can be critical to getting help during a crisis situation.
What the Law Says
Although the law varies from state to state, most states define sexual assault as any unwanted physical contact
with any sexual organs. Some states have broadened this definition to include sexually suggestive statements.
Physical contact is considered unwanted if:
The victim is drunk or unconscious
The victim says no at any point
The victim physically resists
Facts About Sexual Assault
According to the Centers for Disease Controls Sexual Violence: Fact Sheet:

Women are much more likely to be sexually assaulted than men: 78 percent of victims are women
20-25 percent of female college students have experienced a rape or an attempted rape
Drug and alcohol abuse increase your risk of being sexually assaulted
80 percent of victims know their attacker(s)
64 percent of women who reported sexual abuse were assaulted by an intimate partner
(spouse, partner, boyfriend, date)
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Decreasing Your Risk: Know Your ABCs
Sexual assaults commonly occur at college parties. If you plan on going to a party, play it safe and smart
by remembering these tips:
Awareness
Know where your drink is at all times; never leave your drink unattended
Mixed drinks or punches may be spiked, so instead of taking a glass from someone,
opt for drinks that come in individual containers, like a can of soda
Avoid people who seem interested in getting you drunk or who try to force alcohol on you
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Banding Together
Arrange to attend parties with a group of friends; never let a friend leave a party alone or with a
stranger; remember, theres safety in numbers, and going out in groups can be cheaper, too,
if you need to take cabs to get around
Common Areas
Stay in familiar, common areas, and avoid private rooms
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What is a hate crime?
According to the Department of Justices Community Relations Service (CRS), a hate crime is defined as:
A crime which in whole or part is motivated by the offenders bias toward the victims status.
A hate incident is an action in which a person is made aware that her/his status is offensive to
another, but does not rise to the level of a crime.
Further, hate crimes are intended to hurt and intimidate individuals, because they are perceived to be
different with respect to their race, color, religion, national origin, sexual orientation, gender or disability
These acts of hatred can leave lasting emotional impressions upon their victims as well as entire communities.
Hate crimes can be in the form of physical violence, verbal threats of violence, vandalism, and in some cases
weapons, explosives, and arson, to instill fear in their victims, leaving them vulnerable to subsequent attacks
and feeling alienated, helpless, suspicious and fearful.16
Campus hate crimes typically come in one of the following forms:
Reactive and premeditated hate episodes In reactive hate episodes, the instigators attempt to justify their
crimes by blaming the targets for their problems. In these cases, the perpetrators actually believe they are
helping the community by attacking members of a population. These are typically targeted attacks and may
occur because the perpetrators somehow feel threatened by another ethnic or religious group.
Impulsive hate episodes Impulsive hate episodes are committed by individuals who are looking to fit
in by pulling a prank, and they somehow find it thrilling. These are often accompanied by, or a result of,
alcohol consumption.
Reporting Incidents
Your institution should have a process in place to report hate crime incidents. Find out if there is anyone
specific in campus security to notify about hate crimes. In addition, any staff, faculty, or student on campus
can request conflict resolution and reconciliation services from the CRS on the Web at http://www.usdoj.
gov/crs. CRS begins with an assessment and continues with discussions if all parties are willing to work
together to resolve their differences. The main goal of these problem-solving sessions is to open up the lines of
communication among everyone involved, including students, staff, and faculty. Only then can the institution
set goals and guidelines.
It is important to report hate crime incidents to ensure that they are taken seriously in the future and so that
students learn to respect individuals of other ethnicities, religions, and backgrounds. For many, the campus
experience is an introduction to diversity and can be a wonderful opportunity to learn about other cultures.
Education is the key to preventing further hate crime episodes, which affect not only individuals but the
entire community.
16
From http://www.usdoj.gov/crs/pubs/university92003.htm
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D Dealing with Disabilities
Definition of Disability
Essentially, a disability is any physical or mental condition that limits ones daily activities. Disabilities range
from blindness, deafness, or using a wheelchair to psychological impairments and learning disabilities to
chronic health disorders, such as epilepsy or diabetes.
What the Law Says about Disabilities
You may have heard of ADA the Americans with Disabilities Act which was passed in 1990. This law
ensures that people with disabilities have equal rights and dont face discrimination. ADA legislation covers all
aspects of life, including education, employment, housing, health care, and transportation. Within education,
ADA protects students and staff alike in academics, athletics, and other programs.
ADA is an extension of Section 504 of the Rehabilitation Act of 1973, which states that public institutions
must provide all students and personnel with grievance procedures to protect them from harassment. In
addition, public institutions must provide disabled students with auxiliary aids and services, such as readers or
specialized computer equipment, to give them equal access to education. Any buildings constructed since the
implementation of Section 504 must be handicapped-accessible.
Students or staff on campus who feel that they have been harassed or discriminated against based on their
disabilities may contact the Office of Civil Rights to file a complaint or the Department of Justice
mediation services:
http://www.ed.gov/about/offices/list/ocr/index.html
http://www.usdoj.gov/crt/ada/mediate.htm
Financial Help for Students with Disabilities
In addition to sources of financial aid described in Section IV, students with disabilities may want to explore
the programs below, which are specific to their needs:
Supplemental Security Income (SSI) and Plan for Achieving Self Support (PASS) Both Social Security
Administration (SSA) programs to provide financial assistance for persons with disabilities.
http://www.ssa.gov/disability
Vocational Rehabilitation Services State-run programs that help individuals with disabilities transition to
the workforce; may include postsecondary education benefits determined on a case-by-case basis.
http://www.ed.gov/about/offices/list/osers/rsa/index.html
American Association for the Advancement of Science Entry Point! Program Internship programs for
students with disabilities in Science, Engineering, Mathematics, Computer Science and some fields of
Business. Partnerships with companies such as IBM, NASA, and Google.
http://ehrweb.aaas.org/entrypoint
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Activity V)D-1: Commuting Successfully*
If you are a commuter student living off-campus either with parents, alone, with friends, with a spouse,
or with kids of your own then you are likely in the majority at your institution. This activity will help you
think about your needs as a commuter student, in order to determine the most convenient arrangements
and maximize the efficiency of your weekly schedule. It may require a bit of research to look into some
transportation options or campus facilities, but that knowledge will pay off in the long run by saving your
most precious commodity time.
Transportation
What are my transportation options?
Which is the most cost effective?
Which is the fastest?
If driving:
How much is parking?
Can I afford gas?
Is carpooling an option?
If biking:
Where can I park my bike?
Can I carry everything I need?
What will I do if it rains/snows?
If walking:
What are the safest routes?
Does my school offer a police escort service, and
who do I call?
If taking the bus/train:
What route do I take?
How much will it cost?
* Adapted from the University of Marylands Office of Commuter Student Involvement, Commuter Issues: Key Questions for New
Students Living Off-Campus to Consider.
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Campus Concerns
Can I afford to eat on campus?
How much will eating on campus cost?
Where can I reheat food brought from home?
Can I rent a locker to store my books?
Where can I go in between classes to make my time on
campus more efficient?
Are there student organizations for commuter students, or
a commuter lounge?
Off-Campus Concerns
Is my home conducive to studying?
If I need a job:
How much do I need to make?
What work schedule would be best for me?
Should I work on campus, and where can I find out about
on-campus jobs?
If I have a job:
Is it convenient to my classes?
Is it adding stress and affecting my grades?
Am I finding time to:
Eat right?
Exercise?
Take care of my needs?
Get enough sleep?
If no, what changes can I make to manage my time better?
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If you are living on campus, then you will likely be sharing your room with someone youve never met before.
Unless you are used to sharing a room at home, adjusting to your new life in the dorm may take a semester
or two.
Dont panic if you arent fast friends with your dormmate. Whats more important than rooming with someone
you like is rooming with someone who respects your space. Establish ground rules during the first week of
school about study time, phone use, and when guests can come over. Compare your class and sleep schedules.
Use the following self-assessment to think about your habits and prepare you for a dialogue with your
dormmate. Write down your answers and ask your roommate(s) the same questions to see if you can make any
adjustments based on your schedules or habits that would make living together a bit easier. Its important to
communicate with each other about any concerns you have, before a small annoyance escalates into a major
problem.
Regarding Roommates: Self-Assessment

When are your classes (morning, afternoon)?
Are you an early riser? What time do you wake up?
Are you a night owl? What time do you go to bed?
When do you like to study?
What is your study style? Are you more likely to study
with a radio playing or do you prefer silence when you
study?
How late is too late for friends to call?
How late is too late for friends to stop by?
Are you messy or a neat freak?
What are you in interested in learning/doing while at
college?
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Encountering Problems
Most colleges will not let you switch roommates during the first few weeks of school. Keep in mind that, just
like you, your roommate is adjusting to being in a new place away from family and friends. If you and your
roommate continue to experience problems, talk to your Resident Advisor before you decide to give up on
your roommate, or give up on college altogether.
My Resident Advisor is
Floor/room number
Phone number
E-mail
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DISABILITIES
Homesickness
http://www.campusblues.com/homesickness.asp
Alcohol and Drugs
http://www.collegedrinkingprevention.gov/
http://www.ncadd.org
http://www.factsontap.org/factsontap/students.htm
Sexual Assault
http://www.cdc.gov/ncipc/factsheets/svfacts.htm
Safety
http://www.securityoncampus.org
Hate Crimes
http://www.stophate.org
Reporting Discrimination
http://www.ed.gov/about/offices/list/ocr/index.html
D Disability Resources
http://www.heath.gwu.edu
http://www.disabilityinfo.gov
Child Care Resources
http://www.naccrra.ne
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SECTION VI: Career Planning
Contents
196
197

Exemplary Program Profiles - Senior Year Experience
Activity VI)D-2: Mapping Out Your Career
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200
201
202
202
204
205
206
207
215

Activity VI)E-1: The College Experience Converter
Sample Resume and Cover Letter
Activity VI)E-3: Requesting Reference Letters
Activity VI)E-4: Lost in Translation: A Lesson in Corporatese
Activity VI)E-5: Network Ad
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217
218
220
221
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It is important for your students to begin thinking about career possibilities while in college, so they have an
end goal in mind to motivate them to complete their coursework and plan for the future. Older, returning
students frequently need help in sorting through their career options as well. Careers have taken on a complex
shape today. Estimates are that workers of today will switch jobs at least four or five times during their careers,
in comparison with the more clear-cut paths of previous generations. It is important that students know it will
take some time and real-world exploration to figure out the right fit. Still, staff can help students prepare for
the possibilities, as well as the obstacles, that might be faced later on.
In this section for professional staff, we have included materials on:
Helping students explore career possibilities
Senior year experience and job shadowing program profiles
We cover the following topics for students:

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Understanding the link between academic work and employment

Potential job earnings by level of education
Exploring the possibilities aptitude assessments, planning, and sample job profiles
Steps to take now internships and cooperative education, the job application process,
asking for letters of reference, and networking
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The following materials are intended for professional staff to use on their own to prepare themselves for
advising students on the realities of working life. Profiles of successful job shadowing and senior year
experience programs will help staff and administrators begin planning similar programs at their institutions.
It is important that you encourage students to have a positive attitude about finding a job, but at the same
time prepare them with realistic expectations of the working world. Many students may already be working,
but for those who are not, it is important for them to understand the differences between the campus and
office environments. For example, in college, students are used to receiving regular feedback in the form
of grades. In the working world, however, it is rare that employees receive feedback beyond the annual or
semi-annual review. In college, students are used to having their input in class valued and encouraged, while
in the working world, senior-level employees may not always appreciate an entry-level employee with too
strong an opinion.
Helping Students Explore Careers
The following are examples of questions you can ask students who dont have any idea what sort of job to
pursue, to help them explore the various options and determine their interests:

Have you enjoyed any past summer or part-time jobs? What exactly did you enjoy
the coworkers, the tasks?
What do you enjoy about your coursework? Have you been involved in any campus activities?
When did you feel you were most engaged?
Have you always envisioned yourself in any particular job? Why?
Are you more of a doer or a talker?
Are you more of a number cruncher or a conceptual thinker?
Do you like working with your hands? Do you like helping other people?
Do you enjoy writing? Reading?
Have you always excelled at a particular subject or been told that you possess a particular skill?
Encourage students to use the resources in this toolkit and those at the career center to explore the various
careers and job titles they may not have even thought about. In addition, encourage your students to read the
business section of the newspaper or magazines that may profile professionals in the workplace. This will help
them understand the job not only in theory, but also as it might play out in a real-life setting.
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COMM
PRIVATE
PUBLIC

Some colleges and universities have developed job shadowing programs, which allow students to explore jobs
by spending time with participating employees in their workplaces.
The following are examples of reputable practices.
Community College
C Heartland Community College
http://hcc.cc.il.us/services/workforce/experiential_learning.html
Purpose: Connects students with local employers to help them learn more about daily life on the job.
Criteria: N/A
Components: Observe a local employee at work for several hours to one full day.
Four-Year Institutions
4 Skidmore College
http://www.skidmore.edu/administration/career/jobshadow.htm
Purpose: To expose students to daily working life in a career field and help them build contacts and expand
their networks.
Criteria: First come/first serve.
Components: Alumni and local volunteers offer to host a student for one day to several weeks during winter
or spring break. Students pick their top three choices by career field and geographic area. Students and
volunteers agree on a schedule together.
4 Indiana University South Bend

http://www.iusb.edu/~sbcareer/jsp.shtml
Purpose: Connects alumni with current students interested in their career fields.
Criteria: N/A
Components: One meeting where students can ask questions about daily life on the job.
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PUBLIC
Exemplary Program Profiles Senior Year Experience

The Senior Year Experience (SYE) program was developed by John Gardner at the University of South
Carolina. Gardner also developed the Freshman Year Experience (FYE), profiled in Section III, Part A, page
78. While the FYE helps students transition into college life, the SYE helps them to think about the next stage
as they make the transition to the real world of work. Students are generally grouped together by academic
major or career interest. They participate in career development and practical-life seminars and reflect on the
material theyve learned throughout their years on campus.
The following are examples of exemplary practices based on recent literature reviews of retention research.
4 University of Connecticut Interdepartmental (INTD) 298

http://www.sye.uconn.edu/
Purpose: The course is designed to prepare students for life after college and make the transition from
student to professional a bit easier. Seniors connect with each other and assess [their] values, interests, skills
and personal strengths.
Criteria: N/A
Components: A one-credit course that covers careers, as well as practical life skills topics such as personal
finances. The SYE Web site also offers resources and activities such as Countdown
to Commencement.
4 Belmont University Senior Capstone Seminar

http://www.belmont.edu/bellcore/curr._sequence__key_course_descriptions/senior_capstone_seminar.html
Purpose: The Senior Capstone seminar is part of the Belmont Experience: Learning for Life (BellCore)
general curriculum sequence.
Criteria: N/A
Components: One-to-three credit course; students are encouraged to reflect on their educations and think
about a meaningful life beyond college.
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Online Customizable Tools for Career Centers
http://www.bridges.com
http://www.careerservicescentral.com
Career Counselors Consortium
http://www.careercounselorsne.org/
National Career Development Association
http://www.ncda.org/
National Career Development Guidelines
http://www.acrnetwork.org/ncdg.htm
National Association for Academic Advising
http://www.nacada.ksu.edu/clearinghouse/advisingIssues/careeradvising.htm
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The following chart will help you understand the link between college completion and employment.
Although you could begin a career now or continue working rather than enroll in college courses, your
potential job earnings would be significantly lower than if you received a college degree. You will see that
unemployment rates decrease proportionately as the level of education increases, while the median earnings
increase along with the level of education.
This information should keep you motivated to stay in school, even if it means working fewer hours and
temporarily earning less money in the long run, you will make up for any gaps in employment while
enrolled. In addition to higher pay, with a college degree you will have a wider variety of jobs to choose from
and greater opportunity for promotion, not to mention the knowledge and personal development gained
from your years in college.
Level of Education
Completed
Median Earnings in
2007
Unemployment
Rate in 2007
Less than a high school diploma
$22,256
7.1%
High school graduate, no college
$31,408
4.4%
Some college, no degree
$35,516
3.8%
Associates degree
$38,480
3.0%
Bachelors degree
$51,324
2.2%
Masters degree
$60,580
1.8%
Professional degree
$74,204
1.3%
Doctoral degree
$77,844
1.4%
Sources: Bureau of the Census, Bureau of Labor Statistics.
Keep a copy of this chart posted in your room as a reminder of why you need to stay in school!
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The resources and activities in this section help students explore career options and plan for the future.
By planning for the future, students are more likely to feel engaged with their coursework and stay on track.
There are many tools available to help you identify a good career fit based on your interests, skills, and work style.
These tests are usually administered by a career counselor and are usually free or inexpensive for students. Be sure
to visit your college career center while you are still enrolled and take advantage of any free resources available to
you. Once you graduate, you will have to pay a professional career counselor in order to take these assessment
tests and have access to their valuable results.
Following are descriptions of two common aptitude assessment exams. Ask your career center whether you need
to schedule an appointment or whether you may take them on a walk-in basis.
Keep in mind the results can be very helpful and should be used as suggestions or guidelines, particularly if
you have no idea where to start in your job search. However, you should not feel limited by the results, as selfassessments can never be 100 percent accurate.
Strong Interest Inventory
The Strong Interest Inventory is a widely-used career assessment that can help you clarify career questions. Your
responses are grouped into six General Occupation Themes, or interest scales:
Realistic
Conventional
Investigative
Enterprising
Artistic
Social
The results will show how your responses rate on each scale and will list five specific career categories that match
your interests. A shorter, self-directed version of the Strong assessment is available online and included in the
student Web site listings.
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Myers-Briggs
The Myers-Briggs exam is another way of looking at your strengths and can help you to assess your
inter-personal communication style. This assessment determines your personality type based on the
following variables:
Point of focus Introversion/Extraversion
Information processing Sensing/Intuiting
Decision making Thinking/Feeling
Lifestyle orientation Judging/Perceiving
Your answers to a series of questions will determine which of 16 personality types describes you best, using
a combination of these variables. The test results should then include a guide that describes career matches
for each personality type. While you neednt be restricted to careers that match your personality type, the
suggestions can serve as guidelines to help you find a good fit. If you end up in a job that does not suit your
personality, it can leave you feeling frustrated. But then again, the only way to really know is by trying out the
job use these results as a guideline, but dont let them limit you if a job youve always wanted to try does not
appear in your results.
One note about successful self-assessment: When you take these tests, go with your gut instinct, and never
spend too long analyzing a question and the response options. You want to get a really clear picture of your
preferences, and sometimes you are actually unaware of your work styles or personality traits. When you
consider a question too long, you may tend to skew the answer toward the way youd like to perceive yourself,
rather than the way you are. If this happens, the resulting matches will be thrown off. So just go with your
initial instinct and dont spend more than about 30 seconds on any single question.
Beyond the Exams
Another good way to figure out the right career field for you is by researching jobs that are considered to be
good fits by academic major. Web sites such as http://www.jobweb.com/resources/profile.asp allow you to
search for job ideas by major, and your career center should also have lists of available jobs by major.
The Occupational Outlook Handbook, published by the Bureau of Labor Statistics and updated every two years,
is also a good resource. The Occupational Outlook Handbook is available online at http://www.bls.gov/oco/,
where you can explore jobs of interest to you. For each job, the Handbook provides information on the nature
of the work, working conditions, training needed for entry and advancement, the job outlook, and salary. In
addition, the handbook provides job search tips and links to information about the job market in each state.
While you dont need to feel limited by your academic major in your job search, it can help point you in the
right direction if you can figure out what aspects of the coursework you enjoy. For example, if you are majoring
in psychology and enjoy analyzing peoples behavior, you may enjoy not only psychoanalysis, but also a job
such as consumer research. On the other hand, if you major in psychology but would really like to work
in the field of computer programming, there is nothing stopping you from at least trying to get an entrylevel computer job. On-the-job training is quite valuable, and you can expect to keep learning a great deal
through experience outside the classroom. Unless you are in a professional field such as engineering, college
coursework is often more theoretical in nature than the real-world application of that knowledge on the job.
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It can be hard to predict exactly which job you will enjoy or be good at until youve actually tried it out.
To help you identify some career possibilities and what exactly it is you are looking to do day-to-day, try
to think about what you really enjoy doing and why in your classes, activities, hobbies, and past work.
For example:
Do you like using your hands? Do you have a knack for assembling furniture or electric appliances? If so, you
might enjoy computer networking or engineering. Have you always enjoyed helping your friends solve their
problems and giving advice? Then maybe a career in social work is for you.
There are endless possibilities that Web sites listed at the end of this section can help you explore, but try
brainstorming just a bit to think in specific terms about what it is you enjoy doing and what job would be a
good fit based on these interests. If you get stuck, a career counselor or academic advisor can help you
identify a job field that uses your skills and interests.
Hobbies:
What I enjoy about

each one:
Jobs that might use these

skills/interests:
What I enjoy about

each one:

skills/interests:
What I enjoyed about

each one:

skills/interests:
What I enjoy about

each one:

skills/interests:
1.

2.
3.
Classes:
1.

2.
3.
Past jobs/volunteer
experiences:
1.

2.
3.
Campus activities/other:
1.

2.
3.
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Activity VI)D-2: Mapping Out Your Career*

You may have identified your ultimate career goal, but you will need some stepping stones to reach the
position youve always dreamed of. Try to keep both your short- and long-term goals in sight. Think about the
position youd like to hold after graduation and several years later and what steps are needed to reach
each goal.
For example, lets say you want to be at the manager level five years after graduation. What will it take to get
there any advanced degrees or training, or maybe an excellent performance review at an entry-level position?
If you have a change of heart and switch your career field aspirations at some point, try revisiting this exercise
and revising your goals and the steps needed to reach them. It can be interesting to see how your aspirations
change with experience to help you rule out certain career choices and focus on others.
Date completed:__________
In one year I want to be doing:______________________________________________________________
I need the following skills/education/experience to get there: ___________________________________
____________________________________________________________________________________
In three years I want to be doing:____________________________________________________________
____________________________________________________________________________________
In five years I want to be doing:_____________________________________________________________
____________________________________________________________________________________
In 10 years I want to be doing:____________________________________________________________
____________________________________________________________________________________
Date completed: __________
In one year I want to be doing_:_____________________________________________________________
____________________________________________________________________________________
In three years I want to be doing:____________________________________________________________
____________________________________________________________________________________
In five years I want to be doing:_____________________________________________________________
I need the following skills/education/experience to get there:____________________________________
____________________________________________________________________________________
In 10 years I want to be doing:_____________________________________________________________
* Excerpted from Quarterlifers Companion by Abby Wilner and Catherine Stocker.
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Liberal arts students dont major in areas that are labeled with a career in the same way that business students
or engineering students do. Yet the job market for liberal arts major can be strong if youre willing to identify
the skills you have gained. The real-life examples below demonstrate the versatility of a liberal arts major and
the various career paths that graduates can take today, regardless of study area. Even though liberal arts or
general studies majors may not prepare you for a specific career or provide on-the-job skills per se, they should
enable you to think analytically and communicate well which are highly valuable skills for employers. In fact,
according to the National Association of Colleges and Employers (NACE), communication skills top the
list of in-demand job skills needed by prospective employers each year in NACEs national employer survey.
These skills, which you can carry from job to job, are also known as transferable skills.
Real-life example
Major: Psychology
Current job: Public policy analyst
Job duties/responsibilities: Researching issues and writing reports, analyzing data
Skills required: Analytical, communication, and writing
Real-life example
Major: English
Current job: Advertising executive
Job duties/responsibilities: Brainstorming ideas, organizing campaigns, and communicating with clients
Skills required: Organizational, creative, and communication
Real-life example
Major: Philosophy
Current job: Business magazine editor
Job duties/responsibilities: Conducting interviews, proofreading columns, writing reports, and assisting with
layout design
Skills required: Communication, writing, analytical, and visual
You
Major:______________________________________________________________________________
Job of interest:________________________________________________________________________
Job duties/responsibilities:_______________________________________________________________
Skills required:________________________________________________________________________
Do you feel that your coursework has helped to enhance the skills required for your target job?
If not, what can you do to begin building these skills?
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While you are trying to get through your undergraduate degree, you may wonder, will I have to do all of this
again for graduate school? Or perhaps you want to remain a student as long as possible. In many fields today
(such as business), it is preferable that, if an advanced degree is in fact required for your job, you work several
years and gain on-the-job experience first. This is especially important now that professionals are job-hopping
rather than staying in one job throughout their careers.
While it is generally advisable to try out a few jobs of interest first, before committing to a specific field, other
fields are easier to transition to directly after completing an undergraduate program.
For example, undergraduates applying to medical school often take preparatory curricula and might be better
positioned to succeed than those whose knowledge and skills may have eroded due to a lapse.
Be sure to give graduate school some serious thought before taking the plunge you may end up dissatisfied
with the realities of a selected career field and then regret spending the time and money to get that specific
advanced degree. At the same time, having an advanced degree can increase your earnings and potential for
promotion in the long run.
The following guidelines will help prepare those of you who feel certain that graduate school is the right
next step.
Preparing for Graduate School as an Undergraduate*
Your first two years:
Carefully assess your long-term goals, abilities, qualifications, and commitment.
Look at different career opportunities (whether academic or professional) for people in your field to get an
idea of what programs and organizations are looking for in their candidates.
Think about what area you would like to focus on and begin looking at which graduate programs are doing
work in that area.
If you have a mentor, begin a discussion with him or her about programs of interest and
possible contacts.
Begin to foster relationships with different professors in your field, as youll need letters of
recommendation for all sorts of program applications; make sure you participate in class, visit them
during office hours, and ask them for advice about your field of interest.
Consider study abroad experiences and summer research programs (see the student Web sites for listings) or
any campus opportunities to engage in research with faculty members. This is a good way to begin to build
a network of graduate school contacts. Also, having research experience dramatically increases your chances
of getting into a graduate program.
* Excerpted from DePaul Universitys Office of Multicultural Student Affairs
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And, if your coursework, extracurricular, and work commitments permit:
Boost your placement exam vocabulary by reading newspaper editorials or signing up for a
word-of-the-day e-mail at sites such as http://www.dictionary.com
Your last two years:
Check to see if your program of interest requires subject-specific tests; sign up for the required exam about
one year before your expected graduation date.
Search for test preparation events with companies such as Kaplan or The Princeton Review.
Take your placement exam practice test.
Find out about exam fee waivers from your financial aid office.
Take the exam and, if necessary, retake it by Sept. 15 of the year that you plan to apply (for fall entrance
the next year).
Keep your advisors, mentors, and professors informed of your plans and continue to seek advice; contact
graduate students for additional advice.
Continue to explore study abroad and summer research opportunities.
Identify and think about at least four graduate schools and programs that fit your interests.
Browse university Web sites for information about graduate programs, including faculty members, their
areas of research interest, and their past and current research projects.
Request school applications, school information, department/program information, and faculty
research interests.
Attend available graduate school fairs and workshops on campus.
Begin to look at different ways of funding your graduate school education.
Update your resume also, check to see what is lacking in your resume; for example, if there is not
enough community service, research, or teaching experience, plan for the summer and the next year to
include those types of opportunities.
Start a draft of your personal statement, getting plenty of feedback from peers and faculty mentors.
The fall semester of your senior year, request applications for financial assistance, transcript copies, and
letters of recommendation (see our section about requesting letters of recommendation).
Make a decision to accept or reject a programs offer by April 15 of your senior year, which is the universal
deadline.
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Graduate School Financing
In addition to financial aid avenues discussed in Section IV, some common forms of graduate school
aid include:
Fellowships Fellowships are like scholarships in that they do not need to be paid back. They can be
awarded by institutions or by outside corporations and foundations and are typically based on merit
or achievement.
Stipends A grant of money to a graduate student. It can be used for expenses above tuition and fees.
Graduate fellowships sometimes pay both tuition and a stipend that can be applied toward living expenses.
Tuition Remission A financial aid award from a department or graduate dean that covers the cost of a
students tuition and fees, typically awarded in conjunction with a TA or RA (defined below).
Assistantship A form of financial aid in which the graduate student is paid for work performed; the work
is often related to the students studies or area of specialization.
Research Assistantship (RA) A primary form of financial aid for graduate students. It requires that the
student serve as a research assistant, generally for one specific professor or group of professors. RAs are
more common in science disciplines than in the humanities or social sciences.
Teaching Assistantship (TA) Another primary form of financial aid for graduate students, requiring the
student either assist in teaching a course or courses, or teach introductory courses on his or her own. TAs
are more common in the humanities and social science disciplines than they are in the sciences.
Personal Statement

A number of graduate schools require that you submit a personal statement along with your application and
placement exam scores. The personal statement, your opportunity to sell yourself in the application process,
generally falls into one of two categories:
1. The general, comprehensive personal statement
This allows you maximum freedom in terms of what you write, and is the type of statement often
prepared for standard medical or law school application forms.
2. The response to very specific questions
Business and graduate school applications often ask specific questions, and your statement should
respond specifically to the question(s) being asked. Some business school applications favor multiple essays,
typically asking for responses to three or more questions.
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Questions to ask yourself before you write
Whats special, unique, distinctive, and/or impressive about you or your life story?
What details of your life (personal or family problems, history, people or events that have shaped you
or influenced your goals) might help the committee better understand you or set you apart from
other applicants?
When did you become interested in this field and what have you learned about it (and about yourself )
that has further stimulated your interest and reinforced your conviction that you are well-suited to
this field? What insights have you gained?
How have you learned about this field through classes, readings, seminars, work or other experiences,
or conversations with people already in the field?
If you have worked a lot during your college years, what have you learned (leadership or managerial
skills, for example), and how has that work contributed to your growth?
What are your career goals?

Are there any gaps or discrepancies in your academic record that you should explain (great grades but
mediocre LSAT or GRE scores, for example, or a distinct upward pattern to your GPA, if it was only
average in the beginning)?
Have you had to overcome any unusual obstacles or hardships (economic, familial, or physical) in
your life?
What personal characteristics (integrity, compassion, persistence) do you possess that would improve
your prospects for success in the field or profession? Is there a way to demonstrate or document that you
have these characteristics?
What skills (leadership, communicative, analytical) do you possess?
Why might you be a stronger candidate for graduate school and more successful and effective in the
profession or field than other applicants?
What are the most compelling reasons you can give for the admissions committee to be interested in you?
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Answer the questions that are asked
If you are applying to several schools, you may find questions in each application that are
somewhat similar.
Dont be tempted to use the same statement for all applications. It is important to answer each question
being asked, and if slightly different answers are needed, you should write separate statements. In every
case, be sure your answer fits the question being asked.
Tell a story

Think in terms of showing or demonstrating through concrete experience. One of the worst things

you can do is to bore the admissions committee. If your statement is fresh, lively, and different, youll be
putting yourself ahead of the pack. If you distinguish yourself through your story, you will make yourself
memorable.
Be specific

Dont, for example, state that you would make an excellent doctor unless you can back it up with

specific reasons. Your desire to become a lawyer, engineer, or whatever it may be should be logical, the
result of a specific experience that is described in your statement. Your application should emerge as the
logical conclusion to your story.
Find an angle
If youre like most people, your life story lacks drama, so figuring out a way to make it interesting
becomes the big challenge. Finding an angle or a hook is vital.
Concentrate on your opening paragraph

The lead or opening paragraph is generally the most important. It is here that you grab the readers
attention or lose it. This paragraph becomes the framework for the rest of the statement.
Tell what you know

The middle section of your essay might detail your interest and experience in your particular field, as
well as some of your knowledge of the field. Too many people graduate with little or no knowledge
of the nuts and bolts of the profession or field they hope to enter. Be as specific as you can in relating
what you know about the field and use the language professionals use in conveying this information.
Refer to experiences (work, research, etc.), classes, conversations with people in the field, books youve
read, seminars youve attended, or any other source of specific information about the career you want
and why youre suited to it. Since you will have to select what you include in your statement, the choices
you make are often an indication of your judgment.
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Dont include some subjects

There are certain things best left out of personal statements. For example, references to experiences or
accomplishments in high school or earlier are generally not a good idea. Dont mention potentially
controversial subjects, such as controversial religious or political issues, UNLESS this is the subject of
your research interests. Even then, be careful not to use language that might be offensive to those who
read your statement.
Do some research, if needed

If a school wants to know why youre applying to it rather than another school, do some research to find
out what sets your choice apart from other universities or programs. If the school setting would provide
an important geographical or cultural change for you, this might be a factor to mention.
Write well and correctly

Be meticulous. Type and proofread your essay very carefully. Many admissions officers say that good
writing skills and a command of the correct use of language are important to them as they read these
statements. Express yourself clearly and concisely. Adhere to stated word limits. Have a friend or teacher
review your essay and proof it for grammatical and spelling errors.
Avoid clichs
A medical school applicant who writes that he is good at science and wants to help other people is not
exactly expressing an original thought. Stay away from often-repeated or tired statements.
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LSAT
GMAT
MCAT
MAT
Law School
Admissions
Test
Graduate
Management
Admissions
Test
Medical
College
Admissions
Test
Miller
Analogies Test
Who needs to take it?
Analytic ability test

utilizing analogy problems,
120 analogies
Offered in April and

August; covers organic
chemistry, biology, physics,
and inorganic chemistry,
214 questions, two essays
Computer-based test:
180 questions, two essays,
maximum points: 899
100 questions,
one essay
$210
$250
$127
General test $140;

Subject test $130
Fees*
ECMC Foundation
May be required by
Varies by testing center
graduate schools or used in
lieu of the GRE
Required for entering

medical school

business school
Required for entering law

school
Two tests: The general

Required by many
test assesses verbal and
graduate schools
quantitative knowledge and
writing, while the subject
test assesses knowledge of
your major area of study
About the Test
*Fees are subject to change. Most exams reduce fees with proof of financial need.
GRE
Abbreviation
Graduate
Record
Examination
Test
http://harcourtassessment.com
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MCAT Program Office

P.O. Box 4056
Iowa City, IA 52243 USA
319.337.1357
http://www.aamc.org/students/mcat/
GMAT Education Testing Service

P.O. Box 6103
Princeton, NJ 08541-6103
The Law School Admission Council

Box 2000
Newtown, PA 18940, USA
215. 968.1001
http://www.lsac.org/
GRE
P.O. Box 6051
Educational Testing Service
800.772.9476
http://www.ets.org
Links
Below is a breakdown of all the major exams required by most graduate schools. The earlier you prepare, the better your chances of receiving a top score and getting into
the institution of your choice!
Graduate School Exams
PRAXIS II
DAT
PCAT
OAT
NCLEX
The Praxis
Series
Dental
Admissions
Test
Pharmacy
College
Admissions
Test
Optometry
Admission
Test
The National
Council
Licensure
Examination
Number of questions varies
Offered during October

and February, 280
questions
300 multiple-choice
questions
Computer-based,
280 questions
Can be taken on a
computer general and
subject-specific knowledge
and teaching skills
Can be taken on a
computer; reading, writing,
and math tests, 143
questions, one essay
About the Test
*Fees are subject to change. Most exams reduce fees with proof of financial need.
PRAXIS I
Abbreviation
The Praxis
Series
Test
ECMC
ECMC Foundation
Foundation
Used by nursing boards to

award nursing licenses

optometry school

pharmacy school

dental programs

many teacher education
programs;
Also used by states as part
of their teaching licensure
process
Can be taken on paper

or by computer; required
for entering many teacher
education programs; also
used by states as part of
their teaching licensure
process
Who needs to take it?
$200
$205
$125
$205
$80-$160, depending on
how many tests are taken
$80-$160, depending on
how many tests are taken
Fees*
You will receive information on the

NCLEX after you apply for a nursing
license with your state board; general
information can be found at
http://www.ncsbn.org/
Optometry Admission Testing

Program
211 East Chicago Ave.
Suite 1840
Chicago, IL 60611-2678, USA
312.440.2693
http://harcourtassessment.com
http://www.ada.org
Praxis Series
P.O. Box 6051
800.772.9476
http://www.ets.org
Praxis Series
P.O. Box 6051
800.772.9476
http://www.ets.org
Links
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One of the biggest hurdles that recent college graduates face in searching for a job is the catch-22 of needing
experience to acquire experience. Recent graduates often express frustration that they cannot even land an
interview without already having the relevant job experience that many employers covet. They wish they had
known the importance of experience, in addition to their college degrees, in finding meaningful work.
Real-life work experience is available for college students in the form of internships, cooperative education
(co-ops) and community service. These positions are typically unpaid, but sometimes you gain college credit
toward a degree. The experience is invaluable and makes your resume stand out from the thousands of others
that each company receives through online job search sites.
Finding internships or co-ops takes initiative, and you should use every campus resource at your disposal to
research local opportunities.
Visit the career center and your academic advisor to find out about any internships and co-op programs.
These are typically low-paying, entry-level positions that give students exposure to their career fields of
interest, and in some cases, academic credit. The main difference between internships and co-ops is that
the latter are usually coordinated by academic departments, but the two can also vary by length and pay,
depending on the institutions or employers definitions.
Find out what part-time opportunities in your field are available on campus or in the area during
the academic year.

Find out what full-time internships may be available in the summer or during winter and
spring breaks.
Ask about any summer research programs most are in the hard science areas, but there are also a
number of programs for students of color and first-generation students.
Check in with your student union or campus YMCA about volunteer opportunities.
Research the various Web sites for students and young professionals, such as http://www.monstertrak.
com, http://www.idealist.org, and http://www.volunteermatch.com (included in the student Web site
listings at the end of this section).
Get in touch with alumni, and network with any contacts you may have made through former jobs,
friends, or family. The alumni association of your current college may be able to assist in this networking.
Once you have finished the internship or other program, be sure to stay in touch with all coworkers and
supervisors never burn bridges. The contacts you make can be the most valuable asset that you take away
from your early experiences and will come in handy once you are conducting a full-time job search after
graduation. These contacts can act not only as references or providers of recommendations, but may also help
expand your network and alert you to unadvertised jobs. Send thank you cards once the internship is over,
and update your supervisor and coworkers with friendly e-mails each year. You may also want to ask your
internship supervisor for a recommendation if you plan to apply to graduate school.
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Once you have identified a job for which you would like to apply, you will need to submit a resume and
personalize a cover letter convincing prospective employers that you are the right person for the job.
Whether you are applying for internships or permanent job opportunities, follow these general guidelines:
Ask the career center for examples of resumes and cover letters used by college students in your area
of study.

Craft a resume and cover letter that is specific to each application. Focus on your coursework, past
jobs, or campus activities that relate most to the internship or job of interest.

If you have more than one job field of interest, its a good idea to save several different versions of
your resume so you dont need to make changes with each application.

Your career center will also be able to provide a list of resume action words to help you use
career lingo to express your experiences thus far.

Be specific in your cover letter remember, you might feel qualified, but these positions are often
highly competitive and draw hundreds of applications from colleges and universities around the
nation, especially if they are posted online. Give some thought to what makes you uniquely
qualified, whether its a special interest, a course at which you excelled, a volunteer
experience, or a leadership activity on campus.
After carefully scanning and editing your resume, ask someone else to review the resume for you.
Often when we are invested in a document for a long period of time, it is difficult to see the forest for
the trees. This is particularly true when you are doing many versions of a single document. Cutting
and pasting errors, including leaving the wrong position on a cover letter, or letters with typos and
grammatical mistakes, can eliminate you from a search process immediately. Be sure to get an
outside perspective.
Be careful of what you post on social networking sites such as Facebook and Myspace. Many employers
are becoming more Web-savvy and often Google an applicant to see if any damaging information is
available on the Web. Anything that does not seem professional should not be posted on a public site,
particularly when you are using your real name.
If you are comparing the salaries of more than one position, be sure to take benefits and the cost of
living into account.
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SECTION
VI:VI:
Career
Career
Planning
Planning
S
Activity VI)E-1: The College Experience Converter*

You may have trouble thinking of ways to express your qualifications when it comes to writing your resume
and cover letter, or you may feel as if you do not have enough experience to list. However, most college
students minimize the significance of their academic and extracurricular activities. Although your campus
experience may not seem directly related to the skills youd list on a rsum, you can extract valuable
qualifications to mention in your rsum or during a job interview if you really put your mind to it.
For example:
Do you participate in a sports club or work at the campus newspaper? If so, do you exhibit leadership skills
or that coveted team player attitude?
Did you learn valuable research or presentation skills for a big class project?
Did you help organize a club or a campus social event?
Think of your most memorable campus activities thus far and what you gained from each one. You can then
list those skills and qualifications on your resume.
Class or Extracurricular
Activity
Why did you like it?
Skills You Used
1.
2.
3.
4.
5.
* Excerpted from Quarterlifers Companion by Abby Wilner and Catherine Stocker
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Sample Resume and Cover Letter*
The resume and cover letter on the following page are intended to serve as examples, to give you an idea of
how to structure a resume and cover letter when you are a student and have limited work experience. Resumes
and cover letters will vary slightly depending on your field and the job to which you are applying, but these
samples should give you a good idea of how to phrase your goals and experiences on paper.
Tracy Q. Graduate
Campus:
456 College Hall

Normal, IL 67890
111.222.3333
tracy.graduate@ilstu.edu
Permanent:
123 Main Street
Anytown, MO 12345
777.888.9999
tracygraduate@hotmail.com
OBJECTIVE:
Research or administrative position with a nonprofit in the St. Louis area.
SUMMARY:

EDUCATION:

EXPERIENCE:
Bachelor of Arts in Liberal Arts, May 2006

Illinois State University, Normal, Illinois
Graduated Magna Cum Laude with a GPA of 3.6 on a 4.0 scale
Internship at St. Louis Museum of Natural History.

Internship at Missouri Historical Society.
Magna Cum Laude graduate with BA in Liberal Arts.
Proficient with MS Office, Windows XP, and the Internet.
Courses taken included:

Art History Methodologies
European Art and Architecture
American Art and History
Modern Art
Architecture: Castles, Cathedrals

Asian Art and History
European History
Spanish and French
Research Assistant, May 2005 to August 2005

St. Louis Museum of Natural History, St. Louis, Missouri

Served as acting Head Researcher in carrying out a grant from the
Institute of Museum and Library Sciences.

Developed teaching suggestions and object information guides for public use.

Processed and updated museum membership data using The Raisers Edge

Curatorial and Collections Intern, May 2004 to August 2004

Missouri Historical Society, St. Louis, Missouri

Researched label information and acquired relevant archival display materials for
Our World in Miniature exhibit.

Updated and created new entries for automated cataloguing system.
ACTIVITIES:

Independent research paper presented at Interdisciplinary Undergraduate Research

Conference, 2006
Tutored peers in paper and essay writing and editing, 2004-2006
Dorm Resident Assistant, 2005-2006.
* By Brian Krueger, President of http://www.CollegeGrad.com and author of College Grad Job Hunter
This information is Copyright 2006 CollegeGrad.com and used by permission of the author and publisher.
For additional career information, please visit http://www.CollegeGrad.com.
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456 College Hall

Normal, IL 67890
February 16, 20XX
Ms. Jane Doe
Partner-In-Charge
Big Public Accounting, Inc.
123 N. Michigan Ave.
Chicago, IL 12345
Ms. Doe:
I was referred to you by Mr. Dave Zbecki, a Partner with your New York office, who informed
me that the Chicago office of Big Public Accounting is actively seeking to hire quality
individuals for your Auditor Development Program.
I have more than two years of accounting experience, including interning as an Auditor
last year with the New York City office of Ernst & Young. I will be receiving my BBA this
May from Illinois State University, graduating Magna Cum Laude. I am confident that my
combination of practical work experience and solid educational experience has prepared me
for making an immediate contribution to Big Public Accounting. Having interned with a
leading firm in the public accounting field, I understand the level of professionalism and
communication required for long-term success in the field. My background and professional
approach to business will provide your office with a highly productive Auditor upon
completion of your Development Program.
I will be in the Chicago area the week of March 16. Please call me at 217.555.1234 to arrange
a convenient time when we may meet to further discuss my background in relation to your
needs. If I have not heard from you by March 9, I will contact your office to inquire as to a
potential meeting date and time. I look forward to meeting you then.
Sincerely,
Tracy Q. Graduate
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Aside from finding the right job field, it helps to find the right employer for you. Employers can vary by
organization type there are nonprofit associations, for-profit firms, and big, public corporations and by
size, anywhere from 2 to 20,000 employees. Employers can also differ by mission, values, and environment.
Some are more laid back and casual, while others are competitive and high-pressured. You can get a sense of
some of these differences at an interview, but you can also do some research online to determine the right fit
for your work style.
For example, if you like the close-knit environment of seminars, you may prefer a smaller company. But if you
like to speak up in big lecture halls, you may enjoy the atmosphere of a larger corporation.
After giving some thought to the various career and employment options and what might be the right fit for
you, fill out the following chart and use it as a guide when you conduct your job search. But remember that
tools like this one should help focus your search, rather than limit your possibilities!
Job field:____________________________________
Position:___________________________________
Geographic area:____________________________
Company size:_______________________________
(approximate number of employees)
Minimum salary:*_____________________________
Other criteria:_______________________________
* Use sites such as http://www.salary.com to determine average entry-level salaries by career field and geographic location.
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Interviewing can seem scary if youve never done it before, but its all about being prepared. Review this list of
questions that are typically asked and try to come up with your own responses that:

Convey what makes you unique and why you are the right person for the position.
Never sound negative put a positive spin on any bad experiences, talk about what you learned and
how you overcame any challenges.
Show that you have done your homework and understand the mission of the company.
Be genuine! People can often see through attempts by interviewees to exaggerate their experiences or
skill sets. Speak appropriately and professionally, but dont attempt to create a faade that prevents your
interviewers from getting to know who you are and the real gifts you bring to the table.
Sample questions:
1. Why are you interested in working for our company?
2. How would you describe your work style?
3. Do you work well in teams?
4. Where do you see yourself in five years?
5. Can you describe a recent challenge you faced and how you developed a solution to
overcome that challenge?
6. Why should we hire you?
Note: Certain personal questions are illegal for the interviewer to ask, such as any questions about your age or marital status.
If the interviewer broaches these subjects, politely hint that youd rather not get too personal and move on to the next question.
Basic Etiquette
Interactions in interviewing environments are typically formal, and you always want to seem highly
professional, positive, and ready to take on a challenge. In addition:
Always greet your interviewer with a firm handshake and a smile and introduce yourself with your first and
last name.
Let the interviewer initiate the small talk and follow his or her lead. If he or she brings up the weather or
traffic, by all means join in the conversation. But remember he or she is taking time out of his or her busy
schedules to conduct the interview, and you want him or her to know you mean business, so do not use
this as an opportunity to ramble on endlessly about the traffic problems you had on the way over.
Always wear a basic suit, even if the job environment is casual. Dont wear anything too flashy, and cover
up any tattoos or body piercings. If the job is in a creative field such as graphic design or advertising,
there may be more room for colorful or trendy accessories, but in general, a basic black or navy blue color
scheme is a safe bet.
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Activity VI)E-3: Requesting Reference Letters*

Once you have made a contact through an internship or gotten to know a professor through a course you
enjoyed, you may wish to request a reference letter for a prospective job or graduate program application. But
keep in mind that faculty and staff are inundated with these requests from students, and in order to help you,
they will need to be able to tell prospective employers or graduate schools more about you than the fact that
you have a nice smile or a pleasant personality. In other words, you need to supply them with specific facts
about you so they can write more than a general letter.
Before you approach a reference provider, take a few moments to provide him or her with the
following information:
A copy of your most recent resume, including specific information which may not appear on a
standard application form. For instance, membership in campus organizations, volunteer work,
awards, leadership positions, etc.
The position description for the job or information regarding the graduate program, for which
you need this letter.
Specific information regarding why you are interested in this position. How does this position
fit into your career goals?
Specific information regarding your special interests, background, motivation, and personal
qualities which may distinguish you from other applicants.
Three phrases that describe your strengths and weaknesses. (This is the crux of a solid application.)
Your written permission to access your transcripts that are on file in the registrars office.
* By Richard Voorhees and Larry Landis
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Your contact can provide you with a copy of the letter he or she writes if you ask, and generally he or she will
retain your material for a period of two years so that you can request additional letters.
Fill out the following information and provide it to your reference contact.
Name______________________________________________________
Student ID number ___________________________________________

Address __________________________________________________________________________
Street City State, Zip
E-mail where you can be reached with questions __________________________________________
Phone where you can be reached with questions __________________________________________
When do you intend to graduate? __________________ What is your overall GPA? ______________
What is your major(s)? ___________________________What is your GPA in your major?_________
What is your minor(s)? ___________________________________________
Date that the letter or form is needed?________________________________
Please allow at least two weeks!
Where and to whom should the letter or form be sent?
Name ___________________________________________________
Title ____________________________________________________
Address _________________________________________________
City, State, and Zip Code ____________________________________
Signed: __________________________________ Date:_______________
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Activity VI)E-4: Lost in Translation: A Lesson in Corporatese*

Once you land the job or internship, the learning doesnt stop. Working is a great chance to learn not only
about your specific field of interest, but also about the art of office communication, if you have not already
had exposure to working life. If possible, find a mentor at work to help show you the ropes. And never be
afraid to ask questions better to be safe than make a mistake that would result in a business loss. But if you
find that you have not quite mastered the language of Corporatese, the following should help.
This activity demonstrates the art of office politics and the delicacies of office communication. See if you can
match up the five most commonly heard work-related complaints (Column A) with how they get translated
(Column B). For extra points, match up the correct translations in Column C.
What You Want to Say
What They Hear
What You Should Say in

Corporatese
1. I have a college degree.

Why doesnt anyone trust me to
do anything? Why do I have to
run everything past my boss?
1. I dont have enough to do.
1. I would like to learn how to do

skill X or develop Y experience. Is
there a project that I can pitch in
on that would help me to do that?
2. I have an idea for making

something better. Or more
efficient. Or something that will
be the next big thing.
2. I think that I am so special.

And better than all of you.
2. I am interested in a career here

and I want to feel that I am
making a contribution.
3. I am SO bored with this job.
3. I am young and have no idea

how it works in the real world.
3. I had an idea that I wanted to

run by you to get your input and
feedback.
4. I want more responsibility.
4. I want your job.
4. Is there a long-term or less

urgent project that I can take the
lead on? Something you have been
trying to clear off your plate?
5. I want to feel like

I am doing something,
anything relevant.
5. I am unwilling to pay my dues.
5. Can you suggest some projects

that I can seek out that may offer
me some new challenges?
ANSWER KEY (A1,B2, C4); (A2, B3, C3); A3, B1, C5); (A4, B4, C1); (A5, B5, C2)
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Activity VI)E-5: Network Ad*

Sometimes the best way to find a job is through networking basically, asking people you know if they know
anyone hiring. These people may be alumni of your college or university, faculty or staff, or friends of your
family. They may even be people you read about in magazines or books.
In addition to talking to people who may be hiring, it helps to simply initiate contact with professionals in
your field of interest, regardless of whether or not their companies have job openings, to continually expand
your network and seek advice.
Target someone who seems to hold what is an ideal job for you, and send him or her an introductory e-mail
asking if you could either set up a time to speak on the phone, or send specific questions by e-mail. Your new
contact will likely be flattered that you approached him or her and more than happy to talk about himself or
herself. However, if he or she doesnt respond to your requests, dont feel offended. He or she could simply be
too busy, particularly if he or she are often approached by job-seekers.
Try writing a script for yourself as a way to quickly let professionals know who you are, what kind of job you
are looking for, and why you would be a great person for that job. This ad can serve as a script to guide you
through what can often be an intimidating conversation with a new contact. They will be impressed with your
preparation, and you will not have to worry about saying the right thing, as it will be written in front of you.
When writing your ad, keep in mind:
People have short attention spans.
They would rather be talking about themselves.
They may get approached by job-seekers all the time.
So:
Keep it short and snappy (about the amount of time that it takes for a short elevator ride).
Show that you know something about them.
Make it memorable.
Give it a try write a five-second ad to market yourself.
Hi! My name is_______________________. It is so interesting to hear about your experience
at_____________________, where I understand that you____________________. I, too, am

interested in______________and am currently looking for a job doing__________________.
I worked as a____________________________________, doing______________________
[or I study ____________________], specializing in________________________________,
so I am a good fit for a job in __________________________________________________.
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Then pick out five of the following questions:
Do you have any suggestions or advice you can offer me to get started in this field? How did you get into
this field?
What do you like most about your job? What do you like the least?
What background does your company typically look for in an employee?
Do you believe there are certain academic credentials that you must have to get this job?
Are there skills that are indispensable for someone in your position? How did you develop those skills?
Is there anything you would have done differently if you just graduated and were conducting a job search?
What characteristics do you think someone needs to possess to have a job like yours?
When you interview people who are seeking jobs like yours, what are the common deficits that keep them
from being hired (lack of experience, lack of a particular skill, etc.)?
Once in a job like yours, what additional training is needed to stay current with new job demands?
Is there anyone you know whom you think I should contact? Are there any resources you can recommend
for further information?
Finally, thank him or her for his or her time.
Rehearse the ad. Say it out loud to yourself. And now, for the hard part, say it out loud in front of one of
your friends. It might feel awkward at first, but a little practice will make it feel more natural and comfortable.
Once you have made a contact, always, without exception, send a follow-up note. Thank the contact once
again for his or her time and update him or her on your job search progress. Writing thank you notes is not
only polite and professional, but also shows that you are enthusiastic about the job. Perhaps most importantly,
it helps the contact keep you in mind for future job openings.
Follow-up note:
Dear_______________________________:
It was so nice to (meet you/talk to you) at/on_____________________. I am glad to hear that
(insert comment to show that you were paying attention and admire his or her career)________________
__________________________________________________________________________________.
I found your advice to be really helpful as I continue to pursue a job doing______________. I hope you
will keep me in mind for any future openings at __________________________, or if you hear of any
other opportunities doing ________________________.
Enclosed are a few copies of my resume. Thanks again for your time and advice.
Sincerely,
(your name)

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Internship Listings
Career Self-Assessment
http://www.monstertrak.com
http://www.internjobs.com
http://www.self-directed-search.com/index.html
Salary Research
Summer Research Programs (Health-Related)
http://www.swarthmore.edu/Admin/health_sciences/
summer_opportunities.html
http://www.salary.com
http://www.bls.gov/oco/home.htm
Career Advice
http://www.collegecentral.com
http://www.Jobhuntersbible.com
http://www.quintcareers.com
http://www.Rileyguide.com
Volunteer Listings
http://www.volunteermatch.com
http://www.americorps.com
General Job Listings
http://www.careerbuilder.com
http://www.craigslist.org
http://www.hotjobs.com
http://www.indeed.com
http://www.simplyhired.com
Business Etiquette
http://www.emilypost.com/etiquette/business/
index.htm
Nonprofit Listings
http://www.idealist.org
Top Entry-Level Employers
http://www.collegegrad.com/topemployers
In-Demand Jobs
http://www.naceweb.org
http://www.bls.gov/oco/home.htm
Job Ideas by Major
http://www.jobweb.com/resources/profile.asp
Career Exploration
http://www.acinet.org/
(Strong Interest Inventory)
http://www.bls.gov/oco
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SECTION VII: Additional Web Sites & Publications
Contents
Section VII: Additional Web Sites & Publications
230
A. Organizations for Postsecondary Professionals

230
232
233
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Section VII: Additional Web Sites and Publications

The following listings are intended to help staff and administrators learn more about persistence, and connect
with other professionals in the field. The organizations listed have resources and meetings geared towards
higher education professions, and the publications will help both you and your students learn more about
what works in postsecondary retention.
Note: For more specific Web sites related to each topic in this guide, please see the list provided at the end of each section.
A. Organizations for Postsecondary Education Professionals

ACPA College Student
Educators International
Lifelong Learning & Education
http://www.myacpa.org/
One Dupont Circle, NW, Suite 300
Washington, DC 20036-1188, USA
Telephone: 202.835.2272
Fax: 202.296.3286
1275 Ellsworth Hall

Western Michigan University
1903 W Michigan Avenue
Kalamazoo, MI 49008-5280
Telephone: 269.387.4174
Fax: 269.387.4189
ACT
The Journal of College Student Development
http://www.act.org/
500 ACT Drive
P.O. Box 168
Iowa City, Iowa52243-0168
Telephone: 319.337.1000
http://www.jcsdonline.org/
One Dupont Circle, NW, Suite 300
Washington, DC 20036-1188
Telephone: 202.835.2272
The Mentor An Academic Advising Journal
230
College Student Experiences Questionnaire

Research Program
Indiana University at Bloomington
http://www.psu.edu/dus/mentor/
http://www.indiana.edu/~cseq/
1900 East 10th Street
Eigenmann Hall 419
Bloomington, IN 47406-7512
Telephone: 812.856.5825
Fax: 812.856.5150
http://www.nacada.ksu.edu/index.htm
Kansas State University
2323 Anderson Avenue, Suite 225
Manhattan, KS 66502-2912
Telephone: 785.532.5717
Fax: 785.532.7732
International Mentoring Association
National Association of Colleges and Employers
http://www.mentoring-association.org
http://www.naceweb.org/
62 Highland Ave.
Bethlehem, PA 18017
Telephone: 800.544.5272
Fax: 610.868.0208
National Academic Advising Association
ECMC Foundation
National Association for

Developmental Education
The Pell Institute for the Study of Opportunity

in Higher Education
http://www.nade.net/
2447 Tiffin Avenue #207
Findlay, OH 45840
Telephone: 877.881.9876
Fax: 419.423.9078
http://www.pellinstitute.org
1025 Vermont Avenue, NW, Suite 1020
Washington, DC 20005
Telephone: 202.638.2887
Fax: 202.638.3808
National Association of Student

Personnel Administrators (NASPA)
Penn States Center for Excellence in

Academic Advising
http://www.naspa.org/
1875 Connecticut Ave., NW, Ste. 418
Washington DC, 20009
Telephone: 202.265.7500
Fax: 202.797.1157
http://www.psu.edu/dus/cfe/
Division of Undergraduate Studies
The Pennsylvania State University
118 Grange Building
University Park, PA 16802-6700
Telephone: 814.865.7576
Fax: 814.863.8913
The National Center for the Study

of Adult Learning and Literacy
http://www.ncsall.net/
John Comings, NCSALL Director
Harvard Graduate School of Education
Nichols House, 7 Appian Way
Cambridge, MA 02138
ncsall@gse.harvard.edu
Telephone: 617.495.4843
StudentAffairs.com
Resources for Student Affairs Professionals
www.studentaffairs.com
41 Crossroads Plaza #221
West Hartford, CT 06117
National Orientation Directors Association
http://www.nodaweb.org/
University of Michigan-Flint
375 University Center
Flint, Michigan 48502-1950
Telephone: 810.424.5513
Fax: 810.762.3023
National Resource Center for the First-Year
Experience and Students in Transition
http://www.sc.edu/fye/
University of South Carolina
1728 College Street
Columbia, SC 29208
Telephone: 803.777.6029
Fax: 803.777.4699
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The following is a list of some of the experts who often speak on campuses about retention and related topics.
The Web sites listed below contain each speakers contact information.
David Crockett
Noel-Levitz
https://www.noellevitz.com/Our+Consultants/Full-Time/David+Crockett.htm
John Gardner
Policy Center on the First Year of College

http://www.firstyear.org/staff/john.html
George Kuh
National Survey of Student Engagement

http://nsse.iub.edu/html/staff.cfm?iuid=kuh
John Lee
JBL Associates
http://www.jblassoc.com/html/contactingjbla.html
Byron McClenny
University of Texas
http://www.utexas.edu/education/facultyDetails.php?ID_PK=79C2E222-1422-0F2D9DB5747D4A9C0B7F
Lana Muraskin
Pell Institute
http://www.pellinstitute.org/contacts.html
Scott Swail
Educational Policy Institute

http://www.educationalpolicy.org/watsonbio.html
Vincent Tinto
Syracuse University
http://soeweb.syr.edu
Richard Voorhees
Voorhees Group
http://www.voorheesgroup.org/
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McClenney, B. (2005). 25 Steps to Effective Developmental Education. University of Texas Community
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San Francisco: Jossey-Bass Higher & Adult Education.
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Tinto, V. (2004). Student Retention and Graduation: Facing the Truth, Living with the Consequences.
The Pell Institute for the Study of Opportunity in Education, Occasional Paper. Available at
http://www.pellinstitute.org/tinto/TintoOccasionalPaperRetention.pdf.
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Stone, D., and Tippett, E. (2004). Real College: The Essential Guide to Student Life. New York: Penguin.
Valverde, L.A. (Ed.) (2001). The Latino Students Guide to College Success. Westport, CT: Greenwood
Press.
Watkins, B.D. (2004). Everything You Ever Wanted To Know About College: A Guide For Minority
Students. Blue Boy Publishing.
D Kendra D. Johnson, Ed. D. and Trudie N. Hines. (2005). 100 Things Every College Student With a
Disability Ought to Know. The Cambridge Stratford Study Skills Institute.
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C
COMM

Note: These links were active as of Sept. 2006, and may expire at some point. If they do not work when you attempt to view the Web
site, we recommend that you search the Web by the title of the organization and notify us at info@ecmcfoundation.org of any changes,
as we will be updating the toolkit periodically.
C Achieving the Dream. A multi-year initiative to help community colleges increase student retention.
Available at: http://www.achievingthedream.org

American Council on Education, Retaining Adult Learners: What Works? Available at:
http://www.acenet.edu/AM/Template.cfm?Section=Search&template=/CM/HTMLDisplay.
cfm&ContentID=16739
C Community College Survey for Student Engagement, Retention Initiative. Available at:
http://www.ccsse.org/retention/retention.cfm
Center for the Study of College Student Retention. Journal and listserve available at:
http://www.cscsr.org/retention_journal.htm
C Honolulu Community College, Ideas to Encourage Student Retention.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/studretn.htm
Lumina Foundation Resources for Student Success
http://www.luminafoundation.org/success
National Academic Advising Association, Clearinghouse of Academic Advising Resources. Available at:
http://www.nacada.ksu.edu/clearinghouse/AdvisingIssues/retain.htm
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ECMC Foundation
APPENDICES
Contents
Appendix A. Feedback Forms
238
239
242
245
ECMC Foundation
237
APPENDIX A: Feedback Forms
Appendix A: Feedback Forms

We would like to hear from you!
We hope that you have found the activities and resources in PERSIST: A Comprehensive Guide for Student
Success in Higher Education to be useful in your role on campus and enjoyable to use with your students.
We value your opinion, and will be updating the toolkit periodically based on feedback we receive.
Please take a moment to complete the staff feedback form and ask your students to complete the form that
follows. You may then return the form(s) to ECMC Foundation by e-mail info@ecmcfoundation.org, or to
the following address:
ECMC Foundation
1 Imation Place
Building 2
Oakdale, MN 55128
In addition, you may contact us at 866.FDN.ECMC or info@ecmcfoundation.org with any questions or
to request additional CDs of this toolkit. And dont forget to visit us online to download a pdf version of the
toolkit at www.ecmcfoundation.org/persist. We look forward to hearing from you!
238
ECMC Foundation

Please answer the questions below and insert any additional comments you may have, and then return the
form to ECMC Foundation.
First, please tell us about you:
Title:___________________________________________________
Department:_____________________________________________
Years on campus:_________________________________________
Years in higher education:__________________________________
Which of the following at-risk student populations, if any, do you serve in your role on campus?
(please check all that apply)
First-generation
Low-income
Other
Does a retention task force or committee exist on your campus?
If so, are you involved?
Yes
No
Yes
No
Are you:

Concerned about my institutions retention rates

Satisfied with my institutions retention rates
Unaware of your institutions retention rates
Other
ECMC Foundation
239
Now, please tell us what you thought about the toolkit:

1. Do you think the toolkit has succeeded in providing sufficient materials to assist institutions in
increasing their retention programming and student persistence rates?
Yes
No
2. Who do you think this toolkit would benefit most e.g., any specific student or institutional
characteristics? Any particular staff or administrative roles?
3. Was the toolkit fairly easy to navigate?

Yes
No
If no, how would you suggest we better organize the materials for ease of use?
4. Is the tone of the toolkit appropriate?
Yes
No
5. Are there any essential materials that you feel are missing from sections of the toolkit?
If yes, what would you suggest adding?
6. Is there anything currently provided in the toolkit that you feel is unnecessary?
If so, what?
7. Do you feel you benefited from using the toolkit?

Did your students?
Yes
No
Yes
Yes
Yes
No
No
8. Please rate the usefulness of each section:

Very
Useful
Somewhat
Useful
Not
Useful
N/A
Section I: Institution-Wide Retention &

Toolkit Administration
240
Section VII: Additional Web Sites &

Publications
ECMC Foundation
No
9. Which resources or activities in each section did you find the most helpful and why?
Most Helpful Resources/
Activities
What I Learned
Section I: Institution-Wide Retention

& Toolkit Administration

Publications
Please feel free to add any additional comments or suggestions below:
Thank you for providing us with your valuable feedback!
ECMC Foundation
241
APPENDIX A2: Feedback Forms

S

We hope you have found the activities and resources in PERSIST: A Comprehensive Guide for Student
Success in Higher Education to be useful. We value your opinion and will be updating the toolkit
periodically based on feedback we receive.
Please take a moment to tell us what you thought about the materials in this toolkit by answering the
questions below and inserting any additional comments you may have and returning the Student Feedback
form to your toolkit administrator.
First, tell us about you:

Age: _________
Year in college:

1st Year
2nd Year
3rd Year
4th Year
Other
Did either of your parents attend college? Yes

Do you currently work?
Yes
No If yes:
Do you currently receive financial aid?

If yes, in what form (check all that apply):
242
Pell Grant
Supplemental federal loans
Stafford Loans
Work/Study
State grants
Private loans
Institutional scholarships
Other:
Do you live:
On campus
Yes
No
Part-time
Full-time
No
Off-campus
ECMC Foundation
APPENDIX
APPENDIXA2:
A: Feedback
FeedbackForms
Forms
S
Now tell us what you thought about the toolkit:
1. Please rate the usefulness of each section:

Very
Useful
Somewhat
Useful
Not Useful
N/A

Publications
2. Which resources or activities in each section did you find the most helpful and why?
Most Helpful Resources/
Activities
What I Learned

Publications
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APPENDIX
APPENDIXA2:
A: Feedback
FeedbackForms
Forms
S
1. Were there any materials that you did NOT find useful?
If yes, which materials and why?
Yes
No
2. Was the toolkit easy to navigate was it straightforward to find the

information you were looking for?
Yes
No

If not, how could the materials be better organized?
3. Did you find the tone of the toolkit to be appropriate?

If no, why not?
Yes
No
4. Is there any information you need that was not provided in the toolkit?
If no, what information would you like to see added in the future?
5. Would you recommend the toolkit to your friends?
Yes
Yes
No
No
6. Did you use the toolkit:

With a staff member

On your own
A combination of both
7. What is the most valuable information you learned from the toolkit, and how do you think it will
enhance your campus experience?
Please feel free to add any additional comments below:
Thank you for providing your valuable feedback!
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ECMC Foundation
APPENDIX
APPENDIX
APPENDIXA2:
A:B:Feedback
Feedback
PERSIST Forms
Flyer
Forms

Post the 10 Tips for Surviving College flyer (which you can find in the front pocket of this binder) in your
office to inspire students, and remind them about the steps toward college success. This will also help spread
the word about PERSIST, to encourage fellow staff members to focus on retention efforts.
10 Tips for Surviving College

The following guidelines highlight important information included in PERSIST: A
Comprehensive Guide for Student Success in Higher Education.
1. Start off on the right foot. Before classes begin, do a run-through of your class
schedule to make sure you know the bus route, or the best place to park if you drive, and
the buildings where your classes are located. See Section II: Navigating the Campus and
Section V for commuter needs.
2. Be prepared. Come to each class with all the necessary materials and spend some time before class reviewing your
notes. See Section III for notetaking and study tips.
3. Get into a routine. College is work, so approach it like you would any other job: schedule, schedule, schedule!
Follow our guidelines on forming a study group and time management in Section III.
4. Get to know your academic advisor. If you havent already met with your academic advisor, schedule an
appointment today! The more you meet with your advisor, the more he or she will be able to better help you reach your
goal. See Section III on smart scheduling.
5. Meet your professors. Dont be afraid to talk to all of your professors! Take charge of your education and be
more than just a number or a seat in a course. For more guidelines on faculty interactions, see Section III, Getting Extra
Help from Faculty.
6. Be proactive. Ask for help when you need it! The college staff, administrators, and faculty are there to help you
stay in school and reach your goals. There is a lot of help available, but you must take the initiative to seek it out.
See Section II, Resolving Issues on Campus to keep track of campus contacts.
7. Manage your money wisely. It may be tempting to take advantage of all those credit card offers you get in
the mail, but you should shred them instead. See Section IV for credit card worksheets, spending tips, and a budgeting
exercise.
8. Stay healthy. Eat right, exercise, and get enough sleep. This will help you fight stress and depression and stay active
and engaged in class. See test prep and time management activities in Section III.
9. Get involved. Make your way to the student union and explore clubs and organizations that interest you.
Be open to new cultures and people different from you. See Section V, Connecting with the Campus.
10. Be yourself. Sign up for the classes and activities that interest YOU, not the ones you think you should be
involved with because of external expectations or perceptions.
Staff: To help students with each of these topics and more, visit the PERSIST Web site at
http://www.ecmcfoundation.org/persist.
a Comprehensive Guide for Student Success in Higher Education
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a Comprehensive Guide for Student Success in Higher Education

A Comprehensive Guide for Student Success in Higher Education

Navigating the Toolkit

Section I: Institution-Wide Retention & Toolkit Administration

A. Assessing Institutional Retention Efforts and Performance

Retention on Your Campus: Thinking About Todays Trends

Section II: Navigating the Campus

A. Planning Resources for Professional Staff

Section III: Academic Success

A. Planning Resources for Professional Staff

Developing Learning Communities

Section IV: Financial Planning

A. Planning Resources for Professional Staff

Planning a Financial Aid Seminar

B. Professional Staff Web Sites Financial Aid Awareness

What You Need to Know to Apply

E. Student Web Sites Financial Planning

Section V: Adjusting to College Life

A. Planning Resources for Professional Staff

Helping Students Counter Homesickness

Section VI: Career Planning

A. Planning Tools for Professional Staff

Preparing Students for the Real World of Work

E. Student Resources Building Your Experience While in School

Internships, Co-ops, and Volunteering

Section VII: Additional Web Sites & Publications

Appendix A. Feedback Forms

Appendix B. PERSIST Flyer

Background and Thank You

March Kessler, ECMC Foundation

Navigating the Toolkit

Working from a PDF of This Document

SECTION I: Institution-Wide Retention & Toolkit Administration

A. Assessing Institutional Retention Efforts and Performance

Retention on Your Campus: Thinking About Todays Trends

SECTION I: Institution-Wide Retention & Toolkit Administration

Section I: Institution-Wide Retention & Toolkit Administration

Retention Vocabulary and Concepts

SECTION I: Institution-Wide Retention & Toolkit Administration

The students they serve

In addition, a recent meta-analysis of published student retention

SECTION I: Institution-Wide Retention & Toolkit Administration

SECTION I: Institution-Wide Retention & Toolkit Administration

A. Assessing Institutional Retention Efforts

Assess current retention efforts

Retention on Your Campus: Thinking about Todays Trends

SECTION I: Institution-Wide Retention & Toolkit Administration

Activity I)A-1: Student Retention Profile

First to second year

SECTION I: Institution-Wide Retention & Toolkit Administration

SECTION I: Institution-Wide Retention & Toolkit Administration

Activity I)A-2: Assessing Current Retention Efforts

Strongly Disagree Neither

SECTION I: Institution-Wide Retention & Toolkit Administration

Strongly Disagree Neither

Existing programs and activities are evaluated to

SECTION I: Institution-Wide Retention & Toolkit Administration

Activity I)A-3: Practice and Policy Checklist*

SECTION I: Institution-Wide Retention & Toolkit Administration

Example(s) of Policy Questions/

Regular contact with a consistent advisor/counselor

Mandatory process for students to plan degree/

Availability of computer resources, including open

Cut-off dates for admission to either the institution