College Counseling Outreach Handbook

Transcription

1 College Counseling Outreach Handbook Improving college access and success for first-generation and historically underserved students through collaboration and partnership 1 2 THE COLLEGE SEARCH AND APPLICATION PROCESS 3 NAVIGATING THE MAZE AND MAXIMIZING OPPORTUNITIES PROMOTING COLLEGE AWARENESS AND MOTIVATION 4 5 ENCOURAGING COLLEGE ACCESS AND RETENTION EXPOSURE TO THE COLLEGE EXPERIENCE

2 Participants, Thank you for participating in Center for Student Opportunity s Counseling Outreach initiative. By leveraging the support of a national network of counselors like you, we aim to enhance college guidance and preparation services reaching first-generation and otherwise underserved college-bound students. Your individual expertise and commitment are crucial to this effort. Central to the Counseling Outreach initiative is the hope that you will help make students fully aware of the college opportunities open to them. Over all else, college success is predicated on finding the right fit. CSO is firmly against underselling any student in the college search, so we ask counselors to engage in an active dialogue with each student to jointly determine the best opportunities for the student. If possible, don t let students dreams of college be compromised by financial considerations, geographical barriers, or other obstacles. In this respect, it is important that the promotion of a college-bound culture be built around optimism and opportunity. Of particular interest to CSO is encouraging qualified first-generation and underserved students to look beyond community college or the local state university system in their college search. While such institutions play a valuable role and for many are the best college fit, CSO sees great intrinsic value in the college experience at four-year, residential institutions. Financial aid and scholarship opportunities do exist to make such a college experience an affordable reality. Additionally, four-year, residential colleges typically offer close-knit campus communities, personalized educations, and comprehensive support networks to encourage student success and foster personal growth, independence, and responsibility. Each Counseling Outreach partnership is unique, so please take adequate time to discuss with your partner school or organization the particular needs and interests of the students with whom you will be working. Tailor your program accordingly. Naturally, CSO expects that you will draw on your substantial insight, experience, and expertise in counseling students. Provided in this Handbook are materials that may be helpful in whole or in part. The Handbook offers worksheets, activities, and other resources dealing with: 1) Elementary/Middle School Students: Promoting college awareness and motivation 2) High School Students: The college search and application process 3) Financial Aid: Navigating the maze and maximizing opportunities 4) Parent/Family Involvement: Encouraging college access and retention 5) College Success and Retention: Exposure to the college experience We also encourage counselors to use CSO's online clearinghouse of college programs and admissions information, CSO College Center ( ), as a tool. Please see the information sheet on pg to learn more. Thank you again for choosing to volunteer your time with the Center for Student Opportunity and welcome to the CSO family. Please contact us with any questions that you may have. Sincerely, Matt Rubinoff Executive Director Leon Dawson Program Coordinator 2

3 SECTIONS Elementary/Middle School Students: Promoting college awareness and motivation 2 High School Students: The college search and application process Financial Aid: Navigating the maze and maximizing opportunities 4 Parent/Family Involvement: Encouraging college access and retention 5 College Success and Retention: Exposure to the college experience 3

4 1Elementary and Middle School Students Promoting College Awareness and Motivation 4

5 1 ELEMENTARY AND MIDDLE SCHOOL STUDENTS Promoting College Awareness and Motivation Contents Introduction for Counselors Introduction to College Target Grade Level: 3-6 Instructions for Proctor: Allow ample time for students to answer questions in writing. Convene in small groups (3-4 students) or as a whole to share answers. For younger students, the proctor should read each question aloud before having the students answer. College Viewbooks Target Grade Level: 3-5 and 6-8 Instructions for Proctor: Proctors will need to bring in a number of college viewbooks for this activity. Break students into small groups. Provide each group a college viewbook, explaining what a viewbook is to the students. Have each group complete the following worksheet. FAQ: Paying for College Target Grade Level: 6-8 This document is intended as an introduction for middle school students to the financial aspects of college. Examples of Jobs in Which a College Education May Be Recommended or Required Target Grade Level: 3-8 This chart is intended to place college education within the context of students career aspirations. Instructions for Proctor: Share this sheet with students and encourage questions. If a student has a career aspiration not noted on the sheet, encourage them to ask you for the answer. To Do List Target Grade Level: 8 This list details steps to be taken during the eighth grade toward planning for college. High School Course Planner Target Grade Level: 8 This worksheet is intended to assist eighth graders plan a college preparatory course schedule heading into high school. Recommended High School Courses for College-Bound Students Target Grade Level: 8-9 This chart details a college preparatory course schedule for high school. 5

6 Introduction The years from ten through fourteen are a crucial turning point in life's trajectory Adolescence, in fact, is the last phase of life in which society has reasonably ready access to virtually the entire population, so the potential for constructive influence is great. Great Transitions: Preparing Adolescents for a New Century, The Carnegie Council on Adolescent Development, 1996 Counseling Outreach partnerships aim to help young people examine the world of college choices that await them. Working with elementary and middles school-age students is an opportunity to help raise postsecondary expectations among first-generation and underserved student populations while their outlook is bright and choices for the future are wide open. CSO believes that instilling a college-bound culture must begin by raising college awareness and motivation among students in their early years of schooling. A focus at the elementary and middle school level on motivating students to want to go to college and stressing the importance of college sets students on the right path. By the time students enter high school, they should be asking not "Should I go to College?," but "Where should I go to college?," "How can I find the necessary financial aid?," and "What makes a good college essay?" This should be the aim and intent of counseling partnerships with students of this age group. It is estimated that 90% of all new jobs created today require post-secondary education. More and more jobs depend on the ability to think critically and write clearly, analyze and compute. Through early preparation, counselors can help students begin to think about their unique talents/abilities and plot a course of study for high school that will allow them to hone these talents in college. You can help students be ready for education beyond high school by: setting high expectations and high standards for all students; encouraging all students to work hard and get the best grades they can; helping students find people to support positive goals; encouraging students to take college track courses, like algebra and geometry, to keep education options open; familiarizing students with the college experience, what college means, and why college is so important helping students learn that financial aid is available to make their ultimate college dreams an affordable reality 6

7 Introduction to College: Grades 3-6 Answer each of these questions in a few words. Talk about your answers as a group after. These are your own thoughts. There are no right or wrong answers. 1. What do you think of when you hear the word college? 2. Who do you know who goes to or has been to college? Where? 3. What do you think that college is for? Why do students continue on to college after high school? 4. What jobs do you think require a college education? 5. What do you want to be when you grow up? What do you think that you would have to study in college in order be able to do that job? 6. What colleges do you know about? How do you know about these colleges? Where have you heard them? 7. What other things do you think that you can do in college besides study and take classes? 8. Why do you want to go to college? Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

8 College Viewbooks: Grades 3-5 Look at the viewbooks with the other students in your group and find the following information about the college. You will present this college as a group to the rest of the class when you are done. 1. What is the name of the college? 2. Where is this college? 3. What does the campus look like? 4. What do you see students doing in the pictures? 5. What sports or other activities are pictured? 6. Find three other pieces of information about the college that you learned from looking at the viewbook. Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

9 College Viewbooks: Grades 6-8 Look at the viewbooks with the other students in your group and find the following information about the college. You will present this college as a group to the rest of the class when you are done. 1. What is the name of the college? 2. Where is this college? 3. What does the campus look like? 4. How many students attend this college? Is it public or private? Co-ed, all-women, or all-men? 5. How many majors are offered? List the most popular majors if that information is provided. If not, list some of the majors. 6. List some of the sports, clubs or extracurricular activities offered. 7. Find three other pieces of information about the college that you learned form looking at the viewbook. Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

10 FAQ: Paying for College How can I afford to go to college? There is money, called financial aid, to help you pay for college. Financial aid can come from different places: the Federal Government, the State where you live, colleges, educational associations, and banks. Your chances of getting financial aid are as good as anyone else's. All you have to do is plan ahead and apply for it. Can I get financial aid without high grades? Yes, most aid is based on financial need, not grades. You and your family have to show you need help paying for college. I have to pay financial aid back, right? There are three basic types of financial aid: grants, work-study, and loans. Grants are like gifts because you don't have to pay them back. Some grants, called scholarships, are based on grades, athletic skill, and other abilities. Work-study is a part-time job, usually on campus, that helps you earn money to pay for your college expenses. Loans must be paid back after you leave college. Most students get a "package" mixing all three types of financial aid. What if I want to go to an expensive college? Financial aid can help you afford even the most expensive college. That's because aid is based on the difference between what a college costs and what the federal or college formula used to determine aid says a family can pay. So, you could be eligible for more aid at an expensive college, while the amount of money you pay should stay the same. Who provides financial aid and where do I apply? You apply for grants from the Federal Government, the State where you live, and the college you are going to attend. Apply for work-study from the college you are going to attend. You may also consider applying for loans from banks and educational organizations. Is it smarter to go to a less expensive school? Not always. Expensive colleges often have more financial aid to help families bridge the gap between the costs and what families can afford to pay. So, try to match your interests with the programs the college offers -- then see if it is affordable. How do most families pay for college? More than half the students attending college get some financial aid. Most families pay for college with savings, current income, and loans. continued... 10

11 FAQ: Paying for College (continued) My family doesn't have "extra" money to help me go to college. What should I do? You're not alone -- many students put themselves through college. The earlier you start saving money for college, the more likely you'll be to actually go to college. Sometimes students get enough financial aid to pay their tuition but can't afford to buy books and supplies. That's when a savings account comes in handy. Start now by putting a little money away each week. The truth is every dollar really counts. When should I apply for financial aid? You apply for financial aid during your senior year in high school. However, you should not wait until your junior or senior year to learn the process or what specific college application deadlines are. I don't want to go to college. I want to go to a trade school. Can I get financial aid to help me pay for it? Yes. You can get financial aid to pay for many trade and technical schools. Check with your school counselor or directly with the school or program that interests you. But do consider the benefits of a four-year college experience. Four-year colleges are a time to grow academically and personally, while discovering a newfound independence and responsibility. Do all colleges provide financial aid? Most do. You should check with each college you are interested in to see what help is available. However, if you are eligible for financial aid from the Federal Government, your State, or other scholarships you might receive, you can use this money at most colleges and trade schools. How much does it cost to go to college or trade school? The costs of college varies widely, and don t be fooled by sticker price. Sticker price is the amount colleges publish that it cost to attend. Such costs range from as little as a few thousand dollars to as much as $40,000 per year. But it is rarely the case that a student is required to pay the full sticker price, as discounts are offered through financial aid and scholarships. My parent doesn't know much about going to college since she didn't go. Who should I talk to? Begin by talking to your school counselor, your teachers, people in your church and community, or kids from the local high school who may have gone to college. They are in the best position to give you advice and help you plan for college. SOURCE: Think College Early: Questions and Answers from the College Board, U.S. Department of Education, 11

12 Examples of Jobs in Which a College Education May Be Recommended or Required Two-Year College (Associate's Degree) Administrative Assistant Automotive Mechanic Cardiovascular Technician Commercial Artist Computer Technician Dental Hygienist Drafter Engineering Technician Funeral Director Graphic Designer Heating, Air-Conditioning, and Refrigeration Technician Hotel or Restaurant Manager Medical Laboratory Technician Medical Record Technician Insurance Agent Registered Nurse Surgical Technologist Surveyor Visual Artist Water and Wastewater Treatment Plant Operator Four-Year College (Bachelor's Degree) Accountant Computer Systems Analyst Dietitian Editor Engineer FBI Agent Investment Banker Journalist Medical Illustrator Pharmacist Public Relations Specialist Recreational Therapist Research Assistant Social Worker Teacher Writer More Than Four Years of College (Various Graduate Degrees Required) Architect Biologist Chiropractor Dentist Diplomat Doctor Economist Geologist Lawyer Librarian Management Consultant Paleontologist Priest Psychologist Public Policy Analyst Rabbi Scientist Sociologist University Professor Veterinarian Zoologist SOURCE: Federal Student Aid, U.S. Department of Education, 12

13 To Do List: Grade 8 Talk to your guidance counselor (or teachers, if you don't have access to a guidance counselor) about the following: Going to a four-year college or university Courses to start taking in grade 9 The importance colleges and universities place on grades, and what year in school grades will start to be considered in the admissions process College preparatory classes you should be taking in high school (grades 9 through 12) Academic enrichment programs (including summer and weekend programs) available through your school or local colleges If you have an opportunity to choose among high schools or among different programs within one high school, investigate the options and determine which ones will help you further your academic and career interests and open doors to many future options. Start saving for college with your family, if you haven't already. Investigate different ways to save money - buying a U.S. Savings Bond or opening a savings account in a bank, investing in mutual funds, etc. Find a mentor who will support your positive goals and help you with questions about plans for your future. Remember, you will have more options if you start planning now and keep your grades up. Think about pursuing extracurricular activities (such as sports, performing arts, volunteer work, or other activities that interest you). SOURCE: Federal Student Aid, U.S. Department of Education, 13

14 High School Course Planner This exercise will give you a chance to look ahead and choose future high school courses that will help prepare you for college academics. Be aware that some courses must be taken in sequence. List the current courses or courses you will take this year. Then list courses that you will take during each year of high school. If you are not sure what courses you should take, you should make an appointment your guidance counselor and get some advice. Use the Recommended High School Courses for College-Bound Students worksheet as reference. This Year: Grade Next Year: Grade Fall Semester Spring Semester Fall Semester Spring Semester English Full course title: Mathematics Full course title: History/Social Studies Full course title: Science Full course title: Foreign Language Full course title: Other Full course title: SOURCE: Federal Student Aid, U.S. Department of Education, 14

15 Recommended Courses for College-Bound Students The courses you take now will determine where you will be accepted to college - not to mention how you ll do once you get there. While requirements vary from school to school, the chart below outlines a typical core college prep course. COURSE YEARS TYPES OF CLASSES ACADEMIC BENEFIT English 4 Composition American Literature English Literature World Literature These courses will help you improve your writing skills, reading comprehension and vocabulary. Mathematics 3-4 Algebra I & II Geometry Trigonometry Precalculus Calculus Mathematics provides a solid foundation for a variety of majors, including engineering and the sciences. Recent studies show that students who take algebra and geometry in high school are much more likely to go on to college. History & Geography 2-3 Geography U.S. History U.S. Government World History World Cultures Civics In these courses, you'll become better informed about the world around you. They also provide excellent preparation for college studies in history and political science. Laboratory Science 2-3 Biology Earth Science Chemistry Physics Laboratory sciences prepare you for careers within the sciences and related fields. In addition, these courses teach you about scientific methodology and train your observation skills. continued... 15

16 Recommended Courses for College-Bound Students (continued) COURSE YEARS TYPES OF CLASSES ACADEMIC BENEFIT Foreign Language 2-3 French German Spanish Latin Russian Japanese Mastering a foreign language gives you access to different cultures - as well as career paths you may not have even considered. Many companies prefer bilingual job candidates. Visual and Performing Arts 1 Art Dance Drama Music The arts expose you to a world of communication and expression. Research has suggested that students who take courses in the arts often excel in school and on standardized tests. Appropriate Electives 1-3 Economics Psychology Statistics Computer Science Communications Electives provide the opportunity to sample a variety of disciplines. They can help you choose your major in college. SOURCE: Kay Peterson, Ph.D., FastWeb, 16

17 2High School Students The College Search and Application Process 17

18 2 HIGH SCHOOL STUDENTS The College Search and Application Process Contents Introduction for Counselors College Counseling Questionnaire Target Grade Level: 9-10 This questionnaire is intended to identify students academic and extracurricular areas of interest. If one-on-one time is possible, counselor and student should complete this questionnaire together. College Counseling Questionnaire Target Grade Level: This questionnaire is intended to begin to hone in on students academic and college interests in beginning the college search. If one-on-one time is possible, counselors and students should complete this questionnaire together. This is a lengthy questionnaire and can be completed over multiple sessions. Personal College Counseling Questionnaire Target Grade Level: This questionnaire is intended to provide information to help the counselor guide a student s college search and as a self-reflection exercise for student s to draw on as they complete their college applications. If one-on-one time is possible, counselors and students should complete this questionnaire together. Beginning the College Search Target Grade Level: This sheet provides information on getting started with the college search and soliciting information from colleges. CSO College Center Web site Target Grade Level: Center for Student Opportunity provides an online clearinghouse of college programs and admissions information specific to first-generation and underserved students. This sheet details the web initiative and how to use it in finding college opportunities and directly connecting with colleges. continued... 18

19 High School Students Contents (continued) College Profiles Target Grade Level: As students research various colleges and universities, a profile should be completed by the student for each school of interest. The form will provide an inventory for the students search and also allow the student to reflect and jot down feelings about each school he/she researches. Campus Visits Target Grade Level: This document provides pointers as to planning campus visits, the questions to ask, and what to look for. Application Check List Target Grade Level: 12 Students should reference this check list for each school they apply to. Counselors should explain each piece of the check list so the student clearly understands their responsibility. Timeline: Grade Details to-do s for ninth grade from planning a college preparatory course schedule to beginning to think about college. Timeline: Grade Details to-do s for tenth grade from continuing to build extracurricular participation to planning for the PSAT. Timeline: Grade Details to-do s for eleventh grade from remaining academically focused to planning for the SAT or ACT. Timeline: Grade Details to-do s for twelfth grade from finalizing your college search and visiting campuses to completing college applications. 19

20 Introduction The prospect of college is daunting for all students, from the search and application process to four challenging years working towards a degree. But such pressures are only compounded being a first-generation or underserved student. Without adequate guidance from parents who never experienced the process themselves and without the proper support network in school and in the community, the obstacles to college access for firstgeneration and underserved students are imposing. An important part of preparing for college is what the student does during his or her high school summers. Students should participate in activities that will deepen their understanding of academic and professional areas of interest and provide direction as to considering a college and career path. This can include academic enrichment programs or job/internships that build upon students interests and/or course of study. Counselors can assist students in pursuing such opportunities. Make use of the worksheets, checklists and timelines included in this section of the Handbook. Such resources delve into exploring students interests, facilitating the college search, and staying organized through the completion of the college application process. Intervention at the high school level can put students on a successful path to college attainment and graduation. At this stage, a counselor s role may include: helping students choose a college preparatory course schedule in high school and encouraging extracurricular involvement helping students navigate the college search, targeting not just the most affordable options, but the best fit college opportunities assisting in the college application process, including helping students stay organized and developing a strong college essay navigating the maze that is financial aid to ensure every aid opportunity is fully realized. 20

21 College Counseling Questionnaire 1 Student Name: Grade: GPA: In the space below, please respond to the following questions. Your responses are for your personal information and college counseling only. Therefore, please respond openly and honestly. 1. In which academic area (Math, Science, History, English, Spanish, etc.) do you do best? Is this subject the easiest for you? Why do you think you do well in this subject? 2. In which academic area (Math, Science, History, English, Spanish, etc.) do you do the worst? Is this subject the hardest for you? Why do you think you don t do well in this subject? 3. Which academic subject do you enjoy the most? Why do you enjoy it? 4. Which academic subject do you enjoy the least? Why don t you enjoy it? 5. What are your interests outside of school? 6. What s something that you re really good at that no one else knows about? 7. Do you play any sports or are you involved in any clubs or extracurricular activities? Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

22 College Counseling Questionnaire 2 Student Name: Grade: GPA: In the space below, please respond to the following questions. Your responses are for your personal information and college counseling only. Therefore, please respond openly and honestly. Location: 1. Do you have a specific location in mind for college (i.e. a specific city, state, or region)? 2. Do you have any requirements in terms of location (i.e. warm/cold climate, near family, near the ski slopes)? 3. How far from/close to home is the ideal college (i.e. minutes away, an hour away, a day s drive, a plane flight)? 4. Do you prefer a city, a suburb, a small town? 5. Do you want your college to be near other colleges (in a college town)? 6. Do your parents have a certain location in mind? 7. Are you willing to consider locations that you have not yet visited or do you prefer a location with which you are comfortable? 22

23 College Counseling Questionnaire (continued) Academic Interests: 1. Do you have a specific career in mind? What college major do you think would best suit this profession? 2. What other academic areas do you hope to pursue in college? 3. What types of sports or other extracurricular activities do you hope to pursue in college? 4. Do you work better when you are challenged by tough classes and motivated classmates or when you are near the top of a less competitive group? 5. How hard do you work in high school? 6. How hard do you expect to work in college? 7. What types of academic programs would you like you ideal college to have (study abroad, internships, co-op, honors, etc.)? 8. Is it important that you attend a well-known college? 23

24 College Counseling Questionnaire (continued) Size and Student Body: 1. Do you prefer a small college (2,000 students or less), a mid-sized college (2,000-8,000), or a large university (over 8,000 students)? Why? 2. Are you comfortable in small classes? Large classes? Why? 3. Do you prefer a college that is primarily for undergraduates or a college that has lots of graduate and doctoral students on campus? 4. Would you consider a men s college or a women s college? 5. Do you prefer a college with a religious affiliation? 6. Is racial/ethnic diversity important to you? Finances: Will cost influence where you go to college? Will your family apply for financial aid? Do you think that you will qualify for merit scholarships (based on achievement)? Admissions Selectivity: If 5 is the most selective (level of difficulty on gaining admission) and 1 is not at all selective, to which level of college do you expect to apply? Which do you think are likely to say yes? 24

25 College Counseling Questionnaire (continued) Why are you going to college? Check those that apply and add onto the end if there are responses that are more appropriate for you: I m not ready to get a job yet I want to continue my education To make more/new friends To continue playing a certain sport To be with my friends To prepare for a career To have fun My parents insist For the personal challenge I want to see a different part of the country To better humankind I don t have anything better to do I enjoy learning Who Will Make the College Decision? Who do you think should make the decision of the college you attend? Me. It s my future. Me, with strong input from my parents Me, with some input from my parents Parents, with some input from me My college counselor My advisor/mentor Based on where my parents went to college Based on where my older brothers or sisters have gone to college Based on where my friends will be Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

26 Personal College Counseling Questionnaire Student Name: Grade: GPA: In the space below, please respond to the following questions. Your responses are for your personal information and college counseling only. Therefore, please respond openly and honestly. 1. What activities do you enjoy outside of the daily routine of school? Why? 2. In what sport, games, or activities do you participate? With whom? 3. Have you had any leadership roles on sports team, in local organizations, religious institutions, youth groups, or school sponsored activities? 4. In what school sponsored extracurricular activities have you participated? Why? 5. What summer experiences have been particularly important to you? Camps, academic programs, jobs, etc.? 26

27 Personal College Counseling Questionnaire (continued) 6. What kind of music do you like? Do you play an instrument? Sing? Would you like to? Do you have friends or family members that are somehow involved in music? 7. Are there activities or opportunities of which you wish you had taken advantage of earlier? Do you have any regrets? Is it too late now? 8. Have you been involved with any volunteer or service work? What did you learn from it? Will you continue in the future? Why did/do you do it? Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

28 Beginning the College Search Begin researching colleges and college opportunities using the online search resource provided on Center for Student Opportunity s College Connect Web site ( or a similar online search tool (XAP, Princeton Review). Find a mix of schools that fit your interest and classify as target, reach, and safety schools. Once you have gathered a sufficient list, you should next request information from the colleges. Colleges have a wealth of print materials about their school that they are happy to share with you. This can be done in several ways: 1. Call the college admissions office, introduce yourself as a prospective student, and request that they send you information. 2. Write to the college, introduce yourself, and request information. 3. Go to the college s Web site. There is usually an online form that will allow you to enter your address and they will send you information. 4. the admissions office and request information. You should use the same letter that you would write if you were requesting information by mail. Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

29 CSO College Center Center for Student Opportunity created CSO College Center to bridge the divide between firstgeneration and underserved student populations and college and universities that seek to recruit and retain them on campus. CSO College Center provides an online clearinghouse of college programs and admissions information concerning this student audience, allowing students to research college opportunities and post a student profile to directly connect with colleges. Seek advice in the college search and application CSO College Center intends to be a national and central resource to turn to in educating collegebound students, parents, high school counselors, high school teachers and administrators, college admissions counselors and administrators alike on college opportunities and admissions information concerning first-generation and underserved students. A vast library of information and articles will shed expert insight into the college search, admissions process, and college experience as it pertains to the target student population. Gain insight into the college experience Ask the Experts allows visitors to ask specific questions directly to knowledgeable college counselors. A national reservoir of high school counselors and college admissions professionals will contract with Center for Student Opportunity to serve as a help desk to answer college search and preparation questions. Find your college fit CSO College Center s SearchNow section provides visitors a searchable database of CSO partner colleges active in first-generation and underserved recruitment. The database is searchable by broad demographic, academic, personal and extracurricular criteria to help attain a short list of colleges from which to focus in more detail. Visitors can save their searches for future reference. continued... 29

30 CSO College Center (continued) Learn about various college opportunities Partnering colleges and universities post multi-page profiles, with applicable links to their website, promoting their institution and specifically the programs they offer to assist first-generation and underserved populations with their acclimation to college. Market yourself to colleges CSO College Center s ConnectNow section provides a matching resource to link first-generation and underserved students with partnering colleges and universities. The site gives visitors the functionality to register personal and academic information into a database that can be accessed by partner colleges. Registrants to this service will also have the ability to send their profiles directly to colleges with which they wish to have further communications. Delve into the college access world Programs in Practice is home to profiles of existing community-based, regional, and national nonprofit organizations conducting outstanding programming in college access, youth development and education. This section serves as a clearinghouse of information and searchable database of programs working in the realm of college counseling, preparation, and mentoring, highlighting opportunities and best practices in this arena. 30

31 College Profiles College Name: Location: College Contact Information: Phone: Contact Person: Website: Address: College Information: Type of Campus: Number of Students: Gender Breakdown: % male % female Standardized Test Requirements (circle) SAT I SAT II ACT Average Test Scores of Accepted Students: SAT: ACT: Average GPA of Accepted Students : Percentage of Students Accepted: % Cost: Tuition: $ Room and Board $ Total: $ Average Financial Aid $ continued... 31

32 College Profiles (continued) Sports and Activities of Interest Offered: Majors of Interest Offered: Application Deadline: Based on the above information and your SAT/ACT score, GPA, and overall interests, would you consider this college/university: A Safety School A Target School A Reach School Notes: Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

33 Campus Visits After you compile a list of colleges to which they are considering applying, it is then time for the campus visit. While it does take time and money, the campus visit, when possible, is invaluable in information gathering. The campus visit allows students and families to gauge college fit. The visit allows you to get a true sense of day-to-day life on campus and learn from those who are already part of the campus community. The school may be diverse, but is there a genuine integration of the student body? The school may be small, but is it supportive? To understand the college requires probing beneath the facts and figures. Teachers can be highly qualified, but are they enthusiastic about teaching students? Herein lays the importance of the college visit. The following will help you plan and make the most of your college visit. Pre Planning Call to schedule the visit at least two weeks ahead of time. Many people do not pre-plan their college visit and this can lead to an unproductive visit. If you call ahead of time, the admissions office will be able to accommodate you and ensure you have a great visit. Make sure to get proper directions to the admissions office. In order to make a good first impression, make sure you know where you re going so that you can arrive on time. Get a map if possible, and if you have any questions, call the Admissions office back to clarify your directions. If there is anything specific you wish to see, ask ahead of time. Depending upon the year, they may not be able to accommodate you. For example, in the summer months staying overnight or seeing a professor usually does not happen. However, it does not hurt to at least ask if there might be something of specific interest to you. Be flexible. It may not be possible for the school to schedule everything you would like to see, particularly during the summer. Be willing to try something else, and always remember that you want to present yourself positively-- you might want to apply to this school later. If you need to cancel or reschedule, call ASAP. Of course, you cannot predict emergencies or unforeseen circumstances but it is a common courtesy to contact the admissions office to let them know that you can t come. continued... 33

34 Campus Visits (continued) During the Visit Take notes Every student should write a few things down during the visit. Your notes will be a valuable reference when you are comparing colleges later. What events and speakers are planned? Events and campus guests are another lens through which to evaluate and judge the soul of the college. Are they engaging? Are they diverse? Are there prevailing topics? What are some of the traditional events? Ask questions Take an active role. This is a golden opportunity for you to ask questions about what really matters to you. Are answers to your questions consistent? You can determine a lot about whether a college has a certain culture if you receive consistent answers to your questions whether you are asking them of students, admissions personnel, teaching faculty, or administrators. What do people care about? How do students and faculty treat and regard one another? Are people asking questions of you? When you meet people during your visit, you can find out a lot by the questions they ask you. Are they asking you questions that lead you to believe they are interested in you and the contribution you will make? Try to do some extra things on your own. Eat in the cafeteria, talk to students, see where they hang out and look around the neighborhood of the school. If you look around, you can get a more complete picture, and not just what the admissions office highlights. What is posted on campus bulletin boards? Posters, messages, and announcements about upcoming events all give you an impression about the soul of the college. They inform you what people care about. What are the issues? Who is recruiting for volunteers? Who is speaking out about what? What are students doing or talking about when they are not in class? As you walk across the campus, get near students who are speaking to one another. What are they talking about? A campus issue? What just happened in class? Or, about that afternoon s sporting event? When you are eating with students in the dining hall, what are their topics of conversation? Don t discount the school because of bad weather or other uncontrollable circumstances. Some students cross a school off their list simply because it rained, or because they visited during a school break when activities are minimal. Don t fall into this trap. continued... 34

35 Campus Visits (continued) Post Visit Always write a thank you note. In order to make a great impression, write a thank you note to those you met on campus. This gives you the opportunity to be remembered when your application is reviewed. Make sure you have contact information for any future questions or concerns. Keep business cards and pamphlets in some organized folder so that you can refer back to them if necessary. Make sure to remain in contact with the school. Some schools keep a record of contact information and in some cases use that as a measurement of interest level for admissions consideration. Talk with your high school counselor about the visit. Parents, relatives, and friends are great people to bounce ideas off of when it comes to college visits. But your counselor can provide a neutral and informative perspective on your experiences. 35

36 Application Check List Student Name: College: College Phone Number: College Web site: College Address: Admissions Contact: Application Deadline: Complete Date Checklist *Responsibility of student *Completed Application Type of Application: (Common, Paper, On-line) Counselor Recommendation *SAT/ACT Scores send College Code: *Personal Essay Title: Teacher Recommendation #1 Teacher: Teacher Recommendation #2 Teacher: *Application Fee Amount: $ Waived *Supplemental Documents (additional essay, activities summary, résumé) List: *Addressed Envelope with Correct Postage Transcript Current Senior Grades/Report Card Photocopies of All Documents COMPLETED, COMPILED, SENT Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

37 Timeline: Grade 9 Talk to your guidance counselor (or teachers, if you don't have access to a guidance counselor) about the following: Attending a four-year college or university Establishing your college preparatory classes; your schedule should consist of at least 4 college preparatory classes per year, including: 4 years of English At least 3 years of math (through Algebra II or trigonometry) At least 2 years of foreign language At least 2 years of natural science 2 years of history/social studies 1 year of art 1 year of electives from the above list Enrolling in algebra or geometry classes and a foreign language for both semesters (most colleges have math and foreign language requirements) Remember, you will have more options if you start planning now for college and keep your grades up. Create a file of the following documents and notes: Copies of report cards List of awards and honors List of school and community activities in which you are involved, including both paid and volunteer work, and descriptions of what you do Start thinking about the colleges you want to attend. Once you have narrowed down the list of colleges and universities in which you are interested, start touring the campuses. SOURCE: Federal Student Aid, U.S. Department of Education, 37

38 Timeline: Grade 10 Talk to your guidance counselor (or teachers, if you don't have access to a guidance counselor) about the following: Reviewing the high school curriculum needed to satisfy the requirements of the colleges you are interested in attending Finding out about AP courses: What courses are available Whether or not you are eligible for the classes that you want to take How to enroll in them for your junior year Update your file, or start one if you haven't already. (See Grade 9 for a list of what it should contain.) Continue extracurricular activities, as admissions officers look at students' extracurricular activities when considering them for admission. Continue participation in academic enrichment programs, summer workshops, and camps with specialty focuses such as music, arts, science, etc. Take the PSAT in October. The scores will not count for National Merit Scholar consideration in your sophomore year, but it is valuable practice for when you take the PSAT again in your junior year (when the scores will count), as well as for the SAT I exam which you should also be taking in your junior year. You will receive your PSAT results in December. Register, in April, for the SAT II for any subjects you will be completing before June. Take the SAT II in June. SOURCE: Federal Student Aid, U.S. Department of Education, 38

39 Timeline: Grade 11 Fall Semester Maintaining your grades during your junior year is especially important. You should be doing at least 2 hours of homework each night and participating in study groups. Using a computer can be a great tool for organizing your activities and achieving the grades you want. Talk to your guidance counselor (or teachers, if you don't have access to a guidance counselor) about the following: Availability of and enrollment in AP classes Schedules for the PSAT, SAT I and II, ACT, and AP exams Discuss why you should take these exams and how they could benefit you. Determine which exams you will take. (You can always change your mind.) Sign up and prepare for the exams you've decided to take. Ask for a preview of your academic record and profile, determine what gaps or weaknesses there are, and get suggestions on how to strengthen your candidacy for the schools in which you are interested. Determine what it takes to gain admission to the college(s) of your choice, in addition to GPA and test score requirements. August: Obtain schedules and forms for the SAT I, SAT II, ACT, and AP exams. September: Register for the PSAT exam offered in October. Remember that when you take the PSAT in your junior year, the scores will count towards the National Achievement Program (and it is good practice for the SAT I). October: Take the PSAT. Narrow your list of colleges to include a few colleges with requirements at your current GPA, a few with requirements above your current GPA, and at least one with requirements below your GPA Your list should contain approximately 8-12 schools you are seriously considering. Start researching your financial aid options as well. Begin scheduling interviews with college admissions counselors. If possible, schedule tours of the school grounds on the same days. You and your parent(s) may want to visit the colleges and universities during spring break and summer vacation, so that you do not have to miss school. Some high schools consider a campus visit an excused absence, however, so if need be, you may be able to schedule interviews and visits during the school year, without incurring any penalties. continued... 39

40 Timeline: Grade 11 (continued) November: Review your PSAT results with your counselor, in order to identify your strengths and to determine the areas that you may need to improve upon. December: You will receive your scores from the October PSAT. Depending on the results, you may want to consider signing up for an SAT preparatory course. Many high schools offer short-term preparatory classes or seminars on the various exams, which tell the students what to expect and can actually help to boost their scores. Spring Semester January: Research colleges online or in person to further narrow your list of colleges to match your personality, GPA, and test scores. February: Register for the March SAT and/or the April ACT tests. Find out from each college the deadlines for applying for admission and which tests to take. Make sure your test dates give colleges ample time to receive test scores. It is a good idea to take the SAT and/or ACT in the spring to allow you time to review your results and retake the exams in the fall of your senior year, if necessary. March: Take the March SAT I exam. If you are interested in taking any AP exam(s), you should sign up for the exam(s) at this time. If your school does not offer the AP exams, check with your guidance counselor to determine schools in the area that do administer the exam(s), as well as the dates and times that the exam(s) you are taking will be offered. Scoring well on the AP exam can sometimes earn you college credit. April: Take the April ACT test. Talk to teachers about writing letters of recommendation for you. Think about what you would like included in these letters (how you would like to be presented) and politely ask your teachers if they can accommodate you. May: Take AP, SAT I, and SAT II exams. continued... 40

41 Timeline: Grade 11 (continued) June: Add any new report cards, test scores, honors, or awards to your file. Visit colleges. Call ahead for appointments with the financial aid, admissions, and academic advisors at the college(s) in which you are most interested. During your visits, talk to professors, sit in on classes, spend a night in the dorms, and speak to students about the college(s). Doing these things will allow you to gather the most information about the college and the atmosphere in which you would be living, should you choose to attend. Some colleges have preview programs that allow you to do all of these; find out which of the schools that you will be visiting offer these programs and take advantage of them. Take the SAT I, SAT II and the ACT tests. If you go on interviews or visits, don't forget to send thank you notes. Summer Between Junior and Senior Years Practice writing online applications, filling out rough drafts of each application, without submitting them. Focus on the essay portions of these applications, deciding how you would like to present yourself. Don't forget to mention your activities outside of school. Review your applications, especially the essays. Ask family, friends, and teachers to review your essays for grammar, punctuation, readability, and content. Decide if you are going to apply under a particular college's early decision or early action programs. This requires you to submit your applications early, typically between October and December of your senior year, but offers the benefit of receiving the college's decision concerning your admission early, usually before January 1. If you choose to apply early, you should do so for the college/university that is your first choice in schools to attend. Many early decision programs are legally binding, requiring you to attend the college you are applying to, should they accept you. Read your college mail and send reply cards to your schools of interest. SOURCE: Federal Student Aid, U.S. Department of Education, 41

42 Timeline: Grade 12 Fall Semester September: Check your transcripts to make sure you have all the credits you need to get into your college(s) of choice. Find out from the colleges to which you are applying whether or not they need official copies of your transcripts (transcripts sent directly from your high school) sent at the time of application. Register for October/November SAT I, SAT II, and ACT tests. Take another look at your list of colleges, and make sure that they still satisfy your requirements. Add and/or remove colleges as necessary. Make sure you meet the requirements (including any transcript requirements) for all the colleges to which you want to apply. Double-check the deadlines, and Apply. Give any recommendation forms to the appropriate teachers or counselors with stamped, collegeaddressed, envelopes making certain that your portion of the forms are filled out completely and accurately. Most early decision and early action applications are due between October 1 and November 1. Keep this in mind if you intend to take advantage of these options and remember to request that your high school send your official transcripts to the college to which you are applying. October: Make a final list of schools that interest you and keep a file of deadlines and required admission items for each school. Take SAT and/or ACT tests. Have the official scores sent by the testing agency to the colleges/universities that have made your final list of schools. Register for December or January SAT I and/or SAT II tests, if necessary. Continue thinking about and beginning writing (if you have not already started) any essays to be included with your applications. November: Submit your college admission applications. December: Early decision replies usually arrive between December 1st and December 31st. If you haven't already done so, make sure your official test scores are being sent to the colleges to which you are applying. Schedule any remaining required interviews. continued... 42

43 Timeline: Grade 12 (continued) Spring Semester January: Complete and submit your college financial aid application and the Free Application for Student Financial Aid (FAFSA) between January 1 and February 15, and check for other financial aid options. In order to be considered for financial aid, you will need to submit these forms even if you have not yet been notified of your acceptance to the college(s) to which you applied. Go to the FAFSA on the Web form now. Request that your high school send your official transcripts to the colleges to which you are applying. Make sure your parents have completed their income tax forms in anticipation of the financial aid applications. If they have not completed their taxes, providing estimated figures is acceptable. Contact the admissions office of the college(s) to which you have applied to make sure that your information has been received, and that they have everything they need from you. February: If you completed the FAFSA, you should receive your Student Aid Report (S.A.R.) within four weeks. Make the necessary corrections and return it to the FAFSA processor. Complete your scholarship applications. Contact the financial aid office of the college(s) to which you have applied to make sure that your information has been received, and that they have everything they need from you. March/April: You will probably hear from the colleges as to whether or not you are accepted by April 15. Compare your acceptance letters, financial aid and scholarship offers. When you choose a college that has accepted you, you may be required to pay a nonrefundable deposit for freshman tuition (this should ensure your place in the entering freshman class). May: Take AP exams for any AP subjects you studied in high school. You should make a decision by May 1st as to which college you will be attending and notify the school by mailing your commitment deposit check. Many schools require that your notification letter be postmarked by this date. If you were placed on a waiting list for a particular college, and have decided to wait for an opening, contact that college and let them know you are still very interested. continued... 43

44 Timeline: Grade 12 (continued) June: Have your school send your final transcripts to the college which you will be attending. Contact your college to determine when fees for tuition, room and board are due and how much they will be. Summer After Senior Year Participate in any summer orientation programs for incoming freshmen. Now that you know you will be attending college in the fall, it is a good idea to evaluate whether to get student health insurance in case of any unforeseen emergencies or whether your family's insurance coverage is sufficient. SOURCE: Federal Student Aid, U.S. Department of Education, 44

45 3FINANCIAL AID Navigating the Maze and Maximizing Opportunities 45

46 3 FINANCIAL AID Navigating the Maze and Maximizing Opportunities Contents Introduction to Financial Aid for Counselors Explaining FAFSA An easy-to-understand summary worksheet for students and parents dealing the central piece of the financial aid puzzle Explaining Federal Pell Grants A summary worksheet for students and parents discussing Pell Grant aid. Introduction to Loans for Counselors Explaining Stafford Loans A summary worksheet for students and parents seeking student loans to pay for college. Explaining PLUS Loans A summary worksheet for students and parents seeking parent loans to pay for college. Campus-Based Aid Progam A summary worksheet that details financial aid programs on campus such as Work Study and the Educational Opportunity Grant. Beyond Government Aid: Scholarships and Grants A glossary of online scholarship search engines and specific opportunities. Counselors should work with students to navigate the college search engines and plot a scholarship and financial aid plan. Scholarship/Grant Worksheet A chart for students to track scholarship and grant opportunities. Counselors should help students utilize this chart in organizing scholarship and grant opportunities. 46

47 Introduction to Financial Aid The topic of financial aid is complex, even for an experienced counselor. In advising students and families, the most important wisdom that a counselor can offer is: Assure the student that a quality education is indeed affordable. The federal government, states, and schools all give financial aid. In addition, certain civic and non-profit organizations are another source of financial aid. Cost should not undermine college choice or aspirations. Emphasize that a college education while expensive is a solid investment. In financial terms a college graduate will on average earn $1 million more than a high school graduate. Be sensitive to the fact that some students may be reluctant to discuss aspects of family finances with you, even if they need to do so in order to correctly complete the forms. As such they need to be assured that all information that they disclose will be held in strict confidence. Keep an open channel between you and the students. They will see you as an authority on this subject and undoubtedly have many questions to ask you. You need not know the answer to all these questions. Directing them to where they will find answers to their questions will prove invaluable, however. Please remember to follow-up with each individual student to make sure that they indeed have received an answer to their question. Additionally, direct students to the Federal Student Aid Web site ( and use it as a resource in navigating financial aid with your students. The site is highly informative and will answer most of the smaller--albeit important-- questions that the student may have. It will also be very helpful in guiding the student through the process. The website is configured to work with students as early as the 8th grade in planning to attend college. You may also wish to take a look at the specialized Federal Student Aid for Counselors Web site ( index.html). Explain the general lay of the land of federal and school financial aid. The student should understand all his/her options and the pros and cons of selecting a specific mix (less work study and a heavier loan burden, for example). Help keep the student on track. The student(s) that you will be working with will largely be wholly unfamiliar with the process. In your interactions with them, you will need to set and require adherence to a time table for assembling, completing and submitting all required financial aid information well before the due date. 47

48 Explaining FAFSA Now that you ve completed or have a solid handle on your college applications, it is time to turn your attention to the financial considerations of a college education. Remember that college is an investment. There are vehicles to help make your college costs very affordable federal and state grant aid, institutional aid, scholarships, and loans. The first step in the financial aid process is filling out the Free Application for Federal Student Aid (FAFSA). Copies of the application should be available at your school or local library, but you may also apply on the web at It is much faster to apply through the Web site. The FAFSA is used to apply for federal student aid, such as grants, loans and work-study. In addition, most states and colleges use information from the FAFSA to award non-federal aid, such as state grants and need-based scholarships. Every student is eligible for at least a federal loan. To be considered for any type of financial aid, it is absolutely necessary that every family fill out the FAFSA. Here is how the FAFSA works: Your responses on the FAFSA are entered into a formula. The result is your Expected Family Contribution (EFC). You will receive a Student Aid Report (SAR), either through the mail or by if you file on the web. This will list all of the information that you filled in on the FAFSA and will also tell you what your Expected Family Contribution (EFC) is. The information of the SAR, including your EFC, is sent to the colleges that you list on the FAFSA. The colleges use this information to prepare a Financial Aid Package. Colleges will make every effort to meet you Financial Need. Cost of Attendance Expected Family Contribution = Financial Need You will need information for you and/or your family s W-2 (annual wage and tax statement) to complete the FAFSA. Adapted from Cabral, Joshua. Addressing the Needs of First-Generation, College-Bound Students: A Comprehensive 5th-12th Grade Approach. South Boston Harbor Academy Charter School

49 Explaining Federal Pell Grants A Federal Pell Grant, unlike a loan, does not have to be repaid. Pell Grants are need-based aid from the government awarded to low-income, undergraduate and certain post-baccalaureate students. Am I Eligible? Grant eligibility and the amount of award are decided by a formula that factor s the student's Expected Family Contribution (EFC), as determined by the Free Application for Federal Student Aid, the cost of attending the institution, whether the student attends full-time or part-time, and whether the student attends for a full academic year or less. How Do I Apply? The application for the Pell Grant, and federal aid in general, is the FAFSA. As mentioned above, this application will provide the government and college the necessary information to determine your award. As Pell Grants are given on a first come first serve basis, submit your FAFSA and all other financial aid information requested by your college as soon after January as possible. How Much Can I Get? The maximum Pell Grant award is $4,050 and the average award is $2,404. The amount you get will depend not only on your financial need, but also on your costs to attend school, your status as a fulltime or part-time student, and your plans to attend school for a full academic year. You can receive only one Pell Grant in an award year, and you can t receive Pell Grant funds from more than one school at a time. If I m Eligible, How Will I Get the Pell Grant Money? The Pell Grant is provided from the government to your college. Your college can directly apply Pell Grant funds to your school costs, pay you directly (usually by check), or combine these methods. The college must tell you in writing how much your award will be and how and when you ll be paid. Colleges must disburse funds at least once per term (semester, trimester, or quarter). Colleges that do not use semesters, trimesters, or quarters must disburse funds at least twice per academic year. SOURCE: The Student Guide , U.S. Department of Education s Federal Student Aid (FSA) office, 49

50 Introduction to Loans for Counselors For a large percentage of the students who you will work with, a significant portion of the financial aid received will come from Federal loans. These include Stafford, PLUS and Perkins Loans (although Perkins Loans are administered by the college/university itself). Coming from backgrounds where they may have seen people default on loans and have had property repossessed or foreclosed on, first-generation and underserved student populations may be reluctant to take loans. As the counselor, you should emphasize that loans are an investment in their future. The Federal government does not operate like a private lending institution. While it requires repayment (and the student should be told that they are obligating themselves to timely repayment by accepting the loan(s), the repayment terms for federally administered loans are VERY flexible (see Stafford Loans section). In addition, there are numerous deferment and forbearance options offered by the federal government to meet almost every legitimate contingency that would cause a student to temporarily be unable to meet their repayment obligations. All students must be counseled to manage their debt wisely and to actively seek grant and/or scholarship aid. Aid that doesn t have to be repaid is always better than loans. The ease of obtaining federal student loans should not tempt them to take loans to meet their financial need when diligent work could result in aid that does not need to be repaid. While you are there to guide the student through the process and act as a safety net in a sense, the student must own the process. As such, they should be encouraged, in their junior year at the latest to: Visit colleges if possible Go the websites of the colleges in which they have interest Read up on the tuition, fees and living expenses, financial aid available and the requirements for applying Plot a strategy for financial aid and scholarships to ensure college is affordable 50

51 Explaining Stafford Loans Who can get a Stafford Loan? If you re a regular student enrolled in an eligible undergraduate or graduate program at least half time, you may receive a Stafford Loan. How do I get this loan? The first step in pursuing a Stafford Loan is completing the FAFSA, just the way you would for other federal student aid. After your FAFSA is processed, your college will review the results and will inform you about your loan eligibility. To agree to a Stafford loan, you then sign a promissory note. The promissory note is a binding legal document; when you sign it, you re agreeing to repay your loan under certain terms. Read the note carefully and save it. How much can I borrow? The amounts you can borrow depend on your grade level in school and on the type of student you are: dependent undergraduate, independent undergraduate (or a dependent undergraduate whose parents are unable to get a PLUS Loan), or a graduate student. If you re a dependent undergraduate student, each year you can borrow up to the following amounts if your period of study for that year is at least an academic year in length: $2,625 if you re a first-year student $3,500 for the second year of study $5,500 for the third and fourth years of study (each) If you re an independent undergraduate student or a dependent student whose parents applied for but were denied a PLUS Loan (a parent loan), each year you can borrow up to the following amounts if your period of study for that year is at least an academic year in length: $6,625 if you re a first-year student (no more than $2,625 of this amount may be in subsidized loans) $7,500 for the second year of study (no more than $3,500 of this amount may be in subsidized loans) $10,500 for the third and fourth years of study (each) no more than $5,500 of this amount may be in subsidized loans NOTE: You can t borrow more than your cost of attendance minus the amount of any Pell Grant you re eligible for and minus any other financial aid you ll get. So, you might receive less than the annual maximum amounts. continued... 51

52 Explaining Stafford Loans (continued) How will I receive my Stafford Loan? Your school will disburse your loan in at least two installments; no installment will be greater than half the amount of your loan. Your loan money must first be used to pay for your tuition, fees, and room and board. If loan funds remain, you ll receive them by check or in cash, unless you give the school written permission to hold the funds until later in the enrollment period. When Do I Pay Back My Loan? After you graduate, leave school, or drop below halftime enrollment, you ll have a six-month grace period before you begin repayment. During this period, you ll receive repayment information, and you ll be notified of your first payment due date. You re responsible for beginning repayment on time, even if you don t receive this notice, however. Payments are usually due monthly. You ll have a choice of repayment plans. How Are the Loans Repaid? There are several ways to repay the loan that permit repayment over a time period of 10 to 30 years. The choices are A 10-year plan with a minimum monthly payment of $50; A graduated plan with a monthly payment that starts out low and then increases gradually during the repayment period; An extended plan that allows you to repay your loan over a longer period; or A plan that bases the monthly payment amount on how much money you make. (Direct PLUS Loan borrowers are not eligible to repay their loans under this plan.) You ll receive more information on these plans during exit counseling, which your school will provide. What if Someone Has Trouble Repaying? Under certain circumstances, you can receive a deferment or forbearance on your loan. During a deferment, no payments are required. If you have a subsidized loan, the federal government pays the interest that accumulates during the deferment. If your loan is unsubsidized, you ll be responsible for the interest on the loan during the deferment. No borrower can receive a deferment if the loan is in default (that is, if he or she has not repaid the loan according to its terms). During forbearance, payments are postponed or reduced. The government does not pay any interest during forbearance; you re responsible for paying it on your student loan whether it s subsidized or unsubsidized. Deferment and forbearance periods don t count as part of your repayment period. SOURCE: The Student Guide , U.S. Department of Education s Federal Student Aid (FSA) office, 52

53 Explaining PLUS Loans What are PLUS Loans? PLUS Loans are loans your parents may apply for to pay for your education expenses if you re a dependent undergraduate student enrolled at least half time. Also, your parents must have no adverse credit history. How Do My Parents Get a Loan? Your parents must complete a PLUS Loan application and promissory note, contained in a single form you ll get from your college s financial aid office. To be eligible to receive a PLUS Loan, your parents generally will be required to pass a credit check. A parent can t be turned down for having no credit history only for having an adverse one. If your parents don t pass the credit check, they may still be able to receive a loan if someone, such as a relative or friend who is able to pass the credit check, agrees to endorse the loan. An endorser promises to repay the loan if your parents fail to do so. Your parents may also qualify for a loan without passing the credit check if they can demonstrate that extenuating circumstances exist. You and your parents must also meet other general eligibility requirements for federal student financial aid. How Much Can My Parents Borrow? The yearly limit on a PLUS Loan is equal to your cost of attendance minus any other financial aid you receive. If your cost of attendance is $6,000, for example, and you receive $4,000 in other financial aid, your parents may borrow up to $2,000. Who Gets My Parents Loan Money? Your college will receive the money in at least two installments and will make at least two disbursements. No disbursement will be greater than half the loan amount. Your college might require your parents to endorse a disbursement check and send it back to the school. The school will then apply the money to your tuition and fees, room and board, and other school charges. If any loan money remains, your parents will receive the amount as a check or in cash, unless they authorize that it be released to you. Any remaining loan money must be used for your education expenses. What s the Interest Rate? The interest rate is variable (adjusted annually) but does not exceed 9 percent. For the award year, the interest rate for PLUS Loans in repayment was 4.17 percent. The interest rate is adjusted each year on July 1. Your parents will be notified of interest rate changes throughout the life of their loan. Interest is charged on the loan from the date of the first disbursement until the loan is paid. When Do My Parents Begin Repaying the Loan? Generally, the first payment is due within 60 days after the loan is fully disbursed. There is no grace period for these loans. Interest begins to accumulate at the time the first disbursement is made, so your parents will begin repaying both the principal and interest while you re in school. SOURCE: The Student Guide , U.S. Department of Education s Federal Student Aid (FSA) office, 53

54 Campus-Based Aid Programs The Federal Supplemental Educational Opportunity Grant (FSEOG), Federal Work-Study (FWS), and Federal Perkins Loan programs are called campus-based programs because they re administered directly by the financial aid office at each participating school. Not all schools participate in all three programs. How much aid you receive from each program depends on your financial need, on the amount of other aid you receive, and on the availability of funds at your college or career school. Unlike the Federal Pell Grant Program, which provides funds to every eligible student, the campus-based programs provide a certain amount of funds for each participating school to administer each year. When those funds have been awarded, no more awards can be made from that program for that year. What are Federal Supplemental Educational Opportunity Grants (FSEOGs)? These grants are for undergraduates with exceptional financial need. Pell Grant recipients with the lowest EFCs will be the first to get FSEOGs, which don t have to be paid back. You can get between $100 and $4,000 a year, depending on when you apply, your financial need, and the funding at the school you re attending. FSEOGs are awarded only to undergraduate students who have not earned a bachelor s or professional degree. If you re eligible, your school will credit your account, pay you directly (usually by check), or combine these methods. Your school must pay you at least once per term (semester, trimester, or quarter) or at least twice per academic year if the school doesn t use traditional terms. What is Federal Work-Study? Federal Work-Study (FWS) provides part-time jobs for undergraduate and graduate students with financial need, allowing them to earn money to help pay education expenses. The program encourages community service work and work related to the recipient s course of study. How will I be paid? You ll be paid by the hour. Your school must pay you directly at least once a month. You ll be paid at least the current federal minimum wage, but you might earn more, depending on the type of work you do and the skills required. The amount you earn can t exceed your total FWS award. When assigning work hours, your employer or financial aid administrator will consider your award amount, your class schedule, and your academic progress. What kinds of jobs are there in Federal Work-Study? If you work on campus, you ll usually work for your school. If you work off campus, your employer will usually be a private nonprofit organization or a public agency, and the work performed must be in the public interest. Your school might have agreements with private for-profit employers for Federal Work- Study jobs. If so, your job must be relevant to your course of study (to the maximum extent possible). If you attend a career school, there might be further restrictions on the jobs you can be assigned. continued... 54

55 Campus-Based Aid Programs (continued) What about Federal Perkins Loans? A Federal Perkins Loan is a low-interest (5 percent) loan for both undergraduate and graduate students with financial need. Your school is your lender, and the loan is made with government funds. You must repay this loan to your school. Your school will either pay you directly (usually by check) or apply your loan to your school charges. You ll receive the loan in at least two payments during the academic year. How much can I borrow? You can borrow up to $4,000 for each year of undergraduate study, depending on when you apply, your financial need, and the funding level at the school. Other than interest, is there a charge for this loan? No, there are no other charges. However, if you don t repay your loan as scheduled, you might have to pay a late charge plus any collection costs. So, when do I pay it back? If you re attending school at least half time, you have nine months after you graduate, leave school, or drop below half-time status before you must begin repayment. This is called a grace period. If you re attending less than half time, check with your college or career school to find out how long your grace period will be. At the end of your grace period, you must begin repaying your loan. You may be allowed as many as 10 years to repay the loan in full. Periods of deferment and forbearance (see the next paragraph) do not count as part of this 10-year period. Your monthly payment amount will depend on the size of your debt and the length of your repayment period. What if I have trouble repaying the loan? Under certain circumstances, you can receive a deferment or forbearance on your loan. During a deferment, no payments are required and interest does not accumulate. During forbearance, your payments are postponed or reduced. Interest continues to accumulate, however, and you are responsible for paying it. Can it ever be canceled? A Federal Perkins Loan can be canceled under certain specific circumstances, such as your death or a total and permanent disability. You also might qualify to have your loan canceled because of the work you do once you leave school (teaching in a low-income school, for example). SOURCE: The Student Guide , U.S. Department of Education s Federal Student Aid (FSA) office, 55

56 Beyond Government Aid: Scholarships and Grants Financial aid is available through a variety of sources. The Federal government offers sizable financial aid, totaling $67 billion dollars in Outside the federal government, however, there is a significant pool of aid given collectively by state governments, private and public charities/organizations and foundations that equals or exceeds that of the federal government. Below is a list of scholarship and grant sources that should serve as a good starting point. It is by no means exhaustive. Organizations have different requirements to qualify for scholarships such as: a minimum GPA, membership or participation in the organization, family income levels, ethnicity, etc. In tailoring the scholarship search, the student should consider all the scholarships they qualify for on the basis of race, income, academic interests, gender, sexual orientation, etc. In the search for scholarships it is important to be diligent, thorough and timely. The scholarship search and application process can be extremely time-consuming. Stay the course. It is important to start the scholarship search early. The sooner you begin to research and familiarize yourself with the scholarships available, the requirements and the application deadlines, the better will be of securing scholarship aid. To help you keep good records of your scholarship research, we have included a worksheet for this purpose. Scholarship Search Engines FinAid: The Smart Students Guide to Financial Aid FindTuition: A service of CareerBuilder.com FastWeb: Matching Students to Scholarships The College Board Scholarship Search Scholarship and Aid Opportunities Actuarial Scholarships for Minority Students AFL-CIO: Union Sponsored Scholarships and Aid continued... 56

57 Beyond Government Aid: Scholarships and Grants (continued) American Indian College Fund American Indian Endowed Scholarship Asian and Pacific Islander American Scholarship Fund American Psychological Association (APA) Scholarships and Fellowships Astronaut Scholarship Foundation Boeing scholarships Coca-Cola Scholars Foundation Discover Card Tribute Award Scholarships Gates Millennium Scholars Program Hispanic College Fund Hispanic Scholarship Fund Horatio Alger Association for Distinguished Americans Institute of International Education Intel Science Talent Search continued... 57

58 Beyond Government Aid: Scholarships and Grants (continued) Jackie Robinson Foundation Scholarships League of United Latin American Citizens Scholarship Funds Marine Corps Scholarships Microsoft Scholarship Program MSU Grants for Minorities: Asians, Blacks, Hispanics, Latinos, Native Americans, and Other Ethnic Groups NAACP Scholarship Program National Academy of American Scholars National Institutes of Health Scholarships for Undergraduates National Society of Black Engineers NCAA Sports Scholarships and Internships Presidential Freedom Scholarships Ron Brown Scholar Program Roothbert Scholarship Fund continued... 58

59 Beyond Government Aid: Scholarships and Grants (continued) ROTC Military Scholarships (Navy, Army, Marines, Air Force) Rotary Foundation s Ambassadorial Scholarships State Higher Education Agencies Student Inventors Scholarships Target Scholarships Thurgood Marshall Scholarship Fund 25 Scholarship Gateways from Black Excel Tylenol Scholarships United Negro College Fund United Negro College Fund Merck Science Initiative 59

60 SCHOLARSHIP XYZ Scholarship ORG. ABC Org. WHERE RESEARCHED GROUP Earthlings of Venutian ancestry SUBJECT Students who intend to study Astro-physics VALUE $27,000/ renewable up to 4 years SPECIAL REQ. 3.5 GPA or higher and family income of less than $25,000/yr. APP. DEADLINE Jan. 1 60

61 4PARENT/FAMILY INVOLVEMENT Encouraging College Access and Retention 61

62 4 PARENT AND FAMILY INVOLVEMENT Encouraging College Access and Retention Contents Introduction for Counselors Preparing for College - The Parent Path A checklist for parents and families to follow in preparing children for college during their high school years. Financing Your Child s Education An overview of paying for college, detailing saving, tax incentives, and borrowing. Additional financial aid resources for parents can be found in the Financial Aid section of this handbook. Campus Visits for Parents A set of questions for parents to ask when visiting colleges with their student. 62

63 Introduction Parents and families are integral factors in fostering college access and success for their children. In fact, numerous studies confirm that parents are the single greatest factor in the decision of their children to attend college. While some parents, especially those who never attended college themselves, may feel unprepared to help their child to attain and succeed in college, don t underestimate the power of consistent and firm encouragement. Parents and families should continually reinforce from an early age the notion of a college-bound culture. It should be understood and expected that college is a necessary next step after high school. Parents and families can aid college access and success in the following ways: Guide their student in taking challenging junior high and high school courses to build a college preparatory curriculum. Make college savings a priority so that when the time comes there is money to finance their student attending the college of their dreams. Counselors, in your outreach partnerships make an effort to bring parents and families into the process. Try to arrange a series of parent/family workshops or a parent/family session to enlighten parents and families on the college search and application and to coach them on how they can be involved in the process. Also note that parent and family involvement should not end once a child is sent off to college. Support and encouragement from family members is crucial in retention. Students will have ups and downs during college and will turn to their family during good and bad times. It is important to applaud the child when they succeed, but it is equally important to encourage students to persevere through difficulties so that they can reach the ultimate goal of college graduation. Encourage the student to maintain good grades throughout high school. Be actively involved in the college search process. Help decide on the right school by researching college opportunities and planning college visits with their student. Help in the college application process. Parents can review and provide direction in writing college essays, can be a second set of eyes to review completed applications, and can help their student prepare for admissions interviews. 63

64 Preparing for College - The Parent Path During your son's or daughter's high school years, he or she will begin to think about long-term interests and career goals, and make many important decisions. This checklist will help you to help your student during one major decision-making process - the search for the right college. Freshman Year Discuss the importance of lifelong learning and the value of a college education. Create a space and time for your student to establish good study habits. Promote extended, well-paced study rather than short-term cramming. Discuss the impact of grades and course selection on college admission. Check curriculum requirements for college entrance. Encourage involvement in extracurricular activities, volunteering, and internships or other work experiences. Engage your student in decision-making so that he or she learns to look at options carefully, to act decisively, and to take responsibility for final decisions. Plan for college expenses... explore your savings options. Sophomore Year Start to network with your son's or daughter's teachers and counselors. Talk about his or her interests and career possibilities. Begin exploring appropriate college options with your student. Continue your support of extracurricular involvement and encourage participation in leadership roles. Inquire as to whether your student should take the PLAN (pre-act) or the PSAT exam. Keep college correspondence in a well-organized file. Junior Year Your student should develop and follow a plan of college search. Attend information sessions and college nights sponsored by the high school. Consult with your son or daughter's high school counselor for college search ideas and advice. Review all options... if a school seems too costly, find out what scholarships and other financial assistance may be available to you. Your student should prepare for and take the ACT/SAT exams. Find out if your student should take the Advanced Placement or SAT II exams. Network (check progress and commiserate) with other parents. Summer Before Senior Year Help your son or daughter to sort through college mail as it arrives. Review ACT/SAT results and discuss whether your student should retest. Visit different types of schools: small and large, vocational and liberal arts, private and public. Develop a list of questions for colleges and take them with you on your visits. continued... 64

65 Preparing for College - The Parent Path (continued) Senior Year Send in applications and be aware of deadlines. Make additional visits and encourage your student to spend the night and attend classes at the schools that spark his or her interest. Remain open-minded as the short list develops. Stay positive - the search for the right school can be exhausting and stressful at times. Meet deadlines when applying for merit-based scholarships and need-based assistance (for example, FAFSA). Collect all of your tax information and file for financial assistance in a timely fashion (and keep copies). Remain helpful and supportive while the final college choice is made. Notify the chosen school of the final decision and send in the tuition deposit. It also is common courtesy to notify all other schools that granted acceptance. Take a deep breath and relax! You and your college-bound student will encounter new decisions and create new checklists during the summer ahead. SOURCE: Augustana University, Rockford, Illinois 65

66 Financing Your Child s College Education College education is an investment in your child s future. And the price tag for college continues to rise as it is a valued commodity in today s society. For this reason, it is important to plan ahead in saving for a college education. Saving You should begin saving as early as possible. The average in-state tuition and fees for full-time undergraduate students for, before student financial aid was deducted, was $11,354 for a four-year public university and $27,516 for private four-year schools. (Source: Trends in College Pricing 2004, College Board). Many state governments now offer innovative college savings programs. A helpful website is the College Savings Plans Network (an affiliate of the National Association of State Treasurers) provides information about these plans and links from their Web site to the many state plans. The website is FinAid, an online financial aid resource, has a number of online savings calculators to help plan your savings and project your financial returns. They also can help you project college costs and student loan payments. The site is Tax Incentives for Higher Education Expenses The Internal Revenue Service (IRS) offers several tax benefits for families who are saving for, or already paying, higher education costs or are repaying student loans. As you plot strategy for financing your child s college education, don t forget about these tax breaks. Hope Scholarship Credit (HSC) Tax credit up to $1,500/year for each student 100% tax credit for the first $1,000 paid for qualified expenses. 50% tax credit for the second $1,000. You may claim HSC for two years. Student must be in first or second year and enrolled at least half time for one period of the tax year. Covers tuition and fees. You qualify by paying tuition and fees for yourself (if independent), your spouse, or your dependent child. Student activity fees, athletic fees and other expenses do not count toward your credit. Grants and scholarships will reduce the tuition and fees used to determine your credit. Eligibility decreases for modified adjusted gross incomes (AGIs) between $40,000 - $50,000 (filing single) and $80,000 - $100,000 (married, filing jointly). Cannot claim with modified AGIs above these limits. You benefit from tax credits only to the extent you owe federal income tax. If you don't owe taxes, you won't receive a tax credit. continued... 66

67 Financing Your Child s College Education (continued) Lifetime Learning Credit (LLC) May save you up to $1,000/year in federal taxes. 20% tax credit for the first $5,000 paid for qualified expenses. After 2002, a 20% tax credit on the first $10,000 paid. No limit on number of tax years you may claim LLC. Covers tuition and fees. Available to college juniors, seniors, graduate and professional students - and to students taking individual classes to improve job skills You qualify by paying tuition and fees for yourself (if independent), your spouse, or your dependent child. Student activity fees, athletic fees and other expenses do not count toward your credit. Grants and scholarships will reduce the tuition and fees used to determine your credit. Eligibility decreases for modified adjusted gross incomes between $40,000 - $50,000 (filing single) and $80,000 - $100,000 (married, filing jointly). Cannot claim with modified AGIs above these limits. You benefit from tax credits only to the extent you owe federal income tax. If you don't owe taxes, you won't receive a tax credit. Education IRAs You may deposit up to $500/year into an IRA for a child` under age 18. Parents, grandparents, other family members, friends, and the child may contribute to the IRA as long as the total contribution per year does not exceed $500. Eligibility to contribute is reduced with a modified adjusted gross income between $95,000 - $110,000 (filing single) and $150,000 - $160,000 (married, filing jointly). Cannot contribute if income is above these amounts. IRA grows tax-free until distributed. A child will not owe tax on any IRA withdrawal if the child's expenses at the institution equal or exceed the amount withdrawn. NOTE: You can only claim one tax credit or contribute to one education IRA per student per tax year. Student loan interest deduction Parents and independent students may deduct interest on loans borrowed to meet college expenses Deduction is for interest payments made during the first 60 months (5 years) in which interest payments are required. Deduction diminishes for modified gross income between $40,000 - $55,000 (single filers) and $60,000 - $75,000 (married, filing jointly). Cannot deduct if income is above these amounts. Maximum deduction in 1999, $1,500; in 2000, $2,000; 2001 and beyond, $2,500. You are not required to itemize to receive the deduction. Dependents may not claim the deduction. Married couples must file jointly to receive the deduction. continued... 67

68 Financing Your Child s College Education (continued) Using IRA withdrawals for college costs You may withdraw from an IRA to pay higher education expenses for yourself, your spouse, your child or grandchild. You will owe federal income tax on the amount withdrawn, but will not be subject to the 10% early withdrawal penalty. Eligibility for tax credits, deductions, and deferrals involves complex rules and calculations. You should seek the advice of someone who has experience with these provisions. You can also read IRS Publication 970, Tax Benefits for Higher Education. Borrowing Another funding option is the Federal PLUS Loan program. Borrowing through the PLUS Loan program in most cases is a better idea than credit card, home equity loans or using assets in a 401K account. Other borrowing options involve leveraging personal investments or your home's equity. There is a detailed fact sheet on PLUS Loans in this handbook. Also, seek the assistance of a qualified financial aid specialist at your child s high school or college to discuss your options. SOURCE: IRS Publication 970 (2004), Tax Benefits for Education 68

69 Campus Visits for Parents After you compile a list of colleges to which they are considering applying, it is then time for the campus visit. While it does take time and money, the campus visit, when possible, is invaluable in information gathering. The campus visit allows students and families to gauge college fit. Finding the perfect college match is a feeling you can only get by setting foot on campus. The campus visit is not only a forum for your student to have his or her own questions answered. As a parent, the campus visit will also give you a chance to get a feel for the campus and get answers to some of your own questions. Many colleges provide forums for parents to get information as well. Participating in the visit will help you to have informed discussions with your child as he or she makes decisions about which colleges to apply to, and ultimately, which college he or she will attend. Here are a set of questions that, as a parent, you should ask before sending your child to college: Admissions & Financial Aid What are the GPA and SAT/ACT test score requirements? Is there an admission application fee? When is the fee due? If I cannot afford to pay the fee, can it be waived? What is the cost of attendance? Are there other costs, such as lab fees or health fees? What types of payment plans are available? When is payment due? General Questions Do students need cars? Do many students bring cars? Do many students use bicycles around campus or town? Is there a secure place to keep or store a bicycle? Do students need their own computer? Are there adequate computer labs on campus? Are there computer labs in the residence halls? Does the college offer a new student orientation? Academics What is the retention rate? What support services are available to students who need academic or personal help? Do most students that graduate obtain a job in their field? Do they get admitted to graduate school? Do employers do on-campus job recruiting? How long, on average, does it take students to graduate? Is it difficult to get into the classes required for graduation? What is the student-faculty ratio? Does faculty include teaching assistants or do professors teach the majority of the classes? Are there tutors or academic support services available? Are these services free or do they charge? What is the average class size? Are professors accessible to students? continued... 69

70 Campus Visits for Parents (continued) Student Life Are there fraternities and sororities on campus? Do you have to be involved to have a social life? What other student activities are there? What is the crime rate on campus? Is the campus security adequate? Does the college have safety procedures and precautions in place? How diverse is the student body? What is male/female ratio? Do the majority of students come from inside the state or outside the state? Is there a mix of ethnic and racial backgrounds? Are there a large number of international students? How do you characterize the area surrounding the campus? Is the town or city safe? Are there places to eat and shop? What types of cultural events are offered? Are there airports, bus stations, etc. nearby, if needed? Are there student employment opportunities available either on or off campus? Are there internship/co-op programs available? SOURCE: College Planning Center, 70

71 5COLLEGE SUCCESS AND RETENTION Exposure to the College Experience 71

72 5 COLLEGE SUCCESS AND RETENTION Exposure to the College Experience Contents Introduction for Counselors College Terminology Glossary A list of key terms surrounding college life and academics. Frequently Asked Questions: Choosing a College Major The need-to-knows of the oft-dreaded college major. The Transition to College A brief introduction on what to expect from college life. Study Skills for College Students Tips to help build effective study habits in college. Stress Management for College Students Helpful hints to help reduce and manage stress in college. 72

73 Introduction College attainment is a significant accomplishment in the life of any student. It is even more of a feat for students that are the first in their family to attend college. But the ultimate goal is college graduation, and there is a great distance between college acceptance and the hard work, dedication, and focus that it takes to graduate. Challenging academics, social demands, and pressure from home are just a sampling of the obstacles students face on the road to graduation. For these reasons, college success and retention need to be a focus even before the transition to college, so students can anticipate the journey that lies ahead. Beyond steps students can take during their four years on campus to ensure college retention, finding the right college fit is perhaps the most important factor in determining college success. A focus of the college search should be on finding a college home that provides a close-knit, supportive campus environment that promotes students success and personal growth. Provided in this section of the Handbook is a set of resources focused on helping high school students anticipate what lay ahead of them in college. The handouts will give students insight into college terminology, choosing a major, the college transition, effective study skills, and stress management. Understanding the challenges and obstacles that lay ahead and having helpful hints and strategies to overcome them will give students a hand-up in ensuring success on the road to graduation. Counselors should do their part to guide students in this direction with the college search. Current trends show first-generation and underserved students largely matriculating to community college or the local state school. While this is often the most feasible option and sometimes the best fit, such institutions do not provide the value to first-generation and underserved student populations at four-year, residential colleges. At these institutions, students benefit from personalized attention in the classroom and out, a close-knit campus community, and a structured support network. 73

74 College Terminology Glossary Academic Advisor/Counselor - This person will help you select the correct courses, review the course requirements in the field you have selected to pursue and help you with any academic problems you may encounter. At some institutions, academic advisement is conducted by faculty as part of their job duties. Other institutions may designate specific staff as academic counselors. Academic Probation - All colleges require students to maintain a minimum cumulative grade point average (GPA) to remain in school. Any student not maintaining satisfactory progress toward his/her educational objectives will be placed on probation for a semester. Academic Suspension - A student on Academic Probation may be placed on Academic Suspension if he/she fails to maintain or achieve the minimum cumulative GPA required. A student placed on suspension will be dismissed from the college for a specified time period - usually one semester. Specific requirements may be placed on the student s re-entry into college. Advanced Standing Credit - These are credit hours that an institution accepts toward a degree from courses that the student has earned elsewhere. Such credit may be given for work done at another higher education institution, by examination or "testing out," or by military service. Alumni - people who have graduated from the institution. ACT and SAT - These letters are acronyms for the American College Test and the Scholastic Aptitude Test. Both tests are designed to measure a student s level of knowledge in basic areas such as math, science, English and social studies. Colleges may require the results of either the ACT or SAT before granting admission. Application/Acceptance/Admission - Application is the process by which a prospective student submits the required forms and credentials to his/her chosen institution. Application criteria may include one or more of the following: previous academic records, test scores, interviews, recommendations, and other information provided by the applicant. Depending on the application requirements of a particular school, the student can gain Acceptance to the institution if the decision to accept the application is positive. Admission is the status granted to an applicant who meets the prescribed entrance requirements of the institution. It must be noted that there is a wide variation nationwide in the Application/Acceptance/Admission policies of higher education institutions. Check the college catalog for specific requirements of the schools you are considering. Associate Degree - The Associate Degree is granted upon completion of a program of at least two, but less than four years of college work. Associate of Arts and Associate of Science degrees are conferred upon students who successfully complete programs designed for transfer to a senior college. The Associate Degree requires completion of a minimum of 60 credit hours, exclusive of physical education activity courses or military science courses, with a cumulative GPA of 2.0 (a "C" average). continued... 74

75 College Terminology Glossary (continued) Associate of Applied Science Degree - This degree is conferred upon students who successfully complete a program designed to lead the individual directly into employment in a specific career. The Applied Science degree has the same requirements as those stated above for the Associate Degree. Audit - A student who does not want to receive credit in a course may, with approval of the instructor, audit the course as a "visitor." A student who audits a course usually cannot ask or petition the institution at a later date to obtain college credit for the audited course. Bachelor's Degree - This is the undergraduate degree offered by four-year colleges and universities. The Bachelor of Arts degree requires that a portion of the student's studies be dedicated to the arts - literature, language, music, etc. The Bachelor of Science degree requires that a portion of the studies be in the sciences - chemistry, biology, math, etc. The minimum credit hour requirement for a Bachelor's Degree is 120 hours. Bookstore - All colleges have bookstores. It will generally stock all the books and other materials required in all the courses offered at the institution as well as providing basic sundries and clothing items. Business Office - The Business Office is responsible for all financial transactions of the institution. It may also be called the Bursar's Office on some campuses. Catalog- College catalogs provide all types of information parents and students need to know about a school. It lists, for example: the institution's history and philosophy, policies and procedures, its accreditation status, courses of study, degrees and certificates offered, physical facilities, admission and enrollment procedures, financial aid, student life activities, etc. CLEP - The College Level Examination Program can be administered to students who desire to obtain college credit by taking proficiency tests in selected courses. If the student scores high enough on the test, college credit can be awarded. There is a charge for each test taken. Information concerning an individual institution's policies toward CLEP Tests can be found in the institution's catalog. College - A College is an institution of higher education that grants degrees and certificates. The term is also used to designate the organizational units of a university such as the College of Education or the College of Engineering. Commuter - A commuter is a student who lives off-campus and drives to class, or commutes. Concurrent Enrollment - A student can enroll and attend two educational institutions at the same time provided that certain criteria are met. For example: In Oklahoma, a high school senior can concurrently enroll in high school and in college provided he/she meets established criteria. A college student can concurrently enroll at two higher education institutions provided that certain criteria are met. Permission for concurrent enrollments are generally made in advance. continued... 75

76 College Terminology Glossary (continued) Course Numbers - All courses are identified by numbers usually containing 3 or 4 digits, for example Freshman English might be The first digit indicates the class year in which the subject is usually taken, the middle 1 or 2 digits identify the course within the subject field (nobody I've ever met knows what they mean), and the last digit indicates the number of credit hours the course carries. A course number beginning with a "0" indicates that it does not carry credit hours applicable to a degree. Credit Hours - Courses taken in college are measured in terms of credit hours. To earn one credit hour, a student must attend a class for one classroom hour (usually 50 minutes) per week for the whole semester (usually 16 weeks). Classes are offered in 1-5 credit hour increments, and sometimes larger amounts. Curriculum - A curriculum is composed of those classes prescribed or outlined by an institution for completion of a program of study leading to a degree or certificate. Degree Requirements - Those requirements prescribed by other institutions for completion of a program of study are generally termed degree requirements. Requirements may include a minimum number of hours, required GPA, prerequisite and elective courses within the specified major, and/or minor areas of study. Degrees - Degrees are rewards for the successful completion of a prescribed program of study. There are three basic types of degrees: Associate - obtainable at a two-year community or junior college, Baccalaureate or Bachelor s - offered by four-year colleges and universities, and Graduate - Obtained after the bachelor s degree, i.e., Masters or Doctorate. Department - A department is the basic organizational unit in a higher education institution, and is responsible for the academic functions in a field of study. It may also be used in the broader sense to indicate an administrative or service unit of an institution. Division - A division could be several different things: an administrative unit of an institution, usually consisting of more than one department a unit of an institution based on the year-level of students - i.e., lower and upper division or a branch of the institution, instructional or not - i.e., the Division of Student Affairs. Drop and Add - Students are generally permitted to drop courses from their class schedules and/or add other courses. Colleges allow varying lengths of time for students to add and drop classes. The college catalog or class schedule should note the correct procedures. Students usually need written approval from designated college officials to initiate dropping or adding a class. A small fee is often required. continued... 76

77 College Terminology Glossary (continued) Enrollment - This is the procedure by which students choose classes each semester. It also includes the assessment and collection of fees. Pre-enrollment is the method by which students select courses well in advance of the official enrollment date of the next term. Extra-Curricular Activities - These are non-classroom activities that can contribute to a well-rounded education. They can include such activities as athletics, clubs, student government, recreational and social organizations and events. Faculty - The faculty is composed of all persons who teach classes for colleges. FAFSA -Free Application for Federal Student Aid. The almost universal application for financial aid, including loans, grants, college work-study and other federal and state programs. It is often required before a student can be considered for scholarships also. Fees - Fees are additional charges not included in the tuition. Fees may be charged to cover the cost of materials and equipment needed in certain courses, and they may be assessed for student events, programs, and publications. Final Exams (Finals) - These exams are usually given during the last week of classes each semester. The type of final administered in a course is left to the discretion of the instructor. Final exams are given on specified dates that may be different than the regular class time, and are usually listed in each semester s class schedule. Financial Aid - Aid is made available from grants, scholarships, loans, and part-time employment from federal, state, institutional, and private sources. Awards from these programs may be combined in an "award package" to meet the cost of education. The types and amounts of aid awarded are determined by financial need, available funds, student classification, academic performance, and sometimes the timeliness of application. Fraternities/Sororities (also called the Greek System) - Fraternities (for men) and sororities (for women) are social organizations that are active in various activities. Through a process of mutual selection, called Rush (which takes place during a specified period of time), students may be offered the opportunity to "pledge" a certain fraternity of sorority. Not all colleges have these organizations. Full-Time Enrollment/Part-Time Enrollment - A full-time student is enrolled in 12 or more credit hours in a semester (full-time status for a Summer term is usually 6 credit hours). A part-time student is enrolled in less than 12 credit hours in a semester (less than 6 in a Summer term). continued... 77

78 College Terminology Glossary (continued) Honor Roll - Students are placed on honor rolls for GPAs above certain specified levels. Criteria for President s, Dean s, or other honor rolls vary at different institutions. In most cases, students must be enrolled full-time to be eligible. Humanities Courses - Humanities courses are classes covering subjects such as literature, philosophy, and the fine arts. Most undergraduate degrees require a certain number of humanities credit hours. Junior/Community College - A Junior/Community College is a two-year institution of higher education. Course offerings generally include a transfer curriculum with credits transferable toward a bachelor s degree at a four-year college, and an occupational or technical curriculum with courses of study designed to prepare students for employment in two years. Lecture/Laboratory/Discussion Classes - In lecture classes, students attend class on a regular basis and the instructor lectures on class material. Laboratory classes require students to perform certain functions in controlled situations that help them test and understand what is being taught in the lecture. Discussion classes offer students the opportunity to talk about material being taught, ask questions, and discuss material with their classmates. Discussion classes are often taught by Masters or Doctoral students, and are becoming more common on college campuses. Letter Grades/Grade Point Averages (GPA) - Most colleges use both letter grades and GPAs in determining students grades. Grades at most colleges are figured using the following method: As are worth 4 points Bs are worth 3 points Cs are worth 2 points Ds are worth 1 point Fs are worth 0 points To figure a GPA, simply multiply the number of hours a course is worth by the number of points for the letter grade, then add up the totals for each course and divide by the number of credit hours. The result is the grade point average. Major/Minor - A major is a student s chosen field of study. It usually requires the successful completion of a specified number of credit hours. A minor is designated as a specific number of credit hours in a secondary field of study. Mid-Term Exams (Midterms) - During the middle of each semester, instructors may give mid-term exams that test students on the material covered during the first half of the semester. Some classes have only two tests, a midterm and a final. Non-Credit Courses - These are classes or courses that do not meet the requirements for a certificate of a degree at a given institution. Non-credit courses may serve one of several purposes: to explore new fields of study, increase proficiency in a particular profession, develop potential or enrich life experiences through cultural and/or recreational studies. continued... 78

79 College Terminology Glossary (continued) Open-Door Institution - Open-door institutions are usually public two-year junior/community colleges. The term open-door refers to an admission policy that states that anyone who is 18 years of age or older, whether or not a high school graduate, can be admitted to that college. Pass/Fail Courses - Pass/fail courses do not earn letter grades or grade points for students. If a student passes a pass/fail course, he/she receives a "P" (pass) or "S" (satisfactory) on the transcript and the credit hours. If the student does not pass the course, they will receive an "F" (fail) or a "U" (unsatisfactory) on the transcript and no credit hours. The evaluation for the pass/fail course is not figured into the student s GPA. Petition - A petition is both the process and the form a student fills out to request consideration of special circumstances. For example, if a student is denied admission, they may petition for admission based on extenuating circumstances. Prerequisite Courses - A prerequisite course is a course taken in preparation for another course. For example, Accounting 1 is a prerequisite for Accounting 2. Private/Public Institutions - Private and public institutions differ primarily in terms of their source of financial support. Public institutions receive funding from the state or other governmental entities and are administered by public boards. Private institutions rely on income from private donations, or from religious or other organizations and student tuition. Private institutions are governed by a board of trustees. Registrar - The registrar of an institution is responsible for the maintenance of all academic records and may include such duties as: maintenance of class enrollments, providing statistical information on student enrollment, certification of athletic eligibility and student eligibility for honor rolls, certification of the eligibility of veterans, administering probation and retention policies and verification of the completion of degree requirements for graduation. Schedule of Classes- Colleges publish and distribute a Class Schedule book for each semester, during the previous semester. With the help of academic advisors and/or faculty members, students make up their own individual class schedules for each semester they are enrolled. Courses are designated in the Class Schedule by course department, course number, time and days the course meets, the room number and building name, and the instructor s name. A class schedule is also simply a list of classes a student is taking, which includes course name and number, time and location of the class, and possibly the instructor. continued... 79

80 College Terminology Glossary (continued) Student Identification Card (I.D.) - A student ID is usually required in college. It is similar to a driver s license and generally includes a photograph of the student, a student number (often the social security number), the student s name, the name of the college and the semester enrolled. The IDs require validation each semester. The card is often required for admittance to functions sponsored by the college or for identification when cashing checks or for other purposes. Syllabus - An outline of the important information about a course. Written by the professor or instructor, it usually includes important dates, assignments, expectations and policies specific to that course. Some are quite lengthy. Transcript - The transcript is a permanent academic record of a student at college. It may show courses taken, grades received, academic status and honors received. Transcripts are not released by the college if the student owes any money to the college. Transfer of Credits - Some students attend more than one institution during their college career. When they move or transfer from one college to another, they also transfer accumulated credit hours from the former institution to the new one. The new institution determines which courses will apply toward graduation requirements. Tuition - Tuition is the amount paid for each credit hour of enrollment. Tuition does not include the cost of books, fees, or room and board. Tuition charges vary from college to college and are dependent on such factors as resident or out-of-state status, level of classes enrolled in (lower, upper or graduate division), and whether the institution is publicly or privately financed. Tutors - A tutor is a person, generally another student, who has completed and/or demonstrated proficiency in a course or subject, and is able to provide instruction to another student. Tutors usually help students better understand course material and make better grades. Undergraduate - An undergraduate is a student who is pursuing either a one-, two-, or four-year degree. University - A university is composed of undergraduate, graduate, and professional colleges and offers degrees in each. Withdrawal - Students may withdraw from courses during a semester, but there are established procedures for doing so. The college catalog and/or Class Schedule generally specifies the procedures. Written approval from a university official must be secured, and some fees must be paid. SOURCE: CollegePrep-101, Oklahoma State University, 80

81 Frequently Asked Questions: Choosing a College Major What is a major? In many ways, a major is like a contract between you, the student, and the school you attend. By declaring a major, you the student agree to perform certain work, (i.e. classes) in exchange for a college degree. In other terms, a major is simply an organized concentration of classes, either revolving around a subject (e.g. mathematics), theme (e.g. peace studies), or professional field (e.g. Pre-Med, Pre-Law, Engineering, etc.) Is choosing a major the most important decision of my life? Well, yes and no. The major you choose will neither predict nor guarantee your future. According to the U.S. Department of Labor, the average college graduate changes jobs once every three years and changes career fields two or three times in their lifetime. So, it is clear that a college major does not lock you into a specific career for the rest of your life. When do I need to choose a major? It depends on the college and the major. Most schools prefer that you start looking at a major at least by your sophomore year. Some schools actually require you to list a major choice on your college application (Fortunately, "undecided" is one of the available options). If you are interested in a major that requires a lot of classes, or classes that are limited to students in that major, you might have to declare earlier than usual (i.e. Fall semester of your sophomore year). What if I declare early but I change my mind? Most American universities are founded on the belief that incoming students are barely capable of writing a proper sentence much less making monumental decisions such as a college major. In other words, students indecisiveness is built into the system. That doesn t mean they make it easy, though. For some majors, you must take specific courses (prerequisites) during your first and second year before you can even be considered eligible for upper level courses. So, changing your major from, say, Electrical Engineering to French Medieval Literature can result in a substantial time penalty, especially if you ve never taken French! continued... 81

82 Frequently Asked Questions: Choosing a College Major (continued) How do I find out what these prerequisites are? The best way is to get a copy of the courses and degrees catalog published by your school. Usually sold in book form, these guidelines provide a list of required classes, class descriptions and any other requirements you might need to fulfill (e.g. senior thesis) in order to graduate. Course guidelines are revised yearly, so make sure to get an updated version. Some schools are kind enough to provide incoming students with free catalogs. Others will sell them to students through on-campus or offcampus bookstores or mail order. You can also check with the school's web site for this information. What is a double major? Many schools offer the chance to major in not only one but two subjects. Some even give you the chance to earn two separate degrees. Again, rules vary from school to school on how you can pull this off. Pursuing a double major is an effective way to get more out of college and improve your chances of future success, but it can take a lot of effort and dedication. It helps to know ahead of time what type of workload you'll be expected to handle. 82

83 The Transition to College Leaving for college marks a major transition in most students' lives: completing high school; for many, leaving home; freeing yourself from parental control; and saying goodbye to old friends, activities, and ways of being. Arriving at college signifies equally momentous changes: exploring a new place, becoming independent, making new friends, learning new things, making your own decisions, and establishing your own priorities. Amidst all the excitement, many students overlook the stress involved in making so many big transitions in such a brief period of time. In anticipation of these changes, we recommend thinking through as many of the particulars as you can in advance. The more prepared you are for college, the more ready you will be to confront new pressures with a minimum of panic, frustration, or depression. Here are some things to consider as you head off to college: College is hard. Courses are at a higher level than high-school classes; the material is presented at a faster pace; and professors are likely to assign more reading, writing, and problem sets than you may be used to. The harder work is something all first-year college students contend with, so don't think having to struggle to keep up is somehow a failing on your part. In order to give yourself an opportunity to adjust gradually to the new academic demands, choose a course load that includes some classes that will be harder for you and others that will be less intense. For example, if you took an introductory calculus course or a second-year French class your senior year of high school and don't feel like you quite mastered the subject, consider repeating the course your first year of college rather than moving on to a more advanced math or French class. The very fact that the course is at the college level will mean you'll encounter new material. College life is unstructured. No more curfews, no more concerned questions from parents about whether you've done your homework or where you were until 3 a.m. This may sound like the definition of freedom, but freedom itself can be stressful. You are responsible for managing your time in college. If you cut classes and don't do your assignments, no one will scold you that evening, but you may wish they had when it comes time for the final and you don't know the material. Buy a calendar and make sure you write down when and where your classes meet, when assignments are due, and when tests will take place. Give yourself ample time to study rather than waiting until the last minute and pulling an all-nighter. This may sound like obvious advice, but as a former college instructor, I have had students come to me in tears because, they claim, they didn't know what room the test was in; or they didn't know there was a test because they'd lost the syllabus; or they slept through the test because they were up late studying and didn't hear their alarm. continued... 83

84 The Transition to College (continued) College requires personal responsibility. You are responsible for managing your money and for taking care of your health. Credit card companies bombard college students with offers, preying on most college students' lack of funds and urge to spend. While having a credit card can be an asset, living on credit poses the risk of adding to the debt incurred through school loans. And while partying all night sounds tempting to numerous students, the lifestyle quickly catches up with many, who end up with mono or the flu and, consequently, miss more classes. Getting enough sleep, eating well, and generally taking care of yourself will give you more energy to enjoy all that college has to offer, without burning out. A new social scene is part of the college experience. Suddenly, you can recreate yourself in any way you want. No one at college knows what you were like in high school. While forming new friendships can be exhilarating, true friendships are formed slowly, and the beginning of college can consequently be a lonely time. Moreover, college is full of all sorts of new social pressures. If you are unsure about participating in certain social scenes or activities, don't hesitate to seek guidance about the best ways to resist these pressures. Talk to parents, trusted friends from high school, and college counselors. College is full of resources professors with office hours to explain ideas that weren't clear in class, tutors to help you when you feel you still don't understand new material, counselors with whom to discuss personal concerns, and often resident advisors. The difference is that whereas in high school these roles were often filled by parents and others who sought you out, in college it is up to you to initiate getting help. The good news is that once you do adjust to college life, it opens new doors to all sorts of learning and living. 84

85 Study Skills for College Students The following tips have proven to be extremely powerful guides for organizing, thinking, studying, and learning in college. They represent the best advice of successful college students. The can also work for high school students. Study Space Tip: Your study space should be as quiet and comfortable as possible. Avoid studying in noisy places such as cafeterias, recreation rooms, or lounges. Tip: When studying, keep a waste basket handy. Tip: Have a consistent place for everything, and above all, keep it there! Tip: Have everything needed for study handy beforehand. Don't waste valuable time looking for books, notes, of other information. After you have assembled the items you need, put them where you can reach them easily. Study Habits Tip: Begin study no less than minutes after a meal. Tip: Never study within 30 minutes of going to sleep. Tip: Prioritize! Make a list of what you intend to study, prioritize the list, and stick to it! Tip: If possible, study no more than minutes at a stretch. Many students retain more by studying for short periods with breaks in between. It all depends on what you're trying to study, but generally, after a period of study, take a break. Tip: Take study breaks away from your desk or where ever you are studying. Let the break be a time to think about other things. Use some break time to reflect, not constantly review what you have just studied. The Classroom Tip: Distractions in the classroom are deadly. To help avoid distractions, sit near the front of the class. You're less likely to miss something important, and there are far less distractions at the front than any other location. Tip: Think! Thinking is one of the most important things you can do in class. If you just sit there passively, and not think, class can be deadly. Think about what the teacher is saying BEFORE writing down anything. Writing down each word is a WASTE OF TIME. Reorganize in your mind what the teacher says, and then write it down. This way you will be connecting the teacher's words with HOW you think. If you do this, your notes will make a lot more sense later on. Tip: Pay attention to the course outline or syllabus. Generally, important points and materials are referenced here and repeated. Don't be afraid to ask the teacher if there is something you don't understand. Most teachers will be glad to clarify for you. continued... 85

86 Study Skills for College Students (continued) Preparing for Class Tip: Efficient students do not underline! Underlining is not a productive way to emphasize textbook material. It's best to use a highlighter. Tip: Read the table of contents of your texts carefully. If the textbooks have chapter summaries, read them first! If you don't understand the material from the summaries, go back and highlight. Take notes on what you have highlighted and review your notes. Tip: Break study material into short segments of length dependent on its difficulty. Remember, concise notes are more powerful than copious notes. Think about the material! Then take notes on what you don't know or are not sure of. Test Taking Tip: For essay examinations, try the "memory dump" technique. If permitted, write down everything you've memorized facts, names, dates, ideas, events, and so on BEFORE you do anything else. Sometimes reading through the essay questions can distract you from what you've studied. The "memory dump" technique requires that you write down everything possible BEFORE you begin writing essay answers. This way, you are less likely to forget something important. 86

87 Stress Management for College Students Stress is almost a way of life in college. Academic rigors, busy schedules, and little sleep are only some of the factors that contribute to stress for college students. Understanding that stress in inevitable is the first step is overcoming the difficulties. The second step is actively seeking out ways to manage your stress and overcome the obstacles it presents. Provided here are some tips to consider as you plot a stress management strategy. Keep in mind that maintaining balance between your intellectual, social and personal development is the key to a well adjusted college experience. Add a physical workout to your schedule at least every other day. One does not need to be gifted athletically to accomplish this. You can jog, power walk, use stepper, rowing or biking machines, swim or any other form of exercise. Do not see this as 'recreational time' that can be blown off. Physical activity is a great way to insure that life's minor stresses do not build. Set both long term (this semester or this year) and short term (this day or this week) goals. Write them down. Make them part of your time management schedule. Manage your time. Develop a schedule that provides for academic, social and physical time. Follow the schedule! Seek the help of an advisor in developing better time management skills. Each day find twenty minutes of 'alone time' to relax. Take a walk, write in a journal or meditate. Don't sweat the small stuff...always ask yourself if the issue at hand is worth getting upset about. If it isn't affecting your goal achievement, it may not be worth fretting over. Humor and positive thinking are important tools in stress management. Most importantly, communicate! Talking to a person who you trust be they a friend, roommate, family member, professor, significant other or co-worker about issues of concern is helpful. We all need someone to listen. SOURCE: College Students and Stress, Dr. Gregory Hall, CampusBlues.com: Finding the Right Solution, 87

88 Contact Information Center for Student Opportunity 4903 Auburn Avenue Bethesda, MD office: (301) fax: (301)