Overall Rating Silver - expired
Overall Score 51.18
Liaison Joseph Kahn
Submission Date April 20, 2017
Executive Letter Download

STARS v2.1

Central Michigan University
PA-7: Affordability and Access

Status Score Responsible Party
Complete 2.75 / 4.00 Morgan Hummon
Sustainability Advancement Graduate Assistant
Facilities Management, Great Lakes Institute for Sustainable Systems
"---" indicates that no data was submitted for this field

Does the institution have policies and programs to make it accessible and affordable to low-income students?:
Yes

A brief description of any policies and programs to minimize the cost of attendance for low-income students:

Central Michigan University offers a payment plan for all students, designed to ease the burden of lump sum payments. While this specific program does not decrease the cost of attendance, it does allow students to spread payment out over the semester without adding interest.

Make College Easier to Pay For with a Tuition Payment Plan.

Make college more affordable by paying for tuition and fees over time. Tuition payment plans break down your tuition balance into affordable monthly payments. There's no interest, payment options are flexible, setup fees are affordable, and it's easy to enroll!

Advantages

Easy online enrollment
Monthly Payments
Flexible Payment Options
No Interest

Central Michigan University also recognizes the need to adjust financial aide benefits for students and families in circumstances, such as:

Withdrawal of retirement funds for emergency purposes
Job loss or significant reduction in income
Loss of child support
Separation or divorce of parents
Death of a parent

CMU works with individuals in these situations in order to get them the financial support they need to obtain a degree.


A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:

Central Michigan University offers poverty simulation training to faculty & staff, students and non collegiate members of the community:

The Human Development and Family Studies Poverty Simulation is a workshop based after the Missouri Association for Community Action model that allows participants to experience one month as a family living in poverty, or as a service provider struggling with too few resources to assist these families.

The poverty simulation is a profoundly moving experience that exposes its participants to the harsh realities of poverty. Some examples of groups who have used the poverty simulation include:

Public Schools
Social Service Providers
College Students and Faculty
Community Organizations

The simulation provides an opportunity to learn about some of the challenges families face when they lack adequate resources to meet their daily needs. The Poverty Simulation is also provided to businesses, school districts and local governments as a part of our commitment to raise awareness and serve those living in poverty throughout Michigan.


A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:

The Pathways program is designed to inc​​rease the retention and graduation rates of first generation and Pell grant eligible students. First generation students are those whose parents have not attained higher than an associates degree. Pell grant eligibility is determined by the student’s expected family contribution (EFC) on their Free Application for Federal Student Aid (FAFSA). Pathways targets these students then connects them to services and resources with the goal of helping them achieve:
*Increased grade point averages
*Advancement in their academic standing
*Increased acceptance into majors
*Increased graduation rates

How does Pathways serve its students?

Before prospective Pathways students take one class at CMU Pathways staff have mailed them an invitation to its annual Pre-College conference. The recruiting doesn’t stop there as Pathways staff continue to contact and connect with potential Pathways students reminding them to schedule summer orientation dates before they come to CMU in the fall. During these freshmen orientation programs, Pathways presents CMU’s many support services to parents and students including the Pathways program. In addition to making families aware of the assistance available on campus, Pathways staff sits down with incoming students and advises them on their class schedules and encourages them to sign up for Leadership Safari. During Leadership Safari, Pathways host new CMU students who have shown serious interest in the program. During this session students acquaint themselves with peers, Pathways mentors, current Pathways students, and staff. Through this program new students learn the expectations and benefits of Pathways. During the academic year Pathways students meet individually and in small groups with Pathways staff and mentors.

Pathways students have the luxury of having an advisor readily available to help guide them to their academic and personal goals through comprehensive advising and connecting them to campus resources. Pathways also offers workshops and interactive sessions addressing issues relevant to the success of first generation and Pell grant eligible students. ​
What is Pathways?
Pathways to Academic Student Success (Pathways) is a retention program at Central Michigan University. The program is funded by a six-year Select Student Support Services (4S) grant which is administered via Michigan’s Work Force Development Agency and the Kings-Chavez-Parks initiative.

Pathways is one of eight offices in CMU’s Office of Institutional Diversity. The Pathways office is located in the Center for Inclusion and Diversity, University Center 108.


A brief description of the institution's scholarships for low-income students:

​ Suzanne and Raymond ​Babe​r, Jr. Endowed Schol​arship in Education​

Established in 2002 by Suzanne Baber ‘48 and ‘52, retired counselor, and Raymond “Bud” Baber, Jr., retired automobile advertising execu­tive. Proceeds from the endowment will be used to support scholarships for juniors or seniors enrolled in the College of Education and Human Services, Department of Teacher Education, with a 3.0 minimum GPA. Preference will be given to students who demonstrate financial need.

Established in 2002 by the estate of Ruby Leora Balduf ‘28. Proceeds from the endowment will be used to fund a renewable scholarship for a student enrolled in the College of Education and Human Services with a GPA of 3.0 or higher and demonstrated financial need.

​Robert and Susan Clarke Scholarship
Established in 2005 by Robert (Class of 1971) and Susan Clarke (1971). Income from the endowment will support a schol­arship for a graduate from Harbor Springs (low income, rural community) High School. Preference will be given to incoming freshman and those pursuing a degree in business or education.

Rob & Liz Haar Cornerstone Endowed Scholarship: (typical award of up to $1XXXX per student). Student must be an incoming freshman who intends to pursue a degree in business with an interest in pursuing a major in information systems. Student must have a minimum GPA of 3.00. First preference will be given to graduates of Cornerstone Schools in Detroit. While this award is renewable, it is not automatic. Students must reapply for renewal.

Above, are a few examples of scholarships offered that give preference to students who are in need of financial assistance.


A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:

Central Michigan University places a large emphasis on recruiting first generation college students. Recruitment representatives target low income rural areas, as well as other impoverished landscapes, in order to disseminate information regarding academic opportunities, financial aide & scholarship opportunities, the benefits of higher education and the transformative experience of attending college.


A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:

N/A


Does the institution have policies and programs to support non-traditional students?:
Yes

A brief description of the institution’s scholarships provided specifically for part-time students:

Dr. Frederick C. and Lois M. Kabbe Endowed Scholarship

Eligibility: Student must be majoring in chemistry or mathematics and have a cumulative GPA of 3.0 or higher.

About: Established in 2012 by the family of Dr. Frederick C. and Lois M. Kabbe and their sons. Income from the scholarship will support a chemistry major with preference given to a part-time or full-time single parent or a student from a single parent household, graduating from an Isabella County or contiguous county high school. Interested applicants should write a short essay that describes how they meet this criterion.

Renewal: This scholarship is renewable.

Amount: Multiple awards from $1,000-$2,000 may be granted, depending on the available endowment amount.


A brief description of the institution’s on-site child care facility, partnership with a local facility, and/or subsidies or financial support to help meet the child care needs of students:

Child Development and Learning Laboratory
CMU's renowned and nationally accredited Child Development and Learning Laboratory (CDLL) provides a much-needed service for children and families in the community. It also provides students and faculty with exceptional research and learning opportunities. Part of Human Development and Family Studies, the CDLL can boast of the following attributes.

A laboratory where CMU students may observe, participate, train and study children under the supervision of trained early childhood teachers.
An enriched program that meets the needs of young children in the areas of social, cognitive, emotional, physical, language, and creative development.
A national model of developmentally appropriate programming for children.
A place of learning for parents and significant adults. Programs within the CDLL all promote a greater understanding of children's growth and development and provide family members with an environment for involvement in their child's educational experience.


A brief description of the institution’s other policies and programs to support non-traditional students:

N/A


Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):
Yes

The percentage of entering students that are low-income (0-100):
16.30

The graduation/success rate for low-income students (0-100):
43.80

On average, the percentage of need that was met for students who were awarded any need-based aid (e.g. as reported to the U.S. Common Data Set initiative, item H2) (0-100):
84.40

The percentage of students graduating with no interest-bearing student loan debt or for whom no out-of-pocket tuition is required (i.e. the percentage of graduates who have not taken out interest-bearing loans) (0-100):
30

Estimated percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students (0-100):
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The website URL where information about the programs or initiatives is available:
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Additional documentation to support the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.