|Submission Date||March 2, 2018|
PA-7: Affordability and Access
|3.62 / 4.00||
Assistant Director of Sustainability
Office of Sustainability
Does the institution have policies and programs to make it accessible and affordable to low-income students?:
A brief description of any policies and programs to minimize the cost of attendance for low-income students:
Connecticut College recently eliminated its application fee. The College awards financial aid based on a student’s demonstrated financial need and the highest need students at Connecticut College receive the majority of their aid in the form of grants that do not have to be repaid.
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
Training is given to the faculty advising seminar about how to assist low-income students. The College is also currently implementing a Mellon funded initiative to have two faculty "coordinators of full participation" who are working, in the first phase of implementation, specifically with STEM faculty on how to support low-income students. STEM programs are the focus of the first phase because of the high cost of science textbooks and other materials.
A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:
The Genesis pre-orientation program includes sessions on college offices and resources and tools for academic success. Students can also choose to continue in a peer-mentoring program. Parents are invited to attend sessions at the pre-orientation program.
A brief description of the institution's scholarships for low-income students:
The college offers three need-based scholarships.
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:
Connecticut College utilizes professional admission counselors who travel across the country and abroad to meet students and educate them on the academic and financial opportunities available to them at our institution. We have also built relationships with a number of Community Based Organizations (CBO’s) across the US and provide them with programming designed to engage and attract students from low income backgrounds. Connecticut College has been an ongoing partner of The POSSE Organization in Chicago. The Posse Organization carefully selects and trains a group of students to attend, persevere and succeed in highly selective colleges across the nation.
Our Admission Office hosts the Explore Weekend program in the fall. This program provides diverse and low income students the opportunity to visit campus, take classes, and engage with our faculty and community as they learn what is like to be a student here. Similarly, in the spring we offer Spring Preview for admitted students of low income and diverse background who have not been able to visit campus. Both of these programs provide accommodation, meals, and financial support for travel. In our effort to continue to provide access, Connecticut College does not charge a fee to apply to our institution. We are also committed to covering 100% of the demonstrated financial need of any enrolling student as determined by the FAFSA and the CSS profile.
A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:
Does the institution have policies and programs to support non-traditional students?:
A brief description of the institution’s scholarships provided specifically for part-time students:
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:
The Children's Program at Connecticut College is an on-campus pre-school facility.
A brief description of the institution’s other policies and programs to support non-traditional students:
The Return to College (RTC) program is open to adult learners, 25 years or older, whose undergraduate education was interrupted and who now propose to finish a bachelor of arts degree by enrolling in 12 or fewer credits per semester, instead of the traditional 16. All applicants must have successfully completed at least one year of college level work or the equivalent. All the activities available to students of traditional-age are available to RTC students. https://www.conncoll.edu/academics/graduate-study-non-traditional-programs/return-to-college-rtc/
Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):
The percentage of entering students that are low-income (0-100):
The graduation/success rate for low-income students (0-100):
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):
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):
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):
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Information was provided by the Division of Admission and Financial Aid, the Dean of Institutional Equity and Inclusion and was pulled from the college's Common Data Set reporting.
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.
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.