|Submission Date||Dec. 14, 2017|
St. Lawrence University
PA-7: Affordability and Access
|2.80 / 4.00||
Assistant Director of Sustainability & Energy Management
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:
To maintain our commitment to and support of students from low-income families, we augment the federal and state (if eligible) aid with considerable St. Lawrence funds, making it possible for even the neediest student to enroll. We are successful. A full 18% of our students are Pell Grant recipients.
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
While there is no regular program to equip the institution’s faculty and staff to serve students from low-income backgrounds we have two staff that provide consultative support when asked.
A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:
Our First-Year Program (FYP) provides close advising – students see their adviser 2-3 times per week – to all students, providing opportunities to uncover issues and to effect solutions. In addition, we are a HEOP school and enroll 60 students across the four years who have great promise, but are from under-resourced high school and from low socio-economic environments. They receive services of academic and social support throughout their tenure.
A brief description of the institution's scholarships for low-income students:
Grants to low income students are usually 70% of our comprehensive fee, over $40,000. We have two full scholarships under our Kirk Douglas Scholarship program that are awarded annually to students from low-income backgrounds.
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:
We practice a “total team management” philosophy in working with students from low-income backgrounds. All admissions officers visit schools, conduct off-campus interviews, and attend college fairs that include students from low-income backgrounds.
A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:
We are one of a minority of colleges and universities in New York that participate in the Collegiate Science and Technology Entry Program, a program to attract to the STEM fields more New York students who are under-represented and economically disadvantaged.
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:
A brief description of the institution’s other policies and programs to support non-traditional students:
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:
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.