|Submission Date||June 7, 2016|
State University of New York College of Environmental Science and Forestry
PA-7: Affordability and Access
Financial Aid & Scholarships
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:
SUNY-ESF participates in the SAY YES to Education program, which provides full-tuition scholarships to every low-income student graduating from the Syracuse City School District.
SUNY-ESF participates in the Educational Opportunity Program, which provides extra monetary and academic support to students who are disadvantaged both financially and academically. Specific support is provided through EOP grants and directed orientation, tutoring, and other support programming.
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:
The ESF Outreach Department provides mentoring programs and a college level environmental science class for students in the Syracuse City School District. Most of these students are low income and underrepresented.
A brief description of the institution's scholarships for low-income students:
ESF’s Financial Aid Philosophy: “Financial aid at SUNY-ESF is intended to assist students with education and essential cost-of-living expenses. Funds are awarded primarily on the basis of financial need and are coordinated to supplement parental support, student employment earnings, savings, and assistance from other sources. Some scholarships and fellowships are awarded based on additional criteria, such as academic achievement or minority student status. Graduate student assistantships, tuition scholarships, and fellowships are not based on financial need.”
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:
Native American students have been targeted for special recruitment and scholarships supported through a USDA grant. We are also working with The Nature Conservancy on recruitment of low income students from NY City.
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:
There are arrangements in place for ESF employees and students to use SU's Early Education and Child Care Center and Bernice Wright Child Development Laboratory School or Upstate Medical University's Sarah Loguen Center on a space available basis.
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.