Overall Rating Silver - expired
Overall Score 45.68
Liaison Tara Pike
Submission Date Dec. 18, 2015
Executive Letter Download

STARS v2.0

University of Nevada Las Vegas
PA-8: Affordability and Access

Status Score Responsible Party
Complete 3.32 / 4.00 Tara Pike
Solid Waste and Recycling Manager
Rebel Recycling Program/FMA
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Does the institution have policies and programs in place 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:

Center for Academic Enrichment and Outreach

The Center's Vision
An environment where every individual can fulfill his or her post-secondary educational objectives.

The Center's Mission
The mission of the Center for Academic Enrichment and Outreach (The Center) is to provide traditional and innovative educational opportunities to a diverse community through targeted services and research that promote personal success.
Services and Program Help

Pre-College Level Services:
• Academic, financial and personal counseling
• Exposure to academic programs and cultural events
• Tutoring, after-school instruction and preparation for college-entrance exams
• Assistance with completing college admission and financial aid applications
• Mentoring programs, career exploration and leadership development
• Information on postsecondary education opportunities
• College tours
• Academic Year College Preparation and Summer Residential Programs
• Parents/families involvement and activities
• Credit retrieval
• High School Proficiency Exam Preparation
• Teacher development
• Workshops (financial literacy, study skills, SAT/ACT Prep, etc.)

College Level Services:
• Academic, financial and personal counseling
• Tutoring and workshops
• GRE/GMAT Preparation
• Direct financial assistance (grant-in-aid, scholarships, stipends) to current participants
• Travel funds for current participants to attend and present at conferences
• Assistance with graduate or professional school admissions
• Advocacy for admission and retention
• Research opportunities and mentoring
• Summer research internships and leadership development
• Civic engagement and service learning opportunities
• Career exploration and preparation
• Workshops (financial literacy, graduate school preparation, study skills, etc.)

Adult Level Services:
• Academic advising and personal counseling
• Career exploration and mentoring
• GED pre-testing and testing fee assistance
• Assistance with the re-entry process to high school, vocational school, or college
• Assistance in completing applications for college admissions, testing and financial aid
• Information on postsecondary educational opportunities and student financial assistance
• Media activities designed to involve and acquaint the community with higher education opportunities

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

Cultural Competence Academy (CCA)
The UNLV Cultural Competence Academy (CCA) will provide a series of workshops, seminars, and training sessions designed to provide opportunities for members of the UNLV collegiate community to develop the knowledge, skills and awareness related to cultural issues and working with diverse populations.
The CCA Pilot will serve as the first step in establishing a strong and viable cultural competence program that relies upon the expertise of members of the UNLV faculty and staff in its overall design and implementation.
The target audience for the CCA Pilot includes, but is not limited to, individuals in decision making positions, current and future search committee members, and those wishing to engage in dialogue that serves as a catalyst for continued and future growth in the area of cultural competence.
The goal of the academy is to provide a balanced curriculum that meets the variety of skill and interest levels of the target audience, presented by speakers of the highest quality who represent the diversity of the UNLV collegiate community.
The topics for the CCA Pilot include, but are not limited to, one or more of the following:
Awareness — Awareness is consciousness of one's personal reactions to people who are different
Attitude — An examination of one’s own beliefs and values about cultural differences.
Knowledge — The consistency with value and belief systems about equality and one’s actions.
Skills — The practice of cultural competence, including gestures and other non-verbal communication.

Title IX Compliance Task Force. In compliance with Title IX mandates, a UNLV Title IX Coordinator and five Deputy Title IX Coordinators were appointed providing representation for EEO, Student Conduct, Human Resources and Athletics. These individuals have initiated the on-going development of specific Title IX complaint and investigation procedures, a website, print materials, and awareness campaigns.

Diversity Leadership Forums: Now in its second year, the leadership forum series engages the campus and greater southern Nevada communities to discuss selected topics affecting under-represented communities of interest. In doing so, UNLV seeks to find solutions to challenges facing our state, serve as a forum for discussion and debate, as well as introduce and link campus assets to community leaders. This year’s forums will focus on healthcare access within underrepresented communities.

Diversity Leadership Forum Community Follow-Up: ODI invited community leaders, forum panelists, moderators, VP Council for Diversity and Inclusion, and members of the President’s Advisory Council to an interactive-information sharing session. The session, designed to recap the 2011-12 forum series, offered recommendations for future series and identified collective solutions that will benefit our campus and community.

Meet & Greet Retreat: The Meet & Greet Retreat was designed to allow members of our campus to meet the ODI staff, come together and share information on available resources and discuss strategies to assist in the formulation of the diversity mission of the University of Nevada, Las Vegas. In response to the 2010 campus climate survey, the results indicated the need for more strategic efforts to promote and support diversity initiatives along with a desire for more collaborative opportunities for shared governance. Over 100 members of the UNLV collegiate community participated in the breakout sessions designed to stimulate discussion among members of identified groups (Academic Faculty, Administrative Faculty, Classified Staff, and Central Administration).

ODI Campus Diversity Grant Program: ODI developed processes and procedures to formalize the administration of the Campus Diversity Grant Program. ODI competitive funding, up to $500.00, was made available to UNLV faculty, staff, students and organizations for programs and activities that support the diversity mission of the university. To date, ODI has awarded funds for a myriad of campus-based diversity related teaching, research, and/or service projects; attendance and presentation at local, regional, and national conferences; and diversity related scholarly endeavors and collaborations.

Office of Diversity Initiatives
MSI Status: In December 2012, UNLV applied for and was awarded Minority Serving Institution status under Title III, which is a designation awarded to institutions serving a large population of Asian American, Native American and Pacific Islanders. In addition to being granted Title III designation, UNLV was also recognized as an emerging Title V, or Hispanic Serving Institution.

First Annual STEM Summit: Held in spring 2013, the UNLV STEM Summit brought together various colleges, departments, faculty, staff and students to discuss STEM related needs and provide a venue for discussing the status of Science, Technology, Engineering and Mathematic endeavors at UNLV. Attendees were exposed to poster presentations from students, panel discussions, and break-out sessions.
STEM Alliance: Understanding the national focus on strengthening the STEM industry and bolstering the academic preparation of students pursuing STEM disciplines, UNLV is engaging in a campus-wide effort to more efficiently focus on accessing greater financial resources to support current and needed infrastructure. ODI is working with the office of the Vice President for Research to ensure that diversity issues are woven into every grant application effort and collaborative initiative in which UNLV engages.

Hosting NSHE’s second annual Southern Nevada Diversity Summit: In response to recommendations from the Board of Regents, NSHE planned and held the first Diversity Summit in an effort to discuss and examine the System climate as it relates to diversity and inclusion

A brief description of any programs to prepare students from low-income backgrounds for higher education:

General Education Core
All UNLV undergraduates must fulfill the following Core requirements by successfully completing approved courses to satisfy each of the five requirements.
First-Year Seminar | Second-Year Seminar | English Composition | Mathematics | Constitutions.
First-Year Seminar
The First-Year Seminar (FYS) is an academically rigorous 2-3 credit course that introduces students to the five University Undergraduate Learning Outcomes (UULOs) of 1) intellectual breadth and lifelong learning; 2) inquiry and critical thinking; 3) communication; 4) global/multicultural knowledge and awareness; and 5) citizenship and ethics. The FYS also provides student with an understanding of the General Education curriculum, academic success strategies, an introduction to the research university environment and career exploration. All FYS courses use active learning, social interactions and collaboration, self-reflection, and critical thinking to help students develop a foundation for their undergraduate experience.
Colleges and departments offer FYS courses themed according to the contents of their disciplines. Currently approved FYS courses include: BUS 103, CFA 100, CFA 101, COE 102, COLA 100LA, COLA 100E, EGG 101, GSC 100, HSC 100, SCI 101, and TCA 103.
To fulfill the General Education Core requirement, all students are required to take an FYS course before completing 30 credits. All approved FYS courses fulfill the General Education Core requirement. Students can choose to take an FYS course in their major, but are not required to do so. Students changing majors do not need to repeat the 2-credit University FYS requirement, but may be required to complete an additional 1-credit college or department requirement for their major.
The FYS fulfills 2-3 of the 18-21 required General Education Core credits. The FYS introduces students to the research university's academic expectations and prepares them for more intensive engagement with the UULOs in the Second-Year Seminar (SYS).
Second-Year Seminar
The Second-Year Seminar (SYS) is a 3-credit course that explores issues relevant to contemporary global society through the reading of original literature from antiquity to the present day. Students study these issues within their larger contexts, which include aspects of literature, history, politics, economics, philosophy, and scientific discovery. The SYS reinforces the University Undergraduate Learning Outcomes (UULOs) introduced in the First-Year Seminar (FYS).
Students from any college or major may take any approved SYS. Currently approved SYS courses include: COE 202, ENG 231, ENG 231E, ENG 231S, ENG 232, ENG 232A, GSC 300, HSC 210, PBH 205, and PHIL 242.
To fulfill the General Education Core requirement, all students are required to take an SYS course before completing 60 credits. Prerequisites for SYS are ENG 101, ENG 102, and FYS (or equivalent). All approved SYS courses fulfill the General Education Core 3-credit requirement. Students who have already successfully passed an SYS course do not need to retake an SYS course, even if they declare or change their majors.
The SYS fulfills 3 of the 18-21 required General Education Core credits. The SYS course's intensive engagement with literature, writing, and critical thinking develops students' understanding of the UULOs and prepares students to engage with the UULOs in their upper-division and major-specific courses.
English Composition
English Composition is a 6 semester-credit General Education Core requirement. To satisfy this requirement, students take English 101 and 102, worth 3 semester-credits each. These courses should be successfully completed during the student's first year at UNLV, and must be completed prior to the end of the second year. They are pre-requisites for the Second-Year Seminar (SYS).
Students whose first language is not English may take and successfully complete ENG 113 as an alternative to ENG 101 and ENG 114 as an alternative to ENG 102.
Students interested in alternate placement testing should contact the English Composition Program. Please see the catalog Admissions Section or the UNLV English Composition Program website for current ACT/SAT placement test scores that will guide placement in the appropriate English Composition class. Students with ACT English scores of 30 or higher, or SAT Writing or Critical Reading scores of 680 or higher place out of ENG 101 and need only take and successfully complete ENG 102. Minimum CLEP scores and Advanced Placement scores that satisfy the ENG 101 requirement are listed in the Admissions section of the catalog under the heading Nontraditional Credit.
All students must take and successfully complete ENG 102 or ENG 114; there is no exemption at UNLV.
The Mathematics requirement is a 3-credit General Education Core requirement. Any 100 or 200-level Mathematics course except MATH 115 or MATH 122 may satisfy the requirements.
Mathematics course requirements are major-specific. All students should check with their college's Advising Center to determine which Mathematics course they are required to complete. Check the UNLV Advising website to find your major's Advising Center.
This course should be satisfactorily completed during the student's first year at UNLV, and must be completed prior to the end of the second year. Please see the catalog Admissions Section for current ACT/SAT placement test scores that will guide placement in the appropriate math class. Students interested in alternate placement testing should contact the Department of Mathematical Sciences.
Academic Advising also has a great FAQ page for students about the General Education Core math requirement.
The Constitutions requirement is a 3-6 credit General Education Core requirement. All students must complete courses examining the Constitutions of both the United States and the State of Nevada. Current UNLV courses that satisfy the Constitutions requirements are:
United States Constitution - HIST 101, HIST 401, HIST 412, PSC 304, PSC 330, PSC 409C, and PUA 241.
Nevada Constitution - HIST 102, HIST 217, HIST 402, HIST 417A, PSC 100, and PSC 401D.
Both United States and Nevada Constitutions - ECON 200, HIST 100, HON 111H, HON 112H, and PSC 101.
Transfer students who have already successfully completed a satisfactory 3 semester-credit U.S. Constitutions course from a regionally-accredited institution must also complete a satisfactory Nevada Constitutions course.

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

Many, though not all, scholarships available to students have a requirement component based on financial need, as determined by Free Application for Federal Student Aid (FAFSA).
Scholarships are awarded by UNLV or by private donors based on a variety of criteria established by the scholarship donor and/or the Nevada Board of Regents. In general, the Office of Enrollment & Student Services (ESS) encourages needs-based as well as merit components.
The following are two examples of such programs:
1) The UNLV Grant
One program in particular, the UNLV Grant, is very successful in ensuring that low-income students have equal and affordable access to higher education.
Pell Grants tend to be awarded in higher amounts as the Expected Financial Contribution (EFC) of a student's family decreases. The UNLV Grant helps shore up the gap that may emerge between the amount of a Pell Grant and the total cost of tuition.
To learn more about the UNLV Grant, and other state programs as well, please see:
2) Supplemental Educational Opportunity Grant (SEOG)
While various higher educational institutions manage this grant differently, UNLV allocates SEOG funds to students with an Expected Family Contribution (EFC) of $0. The amount of this grant is usually approximately $500 and is based on annual allocations from Department of Education.

A brief description of any programs to guide parents of low-income students through the higher education experience:

The UNLV L.E.A.D.S.S. initiative is a grant-funded project from the Go To College Nevada.Org program. LEADSS provides educational programming with a focus on parental engagement. The LEADSS initiatives is a partnership program between UNLV Office of the VP for Diversity Initiatives , The Latin Chamber of Commerce and the Clark County School District.

A brief description of any targeted outreach to recruit students from low-income backgrounds:

The Office of the Vice President for Diversity Initiatives works in collaboration with the Asian, Latin and Urban chambers targeting specific student population. ODI also works with the Clark County School District in support of special family focused initiatives like the Family Enrichment Program.

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

In the recognition that innovative media may achieve additional value in outreach to today's students, Enrollment and Student Services strives to deliver its message through increasingly diverse channels. Two specific programs are:
1) Financial aid searchable scholarship database
2) UNLV Financial Aid TV
Some videos on UNLV Financial Aid TV are available in Spanish as well as English.
UNLV is the school in the Nevada System of Higher Education (NSHE) to include Financial Aid TV.
Both strategies employ a tech-savvy approach to deliver information to current and prospective students. To learn more, please see:

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

1) Kenny Guinn Millenium Scholarship
In 1999, Governor Kenny Guinn enacted into law the Governor Guinn Millennium Scholarship Program. There is no application to be considered for this program. The school district submits the student's name and high school courses completed to the Nevada State Treasurer's Office to determine eligibility for the program.
To learn more, please see:
2) Western Undergraduate Exchange Scholarship
The UNLV Western Undergraduate Exchange (WUE) scholarship may be offered to students from the most recent high school graduating class residing in one of the following states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington or Wyoming.
The WUE program is highly competitive. Awards offered to the entering UNLV freshmen class may vary each year based upon the number of graduating college seniors and currently enrolled students who are unable to meet the renewal criteria. Students from the most recent graduating high school class, who demonstrate the strongest academic qualifications and entering UNLV for the upcoming fall semester are considered for this scholarship.
To learn more, please see:
3) The Financial Aid Office also considers students in situations of unusual financial circumstances in order to determine if additional financial aid eligibility can be established.

A brief description of other policies and programs to make the institution accessible and affordable to low-income students not covered above:

Nevada System of Higher Education creates the opportunity for schools to use a portion of the financial aid dollars allocated from student fees to need based work programs along with any scholarship/grant programs in order to provide students an opportunity to reduce student loan debt burden and provide valuable workplace experience.
To learn more, please see:

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

A brief description of any scholarships provided specifically for part-time students:

There are several options part-time students may consider:
1)Financial Aid & Scholarships provided by UNLV, its alumni, and CSUN.

2) The Academic Success Center
Students can learn about scholarships offered through the Academic Success Center.

3)Nationally Competitive Scholarships
Learn more about earning a prestigious competitive scholarship.

4)Dare to Dream Grant
Get information about grants available for women who are trying to better their lives.

A brief description of any onsite child care facilities, partnerships with local facilities, and/or subsidies or financial support to help meet the child care needs of students:

UNLV Preschool was founded in 1974 and has been accredited by the National Academy of Early Childhood Programs since 1994. An Early Childhood Special Education Model Demonstration Program that serves preschool age children with disabilities was incorporated into the Preschool in 1994. Through cooperative agreements, programming for children with disabilities is provided by the Clark County School District.

In addition to providing the campus community with much needed service, the UNLV Preschool is an Early Childhood/Special Education clinical site which is being utilized by practicum students and student teachers in the Departments of Early Childhood Education, Curriculum and Instruction and Special Education in the College of Education, as well as the Department of Psychology and the Department of Nursing. The Preschool has become a major source of on-campus employment, hiring approximately 125 student assistants each semester. http://preschool.unlv.edu/

A brief description of other policies and programs to support non-traditional students:

Support for non-traditional students may be found in the following:
Academic Advising
Academic Success Center
Center for Academic Enrichment and Outreach (CAEO)
Transferring Courses
Writing Center
Registrar’s Office
Helpful Policies
Student Conduct and Academic Integrity
Nevada Residency Requirements
Architecture Studies
Curriculum Materials
Wiener-Rogers Law Library
Lied Library
Music Library
Academic Calendars and Schedules
Helpful Phone Numbers
The Consolidated Students of the University of Nevada, Las Vegas (CSUN)
Graduate and Professional Student Association (GPSA)
Student Union
Student Wellness (Counseling and Psychological Services, Health Services
Student Recreation and Wellness Center
Student Services
UNLV Bookstore
Campus Housing
Cashiering and Student Accounts
Career Services
Childcare Services
Disability Resource Center (DRC)
Diversity Programs and Services
Financial Aid & Scholarships
Jean Nidetch Women’s Center (JNWC)
Math Center
Parking & Transportation Services


Does the institution wish to pursue Part 2 of this credit (accessibility and affordability indicators)?:

Indicators that the institution is accessible and affordable to low-income students::
Percentage (0-100)
The percentage of entering students that are low-income 52
The graduation/success rate for low-income students 83
The percentage of student financial need met, on average 45
The percentage of students graduating with no interest-bearing student loan debt 52

The percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students:

The website URL where information about the institution's affordability and access programs is available:

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.