|Submission Date||Feb. 24, 2017|
University of Wisconsin-River Falls
PA-7: Affordability and Access
|2.92 / 4.00||
Director of Financial Aid
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:
As a state-supported institution of higher education, the University of Wisconsin River Falls is committed to keeping tuition and fees affordable for Wisconsin residents and our surrounding communities. UWRF participates in the Minnesota Reciprocity program and the Midwest Student Exchange program to offer discounted tuition to out-of-state residents. We also offer a tuition discount to non-resident students who maintain a required minimum GPA.
UWRF participates in all Federal and State need-based financial aid programs. Through our offering of over 800 scholarships through the UWRF Foundation, we provide funds to students based many factors including academic achievement and financial need. UWRF also provides funding and academic support services to underrepresented and low-income students through the federally-funded Student Support Services grant and the McNair Scholars program.
Student Support Services (SSS) offer scholarships or grants to provide better access for low-income students and others.
Campus Tutoring provides tutoring using study groups for most classes. Help Rooms are available for math, chemistry, physics, agricultural, writing, and English Language Transition (ELT)
For more information, e-mail: Tutoring@uwrf.edu
McNair Scholars Program--TRIO
McNair Scholars Program assists first generation, low-income, or groups under-represented in doctoral studies to pursue a doctoral degree.
Pre-Major Advising provides advising to students who have not declared a major.
Pre-major Advisor: Daniel Rivera
Student Support Services (SSS)--TRIO
Student Support Services Scholars Program provides support to assist students that qualify under federal guidelines to transition to college and graduate in a timely fashion.
For More information, e-mail SSS@uwrf.edu
Upward Bound Program - TRIO
Upward Bound (UB) is a federally funded college preparatory program that generates in our participants the skills and motivations necessary to complete a program of secondary education, and succeed in a program of post-secondary education.
Director of Upward Bound: Bee.Vang@uwrf.edu 715-425-3256
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
The staff of the Financial Aid Office work closely with faculty and staff members to assist students in special circumstances or pursuing high-value opportunities such as study abroad or community service work. Faculty and staff also participate in workshops and orientation sessions where education about the services available through the financial aid office occurs.
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 a special admission program for students from disadvantaged backgrounds who are academically capable but need additional support with English language development. This program offers skill development classes that are integrated with their first year cohort courses to maximize the academic success of participating students. The Student Support Services (SSS) Program is a TRIO Program funded by the US Department of Education. It is designed to assist first-generation, low-income, and/or students with disabilities in pursuit of a college degree.
The UWRF Financial Aid Office offers college financing workshops for parents who are residents of the local community, and participate in the College Goal activities for the Northwestern Wisconsin region. The office staff includes financial aid counselors who are available by appointment and on a walk-in basis to meet with families to discuss individual financial circumstances. The Financial Aid Office and the Student Billing Office collaborate to provide a college financing interest session for parents at New Student orientation which includes a question and answer period for unique concerns.
A brief description of the institution's scholarships for low-income students:
The UW System administers the Lawton Undergraduate Minority Retention Grant Program. This program began in the 1986-87 academic year, and provides need-based assistance to African American, Hispanic/Latino, American Indiana, and statutorily defined Southeast Asian American students who are U.S. Citizens or permanent residents. Eligible students may be sophomores, juniors, or seniors who are Wisconsin residents or Minnesota Reciprocity students.
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:
University of Wisconsin River Falls is dedicated to providing equity and access to higher education. We have resources and personnel in our Office of Admissions dedicated to Multicultural Outreach. More information may be found at:
The Pathways program is an alternative admission program that supports first-year students for whom English is not their primary language.
In addition, University of Wisconsin River Falls has a thriving Upward Bound Program. More information can be found at: http://www.uwrf.edu/AcademicSuccess/Upward-Bound.cfm
A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:
Please refer to our Admissions Page link:
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:
There are many scholarships for enrolled students, both full-time and part-time, traditional and nontraditional. More information here: http://www.uwrf.edu/FinancialAid/TypesOfAid/UWRFScholarships.cfm
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:
It is the intention of The CHILD Center to provide quality care to the children of students, faculty/staff and to the community at a reasonable cost. The center also serves as a fieldwork site for programs including but not limited to Early Childhood, Elementary Education, Communicative Disorders, Social Work, Counseling and School Psychology. We believe that children learn through active interaction with their environment, peers and nurturing caregivers, recognizing the individual needs and nature of each child.
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.
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.