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  • AASHE-STARS

The Sustainability Tracking, Assessment & Rating System™ (STARS) is a transparent, self-reporting framework for colleges and universities to measure their sustainability performance.

Overall Rating Gold
Overall Score 81.30
Liaison Sarah Munro
Submission Date June 30, 2017
Executive Letter Download

STARS v2.1

University of Connecticut
PA-7: Affordability and Access

Status Score Responsible Party
Complete 3.02 / 4.00 Sarah Munro
Sustainability Coordinator
Office of Environmental Policy
"---" indicates that no data was submitted for this field

Does the institution have policies and programs to make it accessible and affordable to low-income students?:
Yes

A brief description of any policies and programs to minimize the cost of attendance for low-income students:

Tuition Remission Grants
Tuition Remission Grants are offered to eligible full-time graduate students whose FAFSA has been received by the federal processor on or before the on-time deadline. These funds are limited and are awarded on the basis of financial need and fund availability. They do not require repayment and may be used for any educational expense providing that UConn tuition is charged.
University Grants
University Grants are offered to full-time undergraduate students pursuing their first undergraduate degree whose FAFSA has been received by the federal processor on or before the on-time deadline. These funds are limited and are awarded on the basis of financial need and fund availability. They do not require repayment and may be used for any educational expense providing that UConn tuition is charged.


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

Faculty and staff have these additional opportunities to become better equipped to serve these students through the following:
Orientation program for new faculty and staff provides information about UConn’s programs with a website and brief descriptions
Faculty and staff from University serve on each of the four advisory boards in the Center for Academic Programs. They are the CAP Advisory Board, McNair Advisory Board, LSAMP Advisory Board, and First Star Advisory Board. These faculty and staff members share information and opportunities for low income, first generation, and underrepresented students with their colleagues.
As far as other departments’ programs having advisory boards, we don’t have that information available.


A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:

The Center for Academic Programs (one of the units in the Institute for Student Success) houses a variety of programs and services for students from low-income, first generation to college and underrepresented backgrounds
SSS - Student Support Services (SSS) is a TRIO program that increases access to the University of Connecticut for first-generation, low-income and/or underrepresented students with the goal of their retention and graduation. Each year, approximately 300 students are accepted to UConn through SSS.
ConnCAP - The University of Connecticut's Connecticut Collegiate Awareness and Preparation (ConnCAP) Program is an intensive, year-round academic program whose mission is to assist students in grades 9-12 in the successful completion of high school and to prepare them for post-secondary education by providing them with rigorous and nurturing academic courses as well as culturally enriching activities.
First Star Academy - Established in 2013, the UConn First Star Academy, in partnership with the Connecticut Department of Children and Families (DCF), provides academic and college preparation to high school students in foster care. Each summer participants live on campus, take courses, and develop skills to help them succeed in high school and prepare for college. During the academic year, the program continues to provide academic and personal support through tutoring, mentoring, college and career awareness, and many other services.
McNair Scholars - The McNair Scholars Program prepares talented, highly motivated UConn undergraduate students for doctoral studies in science, technology, engineering, and math (STEM) disciplines. As part of UConn’s TRIO programs, McNair is open to low-income, first-generation college students or those from populations underrepresented in STEM graduate fields who are seeking to pursue a Ph.D. degree. McNair Scholars are paired with faculty mentors for academic enrichment, research, and internships. Students also participate in workshops, seminars, and conferences designed to help them secure admission to doctoral programs and obtain financial resources for graduate study.
LSAMP – Launched initially in 2001 and reconfigured in 2003, the University of Connecticut Louis Stokes Alliance for Minority Participation (LSAMP) Scholars Program is part of an alliance of New England institutions that received funding through the National Science Foundation (NSF) to strengthen the preparation, representation, and success of historically under-represented students in the science, technology, engineering, and mathematics (STEM) fields. In addition to the University of Connecticut, the alliance includes the University of Massachusetts at Amherst, Northeastern University, the University of Rhode Island, and Worcester Polytechnic Institute.
The New England Louis Stokes Alliance for Minority Participation (NE LSAMP) program reaches out to minority student populations to increase enrollment, retention, and graduation of under-represented minority STEM students beyond the levels achievable by any single institution. Each partner institution participates in Alliance-wide events and offers activities at its own campus. Working together, the NE LSAMP strives to double the overall number of under-represented minorities in STEM disciplines. A small sampling of some of the websites from other departmental programs are below:
http://diversity.business.uconn.edu/outreach/
http://medicine.uchc.edu/%5C/prospective/hcop/index.html
http://www.engr.uconn.edu/diversity/


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

Tuition Remission Grants
Tuition Remission Grants are offered to eligible full-time graduate students whose FAFSA has been received by the federal processor on or before the on-time deadline. These funds are limited and are awarded on the basis of financial need and fund availability. They do not require repayment and may be used for any educational expense providing that UConn tuition is charged.
University Grants
University Grants are offered to full-time undergraduate students pursuing their first undergraduate degree whose FAFSA has been received by the federal processor on or before the on-time deadline. These funds are limited and are awarded on the basis of financial need and fund availability. They do not require repayment and may be used for any educational expense providing that UConn tuition is charged.


A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:

The many recruitment initiatives of the Undergraduate Admissions office include programming specifically tailored to enhance the interest and enrollment of minority students; such as targeted outreach, collaboration with urban schools and community based organizations, visitation programs, application events, calling events, and much more. Likewise, UConn’s Office of Student Financial Aid Services works to optimize the utilization of limited institutional funds in an effort to ensure affordability for our neediest students and to enhance economic diversity among our students
Actively involved with the Connecticut Minority Teacher Recruitment Committee. Several NEAG School faculty are members of this committee. The aim of the committee is to recruit, support and retain students of color into teacher preparation and the Connecticut teacher labor market.


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

Each department maintains its own admissions policies and recruitment, work, and incentive programs.

The CAP (Center for Academic Programs) provides assistance in finding summer employment to low-income students.
The CAP also provides financial literacy classes to all students in CAP programs.


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

A brief description of the institution’s scholarships provided specifically for part-time students:

Elizabeth P Jordan Memorial Scholarship
http://storrswillimantic-ct.aauw.net/
This $1000 scholarship is available to a female student entering her Junior year at UConn. Special consideration may given to a non-traditional student who is returning to school for career change or after raising children.

The university does not have any that address that group specifically. However, there are a few offices that, given the nature of their constituents, end up supporting nontraditional students.
Off Campus Student Services works with students who live in apartment complexes and houses around campus. Some of these students are older, or have families. Many graduate students are international students who come here with families. International. Student Services used to do some family programming (I am not sure if they do any more since the move to a different administrative area.) Veteran’s Student Services works with students who are often older and who have had military service. They have support services and a place in the Student Union for vets to gather and socialize.


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:

UConn AAUP offers childcare reimbursement program to any state licensed child care facility or individual. UConn itself is also home to one of seven child care centers in Connecticut, we are a Nature Explore Classroom. The Arbor Day Foundation and Dimensions Educational Research Foundation have joined together to address the growing disconnect between children and nature. Our certified Nature Explore classrooms help fill this void by integrating research-based outdoor learning opportunities into our children’s lives each day. The Child Development Laboratories (CDL) are part of the Department of Human Development and Family Studies and serve the university, community and state as a model demonstration laboratory center.
Programs for up to 100 children age six weeks to five years are offered through the CDL as a function of its role as a setting for teaching, training and research in early childhood education and development.


A brief description of the institution’s other policies and programs to support non-traditional students:

N/A


Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):
Yes

The percentage of entering students that are low-income (0-100):
30

The graduation/success rate for low-income students (0-100):
77

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):
58

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):
37

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):
30

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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Data was drawn from the UConn 2016 Factsheet

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.