| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 36.07 |
| Liaison | Christopher Williams |
| Submission Date | Jan. 31, 2020 |
| Executive Letter | Download |
University of Delaware
PA-7: Affordability and Access
| Status | Score | Responsible Party |
|---|---|---|
|
2.56 / 4.00 |
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:
UD is frequently cited as a top-value public education institution.
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
Cap removed on credit hours included in full tuition
In an effort to help students graduate in four years, the University of Delaware has removed the limit on the number of credit hours covered by full tuition each semester.
Under the previous policy, students could take 12 to 17 credits per semester for the same cost, but would pay extra for any credit hours beyond that. Now, they will be able to take 18 or more credit hours, if needed, without paying more.
The ability to add an extra course at no additional cost will make a significant difference in their ability to graduate in four years, especially benefiting low-income students.
The University of Delaware joined colleges and universities around the nation in an alliance to substantially expand the number of talented low- and moderate-income students at undergraduate institutions. This growing consortium, called the American Talent Initiative (ATI) brings together a diverse set of public and private institutions with the highest graduation rates in a shared goal of educating 50,000 additional high-achieving, lower-income students.
UD is working toward enhancing existing strategies and programming that:
Recruits students from diverse socio-economic backgrounds through robust outreach;
Ensures that admitted lower-income students enroll and are retained through practices that have been shown to be effective;
Prioritizes need-based financial aid; and
Minimizes or eliminates gaps in progression and graduation rates between and among students from low-, moderate- and high-income families.
First Generation Resources | Student Diversity & Inclusion
The goal of the U-First – Living Learning Community (LLC) is to help you take part in forms of engaged social and learning experiences that will help you to benefit, as fully as possible, from your undergraduate experience. A team of committed faculty and staff will assist with fostering your college achievements by mentoring you to prepare to apply and participate in opportunities towards student success; such as, first-generation student services, student organizations, undergraduate research/internships, and service learning.
We’re First is a organization that is inclusive to first generation students and to those interested in supporting first generation students at the University of Delaware. First generation means that they are the first in their family to attend college.
Student Support Services Program (SSSP) seeks to enrich the student’s experience academically, culturally, and socially by providing student support through mentors, free tutoring, group and one-on-one, and other options to promote academic success.
The McNair Scholars Program helps to prepare low-income, first-generation college students and students from groups that are underrepresented for doctoral study. McNair Scholars receive the opportunity to do extensive undergraduate research internships in their preferred area of interest.
NUCLEUS is an undergraduate support program for College of Arts and Sciences students that connects students with high impact activities that enhance their student experience.
RISE: Resources to Inspire Successful Engineers is a program that helps undergraduate students from historically underrepresented backgrounds to succeed within their programs at UD and in their career after graduation.
A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:
UD has extensive support services for students, including free tutors in their field of study, study counseling services and flexible scheduling of many classes. Online classes are also becoming more prominent.
A brief description of the institution's scholarships for low-income students:
UD offers a variety of pathways for low-income Delaware residents, including:
1. SEED (Student Excellence Equals Degree) Scholarships for high school graduates who join an Associate in Arts program through our Delaware Extension services and automatically become eligible to continue into a 4 year program at UD;
2. Need Based Grants in addition to typical FAFSA scholarships and aid
3. A wide variety of merit-based scholarships for academic, artistic, athletic and general excellence.
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:
We welcome and value different backgrounds, perspectives and learning experiences; this is essential for educating global citizens, developing knowledge and advancing and enhancing our world.
A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:
UD maintains a general policy of affordability, which drives our activities at every level of the institution. From focusing on preventative maintenance and energy efficiency in our facilities to controlling costs passed down to students. Though there is not an overarching document or strategy in place, it is a strong ethos throughout the University culture.
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:
Part-Time students typically join UD Extensions (not included in this AASHE STARS report) or via Continuing Education programs at the Newark Campus.
UD offers scholarships for Continuing Education students, and the Office of Financial Services also offers resources, help and certification in securing private alternative loans.
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:
UD has an on-site full-time child care facility that also supports research and education for students and faculty studying early childhood development and learning.
A brief description of the institution’s other policies and programs to support non-traditional students:
UD offers a variety of flexible paths for part-time or continuing learning, from taking single courses, for-credit and non-credit programs, Employee training and organizational learning, and lifelong learning programs.
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:
Data source(s) and notes about the submission:
IPEDS 2018-19 Student Financial Aid Survey, Section 1: Part C, Page 2, Line 2a.
IPEDS 2018-19 Graduation Rate Survey, Section II, Screen 4.: Full-Time First-Time Fall 2012 entering cohort, completing bachelor's degree withing 150% time.
https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/e/2019/files/2019/05/CDS1819_UDelaware-051019-1.pdf: Fall 2017 data from 2018-19 Common Data Set, Section H2.i.
IPEDS 2018-19 Student Financial Aid Survey, Section 1: Part C, Page 2, Line 2a.
IPEDS 2018-19 Graduation Rate Survey, Section II, Screen 4.: Full-Time First-Time Fall 2012 entering cohort, completing bachelor's degree withing 150% time.
https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/e/2019/files/2019/05/CDS1819_UDelaware-051019-1.pdf: Fall 2017 data from 2018-19 Common Data Set, Section H2.i.
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 or simply email your inquiry to stars@aashe.org.