And Carrie On

How to improve usage:

• Frame this as a tool: Explain this as a budgeting tool to help students understand all potential costs. Then, break out actual costs and potential costs to help students see the difference
• Add tables: Provide this information in a table that separates the two types of costs, so students become familiar with what are the actual costs and the possible costs.
• Show a sample: Offer a sample student’s cost of attendance for a typical student with text that explains each category.

How to improve usage:

• Pair the term with a plain-language explanation in key places: For example, on the website, mention Room & Board – Housing and Meals
• List what is included in each cost: For example, housing may include your room, cable television, laundry access. A meal plan may offer a certain number of cafeteria meals a week, an amount of money that can be used at other dining locations both on campus and in the community.
• Estimates only: Be sure to articulate that these charges can vary depending on the housing option and the meal plan options students select. A table may be helpful to show the options for each.

How to improve usage:

• Multiple options: Chances are there are multiple admissions decisions for students. Show each option (with test scores, without test scores, with GPA thresholds, provisional admission, etc.) along with the requirements of each path.
• Add tables: This is probably good information to show in a table to help students make the comparisons quickly.
• Talk downstream: Be sure to explain how admissions and scholarship decisions are impacted by a decision to submit or refrain from giving test scores. Because admissions and scholarship decisions are not always made together, this is important for first-generation students who may rely on scholarships for support.

How to improve usage:

• Define first: Provide a definition of each funding type in the award letter to help students remember each when they see them used throughout the letter.
• Break it out: Separate the different types of funding and whether they are required to be paid back. This helps students understand how funding sources differ. Because this is called an award letter, there is a natural tendency to think it is all free, which is likely not the case.
• Think about context: Temper messaging, especially if a student has little scholarship/grant offerings and only has a high amount of loans. This is an important long-term financial decision, so we don’t want messages to be to celebratory.

How to improve usage:

• Translate to weekly commitment: Talk about credit hours in terms of weekly time. For example, you might articulate that a three-credit-hour class meets in-person for three hours each week, and a student should spend 2-3 times that outside of class studying for that class.
• Break it down by semester: What students may not realize is that a typical semester includes taking 12–15 credit hours per semester, which usually means four to five classes because most classes are three credit hours each.
• Sample schedule: In addition to using the plain language, develop a sample schedule that shows what credit hours look like over the course of a week.

How to improve usage:

• Show your work: Just like in a high school math class, don’t make families guess how you got the number. Clearly show how net price is calculated. Start with the cost of attendance and subtract scholarships and grants, so students can understand what they’re actually responsible for.
• No loans included: Reiterate that the net price does not include loans, and loans (along with payment plans) are available to help students pay their costs.
• Provide two examples: It’s important to show the net price and how it looks different for students living on or off campus. Providing the net price calculation for two students is important.

How to improve usage:

• Pair the term with a plain-language explanation in key places: For example, on the website, mention a Suite-Style bathroom, which means a two rooms share a bathroom.
• Use photos and floor plans: This is a great way to show the way each residence hall is set up.
• Add tables: Use tables to show the available bathroom types for a particular residence hall. Being able to quickly compare can help minimize confusion.

How to improve usage:

• Be real with students: Sometimes deadlines are designed to generate urgency, and sometimes they have real implications. Help students understand the difference for the particular situation.
• Be sensitive on timing: If the deadline has passed, keeping it highly visible only adds anxiety for students. In some cases, a student may think because they have missed a deadline, there is no option. It’s important to instead focus on where they are in the timeline and what steps they need to take.

How to improve usage:

• Explain the difference early: Many first-generation students may assume that a “college” or a “school” is the same thing as the university itself. Briefly explain how universities are organized when talking about degrees and majors that are offered.
• Discuss the impact: Often, colleges and schools may have different advising centers, fee structures, or scholarship programs. Help students understand the impact of being a student in a particular college and where to find the information about their particular area.