Conveying Student Financial Aid in Non conventional Programs .


40 views
Uploaded on:
Description
Foundation. . Bases of Student Aid Program in the 60\'s - Aid prerequisites were organized around conventional ideas. Most guide was followed on 3x5 cards or perhaps keypunched. Laws and regulations that represented the Title IV projects were exceptionally negligible . . Foundation. . All schools were conventional and taking into account standard terms. Any kind of non-conventional projects were
Transcripts
Slide 1

Conveying Student Financial Aid in Non customary Programs U.S. Branch of Education

Slide 2

Background Roots of Student Aid Program in the 60\'s - Aid prerequisites were organized around customary ideas. Most guide was followed on 3x5 cards or possibly keypunched. Laws and directions that represented the Title IV projects were exceptionally insignificant .

Slide 3

Background Almost all schools were conventional and in light of standard terms. Any kind of non-conventional projects were housed in the proceeding with instruction or expansion administrations divisions and a large portion of those projects were not offered for credit.

Slide 4

Background 1992 HEA Fraud and Abuse Amendments Non-customary training including separation instruction Quality Program length Accrediting organization acknowledgment

Slide 5

Background Emerging Patterns of Non-Traditional Education Overlapping terms. Courses that start in one term and end in another term. Self-guided learning. These courses are regularly offered by means of correspondence, Internet, or autonomous review.

Slide 6

Background Emerging Patterns of Non-Traditional Education Short term and consecutive course enlistment Courses are currently frequently offered in modules (as a rule 1 - two months long.) Programs are outlined to such an extent that these modules - Compose a whole program; or Are offered in conjunction with other full-term length courses.

Slide 7

Background Emerging Patterns of Non-Traditional Education Multiple begin dates To furnish understudies with most extreme adaptability courses are regularly planned to start as often as possible as once every month. This is especially common in courses and projects offered by means of separation training and courses offered at impermanent areas.

Slide 8

Background Emerging Patterns of Non-Traditional Education Programs offered by means of a blend of on grounds and separation training courses. These projects are especially predominant in 2 in addition to 2 projects and projects offered together by state frameworks. End of the week degree programs.

Slide 9

Background Emerging Patterns of Non-Traditional Education New potential outcomes for home/have school enlistments (consortium and legally binding plans.) These new conceivable outcomes are especially common in - 2 in addition to 2 programs; college focuses; and remove instruction

Slide 10

Background Problems with Campus Computer Systems Separate PC frameworks for "on grounds" and proceeding with training offices. PC frameworks organized around standard terms. PC frameworks are not adaptable - and are difficult to alter to oblige new configurations. PC frameworks are composed to meet school not understudy needs.

Slide 11

Non-Traditional Education Term or Non-Term?

Slide 12

Term or Non-Term? A few inquiries to help you decide - Do classes begin and stop on similar dates? Is the coursework taken simultaneously or successively? Does the coursework cover from one customarily characterized term into another?

Slide 13

Term or Non-Term? Term Characteristics A term is portion of a scholarly timetable. In a term-based program a scholarly date-book is partitioned into no less than 2 fragments . A term is a discrete timeframe amid which all courses are booked to start and end. A progression of smaller than normal courses or courses offered consecutively can be consolidated into a term.

Slide 14

Term or Non-Term? Standard Term Characteristics A standard term is a quarter, trimester, or semester. Advance is constantly measured in semester or quarter credit hours.

Slide 15

Term or Non-Term? Standard Term Characteristics Semester and Trimester Terms Approximately 15 weeks in length. Full-time is no less than 12 semester-credit hours. Scholastic logbook is 3 terms - fall, spring and frequently summer. Advance is measured in semester-credit hours.

Slide 16

Term or Non-Term? Standard Term Characteristics Quarter terms Approximately 10 - 12 weeks in length. Full-time is no less than 12 quarter-credit hours. Scholastic logbook is 3 quarters in fall, winter and spring and regularly a mid year quarter. Advance is measured in quarter-credit hours.

Slide 17

Term or Non-Term? Non-Standard Term Characteristics While all coursework is required to start and end inside a discrete timeframe, that timeframe may not be a semester, trimester, or quarter. Terms might be of unequal lengths.

Slide 18

Term or Non-Term? Non-Standard Term Characteristics Terms that are the length of a quarter yet where advance is measured in semester-credit hours or the terms are the length of a semester however where advance is measured in quarter-credit hours.

Slide 19

Term or Non-Term? Non-Term Characteristics Courses may not all start and end inside a discrete timeframe. Courses may cover starting with one term then onto the next. Clock hours are constantly regarded as non-term programs for dispensing purposes.

Slide 20

Term or Non-Term? Non-Term Characteristics Programs that contain self-guided or autonomous review courses that can traverse past a term. Programs that comprise of courses that are offered successively - when a gathering of these courses don\'t need to start and end inside a term.

Slide 21

Term or Non-Term? Pell Grant Formulas 1 Standard term, credit hour, fall through spring terms contain no less than 30 weeks of instructional time. 2 Standard term, credit hour, fall through spring terms contain under 30 weeks of instructional time. 3 Non-standard term credit hour. 4 Non-term, credit hour and clock hour. 5 Correspondence programs.

Slide 22

Term or Non-Term? Issues for Standard, Non-Standard and Non-Terms Definition of a 30 Week Academic Year - how long every week of instructional time is required Payment Period Determining Enrollment Status Certifying and Disbursing Loans Which Pell Formula to utilize How is Progress Measured

Slide 23

Non-Traditional Education Standard Terms

Slide 24

Standard Terms Academic year 30 weeks of instructional time. Week = 7 continuous days. Seven days of instructional time is seven days in which no less than one day of routinely planned guideline, examinations, or readiness for examinations happens. Instructional time does exclude times of introduction, directing, excursion, or other movement not identified with class arrangement or examination.

Slide 25

Standard Terms Payment Period The installment time frame is the quarter, trimester, or semester as material.

Slide 26

Standard Terms Determining Enrollment Status To be considered A understudy must take in any event Full-time - 12 credits hours for each term Three-quarter time - 9 credit hours for every term Half-time - 6 credit hours for each term Less than half-time - Less than a large portion of the workload of the base full-time prerequisite

Slide 27

Standard Terms Determining Enrollment Status Keep as a main priority - If an understudy doesn\'t start participation in the majority of his or her classes and this outcomes in an adjustment in the understudy\'s enlistment status then the Pell grant must be recalculated. Pell Formula Pell equation 1 is utilized if the scholastic date-book contains no less than 30 weeks of instructional time. Pell recipe 2 is utilized if the scholarly timetable contains under 30 weeks of instructional time.

Slide 28

Standard Terms Certifying and Disbursing Loans The base timeframe an advance can be guaranteed is a term. On the off chance that a credit period is more than one installment period, the school might convey advance continues in any event once in every installment period; and

Slide 29

Standard Terms Unless the school has an accomplice or weighted default rate of under 10 percent for each of the three latest financial years for which information are accessible, if an advance period is one installment period, the school should make no less than two conveyances of advance continues amid that installment period. The school may not make the second conveyance until the timetable midpoint between the first and last booked days of class of the advance time frame.

Slide 30

Standard Terms Measuring Progress is measured by the quantity of credit hours or clock hours endeavored.

Slide 31

Standard Terms Example - semester-credit program First term the understudy is enlisted in 12 credits - 2 - 3 credit courses that run the length of the full term & 2 - 3 credit courses that every run 5 weeks and start and end amid the term. Second term the understudy is selected in 15 credits - 2 - 3 credit courses that run the span of the full term & 3 - 3 credit courses that every run 5 weeks and start and end amid the term.

Slide 32

Standard Terms 6 credits 6 credits Fall Spring 15 Weeks 15 Weeks 3 Credits 3 Credits 3 Credits 3 Credits 3 Credits 5 Weeks 5 Weeks 5 Weeks 5 Weeks 5 Weeks term 1 term 2 Pell and Loan distributions at start of every term. Remember - that in the primary term this understudy is selected in 12 credits and along these lines a full-time understudy. In the event that the understudy does not start the majority of the courses for this term, he or she will never again be viewed as full-time.

Slide 33

Non-Traditional Education Non-Standard Terms

Slide 34

Non-Standard Terms Academic year 30 weeks of instructional time. Week= 7 successive days. Seven days of instructional time is seven days in which no less than 12 hours of consistently planned direction, examinations, or arrangement for examinations happens. Instructional time does exclude times of introduction, guiding,

Recommended
View more...