STRATEGY 4:
OPTIMIZE STUDENT USE OF SERVICES
Question 1:
This question addresses the importance of clearly communicating the full cost of attendance.
- If you answered Yes, consider where students learn this information and if there are additional venues where this information can be reinforced.
- If you answered No, consider working with your financial aid office, as well as marketing, outreach and advising, to create a systemic approach to ensuring students understand the full cost of attendance.
Questions 2-10:
These questions offer diverse ways to help students better use your resources and services.
- If you answered mostly C or D, your institution has not yet developed a broad approach to help students take advantage of available services. In addition to focusing on more clearly offering bundling and marketing services, consider helping students to understand that these services are critical resources to help them achieve their goals.
- If you answered mostly B, your institution has some efforts in place to help students obtain and use services, but they are not part of a comprehensive approach. Begin by examining these efforts to determine whether low-income students are using the services, and that the services are meeting their needs and helping to improve student financial stability.
- If you answered mostly A, you have an established system that offers multiple ways for students to use services. Consider examining the effectiveness of these approaches and determine if additional or expanded actions are needed.
During your reflection, review the impact of current outreach efforts and marketing strategies for students. Explore which in-person and online venues now being used by students can be leveraged to offer relevant information about services (advising appointments, orientation, college success courses, student portal, etc.). Consider the same for faculty and staff venues where information about student services can be offered (employee portal, president’s newsletter, professional development calendar, etc.).