By: Heather Hollandsworth, Ed.D, FAS Senior Consultant

As most in higher education know, the Free Application for Federal Student Aid (FAFSA) is undergoing many changes for the 2024-2025 cycle. Gone are questions that likely had little impact on the federal methodology that determines Pell Grants etc. Gone is the Expected Family Contribution (EFC) that has been around since at least 1992, according to the New York Times (Lieber, 2020). Of course, the abject confusion that surrounds the FAFSA, EFC, and aid programs has not changed.

Now, with the FAFSA Simplification Act starting in the 2024-2025 cycle, we have a new application that is significantly different than before. Reduced to approximately 46 questions from over 100 previously, the new FAFSA can encourage students to file for financial aid programs. However, there will be many complications….to start:

• Financial aid professionals, students, institutions, and student information systems have a lot of learning to do. Everything will need to change and with that will be a multitude of questions and issues that arise. So, what do we need to do?
• Financial Aid professionals need to be sure to read the documentation that Federal Student Aid or National/Regional/State Associations have released, attend training and webinars, and stay in touch with colleagues as learning from each other in this atmosphere is critical, and we need to be able to create opportunities for students to learn more about the changes and how to file. Those in the financial aid profession are the direct link to the students. They are depending on us to have their back and to reduce the confusion of the changes.
• The FAFSA simplification may lead to an increased demand for support services due to a surge in applicants seeking assistance and guidance from financial aid offices. Financial aid administrators might experience higher demand for one-on-one consultations, workshops, and information sessions as students and families navigate the changes and seek clarification on the modified application process. Managing the increased volume of inquiries while maintaining quality support services could present a challenge to financial aid professionals.

Financial Aid folks are like no other and strive to do their best to ensure students are and can be successful even in a complicated world. They work tirelessly to complete required processes so that students have open access to education. They are the unsung heroes of higher education, now more than ever.

Even though all of this change is stressful, I believe that this is just the transformation we need for financial aid. More students are likely to receive Pell grant than ever before, less questions to answer, and once everyone is comfortable with how the new application will work, subsequent years will be easier to administer.

I encourage everyone to take a deep breath and know that better days are coming. Let us learn together and encourage students to complete the FAFSA, even though it might be frightening right now. It will be worth it in the end.

 

SOURCE: Lieber, R. (2020, December 30). Fafsa’s expected family contribution is going away. good riddance. The New York Times. https://www.nytimes.com/2020/12/30/your-money/fafsa-expected-family-contribution.html

 

Are you facing staffing challenges at your institution that will affect your ability to handle the upcoming federal changes?

Contact FAS today for a quick consultation on how we can help you discover solutions tailored to your unique needs. Reach out at 770.988.9447 or via email at info@FinancialAidServices.org. We look forward to connecting with institutions ready to overcome challenges and elevate their financial aid and student business services.

 

About FAS

Financial Aid Services (FAS) has served higher education for over 30 years. Located in Atlanta, Georgia, FAS provides consulting, staffing, processing, and assessment services to assist institutions with improving operational efficiency, student satisfaction, and regulatory compliance in financial aid and student business services. FAS’ accomplished team averages 28 years of experience and has a combined 1,600 years of higher education experience. With clients in 49 states, FAS has successfully served over 1,800 institutions nationwide. The Company’s extensive experience combined with industry-leading expertise and focus on superior client outcomes, enables FAS to deliver lasting results to its clients and the students they serve. Visit www.FinancialAidServices.org for more information.

Contact FAS today for a quick consultation on how we can help you discover solutions tailored to your unique needs. Reach out at 770.988.9447 or via email at info@FinancialAidServices.org.We look forward to connecting with institutions ready to overcome challenges and elevate their financial aid and student business services.

By: Joyce Lubeck-Sonenberg, FAS Senior Consultant

It should come as no surprise that working in a typical school financial aid office can be, well… challenging.  Stepping into any FA office near the start of a new term, one can easily see why this can be so. It’s a busy place. Several students may be at the front counter, telephones are ringing, often incessantly, and the office email inbox is bursting at the seams. While positive customer service skills are always important in the FA office, there are moments when staff skills are tested. Developing positive, professional, and enduring customer service skills takes time, training, patience, and practice. The provision of regular training or quick refresher sessions can help to maintain customer service skills at a level that benefits both staff and students and allows a better experience for all. 

A literal cornucopia of customer service training opportunities is available to sharpen the skills of the FA staff. The internet is loaded with blogs, webinars, and interactive training events. Following are just a few tips gleaned from a variety of those resources. 

 

Maintain a Welcoming Environment – Ensure staff demonstrates a friendly, welcoming reception. Greet with a smile and a warm, genuine “Hello, how are you? Welcome to the FA Office. How can I help you today?” Sure, it sounds simple, but a positive tone has been established and instantly shows a level of respect. The first staff person a student or parent sees is the first representative of the office and the entire school and should possess a “helping” type attitude. 

Let’s face it… the FA world is a regulatory quagmire. Documents must be signed and submitted. Eligibility must be established. Policy and procedures are to be followed. Mistakes are made, information and instructions can be confusing, and a student or parent can become irate, rude, unhappy and sometimes abusive. No one enjoys those situations but remember… it’s not personal. 

 

Don’t Take It Personally - The upset student is unhappy and frustrated about a problem.  

They are venting their anger to the staff person. They don’t even know them. They are angry about a situation that either happened or didn’t happen. Listen to the concern. Dig into the problem. Once it is in proper perspective, the student should be informed about what can be done to help with the issue, not what can’t be done. For example, if a document is required, don’t simply say they must submit the document.  

Identify the document, make it available, and accept it on the spot. 

 

Ensure the FA Information is Accurate – Double-check that significant dates, times, requirements, amounts, policies, etc., are accurate. It’s frustrating if the information on the FA website is outdated or incorrect. Students and parents expect the FA staff to conduct FA matters professionally. Attention to detail is critical in the FA world, and complacency in this area weakens the image and professional reputation of the office. 

 

Dig Deep to Resolve/Prevent Hidden Problems – Don’t assume the surface problem is the only issue.  

Look to multiple screens in the student information software, log notes, or co-workers to ensure all issues are resolved. Ask the student if there is anything else they need, or the staff can assist with before they leave or end a call. Experienced and helpful staff may recognize and resolve a potential problem before it impacts the FA process. 

 

Sympathize and Empathize – There is value in the saying, “Students’ don’t care how much you know until they know how much you care.” Imagine it’s your or a family member’s first experience with higher education, particularly with FA. They may be anxious, frustrated, angry, or dealing with a world they have never entered before. Apologize and acknowledge their feelings. Staff may actually spend 80% of their time massaging feelings and about 20% solving the problem. Feelings are key. Sympathize, empathize, apologize, and immediately follow up with action. 

FA staff do not become expert customer service representatives overnight. It takes time, training, and practice to deliver consistent, quality customer service in the FA office. Take the time to review and refresh these and other tips throughout the academic year. Students, parents, and yes… FA staff will all benefit. 

 

 

By: Sean Hudson, FAS Senior Consultant

Financial Aid uses a lot of acronyms, but we also have a few programs named after people.  Some financial aid administrators don’t even realize they are “real” people.  So, I thought it would be fun to introduce people to the faces behind the names of three Federal aid programs and one New York State program that we have worked with for years: the Stafford Loan Program, the William D. Ford Loan Program, and the Pell Grant.  Then because I’m from NY and love my city of Buffalo, I added the Arthur O. Eve HEOP Program.

 

Robert T. Stafford (August 8, 1913 – December 23, 2006)

The Stafford Loan Program is named after Senator Robert Stafford from Vermont.  He served as Attorney General of Vermont from 1955-1957, Lieutenant Governor of Vermont from 1957-1959, Governor of Vermont from 1959-1961, US House of Representatives from 1961-1971, and US Senator from 1971-1989.  He was also a Navy Veteran from WWII and Korea.

Stafford was an environmentalist, a strong advocate of higher education, and even gave his support for the 2000 Vermont law legalizing civil unions for gay couples. Early in his career, he voted for the Civil Rights Acts of 1964 & 1968 and the Voting Rights Act of 1965.

Senator Stafford also helped pass a law, now known as the Robert T. Stafford Disaster Relief and Emergency Assistance Act, or Stafford Act, to coordinate federal natural disaster assistance.

In 1988, Congress renamed the Federal Guaranteed Student Loan program the Robert T. Stafford Student Loan program, in honor of his work on higher education.

 

William David Ford (August 6, 1927 – August 14, 2004)

William D. Ford served in the Michigan State Senate from 1962-1964, then in the US House of Representatives from 1965-1995.

He is best known for his support of workers and education opportunities.  He authored the Workers Adjustment and Retraining Notification Act (the “WARN Act” or “Plant Closing Act”) and the Middle-Income Student Assistance Act. He also played a key role in passing the Family and Medical Leave Act of 1993. In 1994, the Federal Direct Student Loan Program was named in his honor.

Like Senator Stafford, Representative Ford served in the Navy in WWII.  He was also an Air Force reservist from 1950-1958.

Interesting facts:  He is buried in Arlington National Cemetery and is not related to Henry Ford or Gerald Ford, although all three are from Michigan.

 

Claiborne Pell (November 22, 1918 – January 1, 2009)

Claiborne Pell is one of the most interesting politicians I have ever read about.  He was a US Senator who served Rhode Island from 1961-1997. He was the main sponsor of the 1972 bill that reformed the Basic Educational Opportunity Grant (BEOG).  In 1980, the BEOG was renamed the Pell Grant in honor of his work on education legislation.  Foreign to us now, in the early days of the Pell Grant there would be more money available than applied for!

Earlier in life, at the start of WWII, he was with his father, who was then United States Ambassador to Hungary. He drove trucks carrying emergency supplies to prisoners of war in Germany and was detained several times by the Nazis.

During WWII, Senator Pell enlisted in the US Coast Guard.  His ships took part in the Allied invasion of Sicily and then the Italian mainland.  After WWII, he remained in the US Coast Guard Reserve until 1978.

After WWII he served in the United States Department of State as a Foreign Service Officer in Czechoslovakia, Italy, and Washington, D.C. He was fluent in French, Italian, and Portuguese. In 1945 Senator Pell helped draft the charter that created the United Nations.

Observers thought Senator Pell was eccentric because he would wear old suits, use public transportation, and buy cheap used cars despite being very wealthy.  He was also open about his belief in the paranormal which drew skepticism. Pell also wore his father’s belt as a memento, but his father was much larger, and the belt would wrap around his waist twice.

Throughout his long career, Pell supported some of the major legislation of our time.  He had a wide range of interests from the Arts to environmental causes. Early in his senate career, Pell was a major legislative sponsor of the National Sea Grant College Program in 1965 and 1966 serving to support marine research and develop maritime industries. This sparked the growth of the fields of oceanography and marine science. He was the main sponsor of the bill that created the National Endowment for the Arts and the National Endowment for the Humanities.  Pell also advocated for support of mass transportation to help reduce pollution from cars. To recognize his years of service, Rhode Island renamed the Newport Bridge the Claiborne Pell Bridge.

 

Arthur O. Eve (March 23, 1933 – Present)
Assemblyman Arthur O. Eve served in the New York State Assembly from 1967- 2003 and Deputy Speaker of the Assembly (1979–2003) representing districts in Buffalo, New York.

During his first term in the Assembly in 1967, Eve was able to secure the funding to start the Equal Opportunity Program (EOP) to provide opportunity, access, and support for underserved populations within the State University of New York (SUNY) System.  The first class started at the State University College in Buffalo in 1969. He then led the effort to pass legislation to expand the program to private institutions, creating the Higher Education Opportunity Program (HEOP) in 1969.  The first class started in the 1070-71 school year.

The Arthur O. Eve Higher Education Opportunity Program (HEOP) provides a broad range of services to New York State residents who, because of educational and economic circumstances, would otherwise be unable to attend a postsecondary educational institution.”  Downloaded from www.nysed.gov 5/17/23. The program is now at over 50 colleges across New York State.

 

Students across the country and in my home, state have benefited from the hard work of these political figures.  We use their names every day, but do most people know why their name is attached? The fight to provide affordable education and opportunity for all Americans transcends partisan boundaries.  They all came from what has been called “The Greatest Generation.”  The question I have is who will the next Financial Aid Program be renamed after?  Maybe Lamar Alexander?