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Trends and Issues

Shoptalk Online 362, June 27, 2006

Trends and Issues

TG and Nebraska education leaders explore future of higher education

Representatives from all sectors of education met on the campus of the University of Nebraska — Lincoln (UNL) earlier this month to focus on the future of higher education and how to anticipate and meet students' needs through 2020 and beyond.

TG, along with the department of educational administration at UNL, co-hosted the forum attended by 38 participants representing K-12 schools, community colleges, public and private colleges and universities, and the executive director of the state's Postsecondary Coordinating Commission.

"We wanted to offer this forum to encourage discussion and strategy development within and among all of the various educational entities," said Brent Cejda, associate professor of educational administration at UNL and coordinator of the event. "This forum provided a context for all of us to look for win-win situations that can enhance the educational experience for students across all levels."

The forum's focus
During the forum, the discussion centered on four main areas that the participants felt would have significant impact on education over the next 20 years:

The teaching/learning environment
Students' cultural backgrounds and their effects on participation rates
Higher education recruitment, retention, and time-to-degree
Development and use of technology

"Throughout the discussion, several themes kept emerging," said Cejda. "Of primary importance is the continuing need to collaborate and cooperate with each other so that students can progress from K-12 through higher education as seamlessly as possible. We also looked at the ways that students are changing and the ways that their educational needs are also changing."

For example, Cejda noted that a growing number of individuals are returning to community colleges, after already having attained a bachelor's degree, looking for specific courses for personal enrichment or professional certification. These students have very different needs than those who come to a community college through a traditional post-K-12 avenue. In addition, students from rural areas may not have access to a traditional campus, but may be served better by distance education opportunities.

In both cases, technology can play a major role in the student experience. But these technologies (and the processes that they serve) need to be more uniformly aligned with the student's needs.

TG's commitment to increasing access
Sue McMillin, TG president and CEO, echoed the significance of the forum. "It is not only fitting but imperative that we take time to discuss the future of higher education given what we know about how much a college education influences the future of both individuals and society. We look forward to a continued dialogue and the actions that will result," she commented.

More information
A report on the outcomes and recommendations from both forums will be available by Sept. 1, 2006, from TG's Web site, TG Online, at www.tgslc.org.

Question of the week

Q: Could a graduate or professional student who has been awarded Stafford and Grad PLUS loans for the same loan period decline the Stafford loan and borrow all loan funds for the period under the Grad PLUS program?

Example: A graduate student's cost of attendance is $30,000. The school awards the student $18,500 in Stafford loan funds and $11,500 in Grad PLUS loan funds (the student has no additional resources). Can the student decline the Stafford loan and borrow the full cost of attendance ($30,000) in Grad PLUS loan funds?

A: Yes. Although per Dear Colleague Letter (DCL) FP-06-05, a graduate or professional student is required to apply for Stafford loan funds (and does so by completing the FAFSA) before the student can obtain a Grad PLUS loan, the student is not required to borrow any Stafford loan funds before the student can obtain a Grad PLUS loan. Thus, while most students will maximize their Stafford borrowing ability before borrowing Grad PLUS loan funds, a student who has been awarded under both programs for the same loan period may decline to borrow under the Stafford Loan Program, and, if the student does so, the student may borrow those declined funds under the Grad PLUS program instead.

DCL FP-06-05 states that a student may borrow a Grad PLUS loan up to the student's cost of attendance minus estimated financial assistance. In the example above, the student, who has no other resources, has declined the $18,500 Stafford loan, leaving the student with no estimated financial assistance; therefore, the student may borrow the full cost of attendance, or $30,000, in Grad PLUS loan funds.

Do you have a question?
If you have a question that needs an answer, feel free to Ask TG™. Ask TG is TG's online query tool for borrowers, schools, and lenders. Ask TG includes a database of frequently asked questions about financial aid, student loan processing, and TG's products and services. To submit a question to Ask TG, visit http://tgslc.custhelp.com.