MSFAA Connection

MSFAA Members,

As the Michigan Student Financial Aid Association (MSFAA) strategic planning task force embarks on our crucial mission this fall, we call on all members to actively participate and contribute their unique insights and perspectives. Our primary goal is to develop a comprehensive and forward-thinking strategic plan that will address the current challenges within the realm of student financial aid and anticipate future trends and opportunities for growth. To achieve this, we need your invaluable input on various issues, including identifying unmet needs, proposing innovative solutions, and highlighting best practices we can adopt to support our association better.

In addition to providing your feedback and ideas, we encourage members to engage in open dialogue and collaborate throughout this process. Participation can take many forms, such as attending task force meetings, joining subcommittees, completing surveys, and participating in focus groups. By drawing on the diverse experiences and expertise of our entire membership, we can create a strategic plan that truly reflects the needs and aspirations of the Michigan financial aid community. Together, we can enhance the effectiveness of our association and, ultimately, improve the financial aid landscape for all Michigan students. We want you to know that your involvement is critical to our success, and we look forward to you participating in this important endeavor.

Committee Members:

Steven Foster, Chair

Kemmorree Duncombe, President

Stephanie Petsche, President-Elect

Kamaria Taylor, New Member

Valerie Culler, Financial Controls Taskforce Chair (Past Treasurer)

Sarah Kasabian-Larson, Secretary

Linda Berlin, Two Year Public Sector Rep

Wilma Porter, Past President

Contact Steven Foster (sdfoster@umich.edu) to get involved and share your expertise.

Exciting Start to Our Mentor/Mentee Program!

We’ve had a fantastic kickoff to our Mighty MSFAA Mentor/Mentee program! It’s inspiring to see our team come together to support each other, share knowledge, and foster growth and WOW – we did all of that in just the first hour!!  It was truly amazing to witness the mentees offering feedback to each other and building a network among this group.   This initiative is a great opportunity for both mentors and mentees to develop skills, build relationships, and enhance our collective impact across Michigan.

It was also great to have our President, Kemmoree Duncombe, join in and welcome our mentees on this new path.  We left our first meeting with a list of goals that we will be able to successfully accomplish on this year’s journey!!

Check back for an update from one of our mentees!!

Financial Aid professionals work hard every day to help students achieve their education goals. Don’t let October 16th pass you by without celebrating your financial aid team. 

Read more at https://www.nasfaa.org/celebrate_financial_aid_day

I’ve included my professional headshot in this article to help paint a visual picture. Based on your first, gut response, what do you imagine my two children to look like? If you are truly honest with yourself, you probably assume they have a similar skin tone, right?

For those who don’t know me, you should know that my husband is white and our two children are black. We are what is commonly referred to as a transracial adoptive family. November is National Adoption Awareness Month and I want to highlight some of the biases that we might bring with us when working with families that don’t “match” or with students who might be adopted. For transracial adoptees, biases are even more prevalent because they often don’t just blend in as other families might.

Let’s simply just start with the FAFSA. Those of us working in aid know that the parental section of a FAFSA is supposed to be the information of the legal biological or adoptive parent(s). But, imagine a child adopted at 10 years old, who has two sets of parents - both legal parents at some point. Children who were adopted don’t just wipe clean their memories/thoughts/feelings of who their parents are. Now imagine that same student who recently turned 18 and has established contact with their biological family, trying to navigate how to properly fill out the FAFSA. See how this can be confusing and why we need to continue our growth and learning to best help this student?

What about the family that shows up in your lobby and needs help. You see a 50-year old white man sitting with a 17-year old black girl. Is your first thought, “oh, that must be her dad?” I can tell you that oftentimes isn’t the first way in which my family is approached, even with clearly minor children. The first question my husband and I, or even our children, get is, “are you said child’s parent?” or “is this your mom/dad?” By approaching families in this manner, are we questioning the legitimacy of the family? How are we making that student, just trying to get FAFSA help, feel?

What about the student who discloses to you that they were adopted, but their family made them move out at 18 years old because they established contact with their birth family. Are you considering a possible FAA Determination of Homeless Youth situation, or are your biases making you think, well geez, you should just stop contact with your biological family and accept your adoptive family as your family?

Adoption at its core is the product of loss. At the center of the loss is the adoptee - the child, the student. We are in positions of power to meet students where they are at, and if allowed, reduce barriers to help them pay for college. We are in a position to connect with and make these students feel welcome. As we grow and learn, we will continue to expand our toolkit to help countless students.

Nicole Boelk - Director of Financial Aid and Scholarships

Oakland University

A Look at Financial Aid During Suicide Prevention Awareness Month

By Jessica Lizardi, MPA, AFC

September is Suicide Prevention Awareness Month, a time dedicated to raising awareness about mental health. As Financial Aid Administrators, it's important to reflect on how our interactions with students can impact their mental health and explore how financial aid practices, particularly satisfactory academic progress (SAP) appeals, intersect with mental health.

The Intersection of Financial Aid and Mental Health

Financial pressures can have a dramatic effect on students' mental well-being, impacting their ability to focus on their studies and maintain academic progress. The ongoing worry about tuition fees, housing, living expenses, transportation, lack of family support or stability, and other financial obligations can lead to increased anxiety and stress, which in turn can affect students' academic performance and overall mental health.

In recent years, the concept of "financial trauma" has been brought to the table for research and scholarship. Rakim Sabree, AFC, author, speaker, and Forbes Columnist, defines financial trauma as "any instance observed or experienced that has a negative impact on the way you view, interact with, or believe about money".

How SAP Appeals Reveal Mental Health Issues

SAP appeals are a critical process for students facing financial aid suspension due to insufficient academic progress. Appeals often require students to disclose personal and financial challenges, which may include mental health issues. This process can reveal cyclical financial trauma and lack of support in students' family or community systems. For many students, this is not just about proving financial need, but also about revealing personal struggles that impact their academic performance.

The appeal and advisory process can uncover underlying mental health issues for college students that might not be visible through academic records or classroom interactions. Students may share in their appeals that mental health challenges, such as ADHD, depression, or anxiety, have affected their ability to maintain satisfactory academic progress.

When mental health issues are disclosed through SAP appeals, it provides an opportunity for institutions, particularly Financial Aid Administrators, to offer necessary referrals to support and accommodations. Understanding the connection between mental health and academic performance can help institutions tailor their support services more effectively and keep students in school to graduate.

Strategies for Inclusive Financial Aid Practices

To support students' mental health, institutions can adopt practices that address both financial and emotional needs:

Integrated Support Services: Institutions should offer integrated support meetings that combine financial aid counseling with academic counseling, incorporating mental health services as needed. This approach helps address the interconnected issues of financial stress and mental health, providing a more holistic support system.

Flexible Financial Aid Options: Implementing flexible financial aid options can ease some of the pressures on students. Emergency grants, mental health support funding, and adaptable repayment plans can help alleviate financial and emotional stress.

Enhanced Outreach and Education: Increasing awareness about the availability of financial aid resources and financial wellness education is only the first step. Incorporating mental health support into these processes is crucial. Institutions should educate students on how to seek help for both financial and mental health issues, ensure that SAP policies, including appeal processes and Financial Aid Advisory meetings, are supportive and compassionate, and provide ongoing training to staff on how to express empathetic responses while still meeting compliance requirements.

Professional Development for Financial Aid Administrators

As part of enhancing support for students, financial aid administrators can benefit greatly from additional training and certification, such as the Accredited Financial Counselor (AFC) designation from the Association for Financial Counseling & Planning Education (AFCPE). This program integrates financial literacy with mental health awareness, equipping professionals with the skills to address clients' emotional and psychological needs while guiding them through financial decisions.

"When considering things like financial trauma it's important to remember the following: You may be the professional, but they are the expert on their lives. The impact of the student's observations and experiences with money from as early as childhood can be compounded by negative money experiences and beliefs from previous generations. The effect of this financial trauma can show up in the student without them being conscious of it. It's important to take a trauma-informed and trauma-sensitive approach to how (or if) their needs are met beyond simple financial education concepts and directives. Unconscious body language, the words you use, and how welcome you make the student feel can impact their levels of financial stress, financial anxiety, and create lasting financial trauma in students." - Rahkim Sabree, AFC® and Financial Therapist

Conclusion

As we observe Suicide Prevention Awareness Month and National Recovery Month this September, it's crucial to recognize the role of financial aid in supporting students' mental health and recovery. By integrating financial support with mental health resources and adopting compassionate practices in SAP appeals, institutions can help mitigate the impact of financial stress on students' well-being. The Student Success Fund at OCC and the resources provided by professionals like Sabree and AFCPE are prime examples of how targeted support can make a difference. Together, we can foster a more supportive and equitable environment that allows all students to thrive academically and personally.

Resources

Success Stories and Initiatives

·         The Student Success Fund at Oakland Community College (OCC): The Student Success Fund at OCC is supported through employee contributions, where staff members contribute directly from their paychecks. This fund provides emergency financial support to students facing unexpected financial challenges. This resource can be crucial for students dealing with mental health issues, as it helps alleviate some of the financial stressors that impact their academic performance and overall well-being. Learn more about OCC’s Student Success Fund.

·         Rahkim Sabree AFC© and Financial Trauma expert provides 1:1 coaching, financial literacy workshops and more specifically relating to financial literacy and mental health for students and professionals. https://www.rahkimsabree.com/

·         The Center for Collegiate Mental Health (CCMH): CCMH integrates mental health services with student success initiatives, offering a holistic approach that includes financial literacy and mental wellness. Explore CCMH's resources.

·         Purdue University Health Coaching: Purdue University offers health coaching services that integrate mental wellness with personal and financial health management. Read more about their health coaching.

·         Money Masters Blog: Money Masters provides insights into how financial management can impact mental health and offers resources for improving both. Explore their blog.

·         National Research and Training Center on Community Living (NRTC): NRTC offers resources for financial wellness, particularly for individuals with disabilities, integrating mental health considerations. Check out their financial wellness resources.

·         Center for Health and Social Change: This organization provides strategies for building financial wellness while also addressing mental health. Visit their financial wellness resources.

·         Trellis Strategies Survey: Trellis Strategies conducts surveys on student financial wellness and mental health, providing valuable data and insights. Access their survey findings.

·         Inside Higher Ed on Financial Wellness: Inside Higher Ed discusses the importance of making financial wellness a priority in student success strategies, highlighting how integrated approaches can support students’ overall well-being. Read more on Inside Higher Ed.

Financial Wellness and Counseling

• Oakland Community College Student Success Fund: Learn about how OCC’s Student Success Fund supports students facing unexpected financial challenges. Learn more.
• Center for Collegiate Mental Health (CCMH): Provides resources and insights into integrating mental health services with student success initiatives. Explore CCMH’s resources.
• Purdue University Health Coaching: Offers health coaching services that combine mental wellness with personal and financial health management. Read more.
• Money Masters Blog: Provides information on the connection between financial management and mental health, with resources for improving both. Explore the blog.
• National Research and Training Center on Community Living (NRTC): Offers resources on financial wellness and mental health, particularly for individuals with disabilities. Check out their resources.
• Center for Health and Social Change: Provides strategies for building financial wellness while addressing mental health. Visit their resources.
• Trellis Strategies Survey: Offers valuable data and insights on student financial wellness and mental health. Access the survey findings.
• Inside Higher Ed on Financial Wellness: Discusses the importance of prioritizing financial wellness in student success strategies. Read more.
• University of Illinois Chicago Financial Wellness: Provides resources and programs focused on financial wellness and mental health. Explore their resources.
• Association for Financial Counseling & Planning Education (AFCPE): Offers information on financial counseling certification and its benefits for addressing mental health and financial issues. Learn more about AFCPE.

Suicide Prevention

• National Suicide Prevention Lifeline: Provides 24/7, free, and confidential support for people in distress. Call 988 or visit.
• Crisis Text Line: Offers free, 24/7 support for those in crisis via text message. Text HOME to 741741.
• Suicide & Crisis Lifeline: Connects individuals in crisis with trained counselors who can provide support. Call 988.
• The Trevor Project: Provides crisis intervention and suicide prevention services to LGBTQ+ youth. Learn more.
• American Foundation for Suicide Prevention (AFSP): Offers resources and support for individuals dealing with suicidal thoughts and for those who have lost someone to suicide. Visit AFSP.
• National Alliance on Mental Illness (NAMI): Provides education, support, and advocacy for mental health issues, including suicide prevention. Explore NAMI’s resources.

Author Bio

Jessica Lizardi, MPA, AFC is a Financial Aid Advisor at Oakland Community College in Auburn Hills, Michigan. She has earned multiple certifications from the National Association of Student Financial Aid Administrators (NASFAA) and was designated as an Accredited Financial Counselor (AFC) by the Association for Financial Counseling & Planning Education (AFCPE) last year. Currently, Jessica is a counseling student specializing in disability sciences at the University of Southern Florida (USF).  She currently leverages her financial aid background and counseling studies to offer comprehensive advising support, with a deep interest in supporting historically marginalized groups, ensuring all students have the resources, equal access and emotional well-being necessary for their academic and personal success.

Letter to Congressman Bergman from MSFAA Legislative Committee (dated 8/20/2024)

Dear Representative Bergman,

I am writing to you on behalf of the Michigan Student Financial Aid Association (MSFAA), which represents 93 colleges and universities across the state. MSFAA encompasses 1072 members dedicated to supporting students and their families as they navigate the complex college financial aid process.

We are reaching out to urgently request your assistance in pushing back the deadline for institutions to submit reporting for the U.S. Department of Education's new Gainful Employment (GE) and Financial Value Transparency (FVT) regulations. Specifically, we ask that you require the Department to delay these institutional reporting requirements until July 2025.

This request stems from the unprecedented issues associated with the 2024-2025 Free Application for Federal Student Aid (FAFSA). The FAFSA Simplification Act, intended to streamline the financial aid application process, has unfortunately resulted in significant complications. The rollout has been fraught with challenges, causing devastating impacts on students, their families, and the institutions committed to their success.

Adding to these challenges, the Department of Education did not finalize the reporting requirements or publish a complete GE/FVT user guide until last month. This timing has left institutions with only 40 working days to compile and submit an extraordinary amount of data that they have never been required to report before. The Department estimates it will take institutions approximately 400 hours 1 to prepare for this reporting, a burden that is untenable given the current circumstances.

Financial aid administrators are already struggling to meet the same October 1 reporting deadline for the Fiscal Operations Report for 2023–24 and Application to Participate for 2025–26 (FISAP), diverting precious resources from other critical priorities. These include ensuring a smooth enrollment process for the upcoming academic year and assisting students who are facing disruptions due to the FAFSA issues.

Extending the GE/FVT reporting deadline to July 2025 will allow financial aid offices to focus their efforts on supporting students through the ongoing FAFSA crisis, helping them stay track for the 2024-2025 academic year. This extension is crucial for maintaining the stability and effectiveness of our financial aid systems during this period of unprecedented challenge.

We urge you to work swiftly to pass legislation that mandates the Department of Education to delay the GE/FVT reporting requirements until July 2025. Your support in this matter is vital for the well-being of students, families, and educational institutions across our region and the country. Thank you for your continued support of higher education!

Sincerely,

Kemmoree Duncombe - MSFAA President kemmoree.duncombe@kirtland.edu

Jenny LaPratt - Legislative Committee Chair jelaprat@umich.edu

Katie Malone  - Legislative Committee Co-Chair katie.malone@kirtland.edu

Response from Congressman Jack Bergman's office (dated 9/9/2024)

Kemmoree, Jenny, & Katie –

Thanks for reaching out to Congressman Bergman and sending your letter of August 20, 2024, on behalf of the Michigan Student Financial Aid Association. I know the Education Department’s new GE and FVT requirements are issues that the Congressman is already familiar with, as several of the colleges and universities in the First District have reached out with many of the same concerns expressed in your letter. I spoke with the Education & Workforce Committee and relayed the issues and concerns related to the Education Department’s laborious GE and FVT reporting requirements, compounded by the delayed rollout of the new FAFSA. The Committee is very aware of such issues and is actively exploring potential solutions to address them. I’ll continue to keep an eye out and an ear open for any developments on this end.

I also wanted to flag a bill that may be of interest – HR 8932. The bill would require the FAFSA to be made available each year by October 1, moving the current deadline up from January 1. Congressman Bergman is a cosponsor, and the Committee recently reported the bill favorably out of mark-up, so hopefully we’ll see it come to the House floor for a vote soon.

Unfortunately, we know many colleges and universities are having a tough time – through no fault of their own – juggling the issues resulting from the delayed FAFSA rollout and the new GE and FVT requirements. While this legislation is by no means a direct fix to these problems, the hope is that it would help alleviate some of these hardships should a similar situation arise in the future.

Please don’t hesitate to reach out if you’d like to discuss further. Our office is here to help in whatever way we can.

Best,

Colin Gwillim

Legislative Assistant

Representative Jack Bergman (MI-01)

566 Cannon HOB, Washington, D.C. 20515

Office: 202-225-4735

The MSFAA DEI Committee is proud to be introducing two DE&I topics for the very first time at our annual conference this May, 2024.  We hope you will join us for an enlightening presentation on neurodiversity in the realm of higher education featuring Dr. Yulanda Harris, autistic self-advocate and CEO of Trainingphase, LLC, a consulting firm that helps organizations improve their talent management process by attracting and retaining neurodivergent employees.  We will also be presenting a workshop on Navigating Pronouns, as DL McKinney, Director of the Milton E. Ford LGBT Resource Center at Grand Valley State University shares how pronoun training plays a crucial role in creating spaces where individuals of diverse gender identities feel acknowledged and valued.

 

Submitted by: Jessica Lizardi, MPA, AFC   

Submitted on behalf of the DE&I Committee written by Jessica Lizardi, MPA, AFC, Financial Aid Advisor, Oakland Community College

What Is Neurodiversity?  Neurodiversity is a concept that recognizes the diverse ways our brains function. Rather than viewing neurological differences as deficits, it abandons the traditional medical model which pathologizes these conditions and instead emphasizes their value and strengths. Conditions such as ADHD, Autism, Asperger’s, OCD, Dyslexia, and learning disabilities all fall under the umbrella of neurodiversity to offer unique perspectives and abilities that enrich our society. Australian sociologist Judy Singer first coined the term “neurodiversity” in the 1990s’s to promote equality and inclusion of neurological minorities. Since then, it has grown to be a world-wide movement celebrated in April to bring attention to the impact and contributions different thinkers make on this world, promoting acceptance, equity and inclusion in schools and workplaces. 

Higher education institutions play a vital role in fostering understanding, acceptance, and support for neurodivergent students and colleagues within their communities. It may not come as a surprise that a significant number of faculty and staff in Higher Education identify as neurodivergent (whether publicly or privately), as many of the hallmark characteristics of neurodivergent thinking align with the strengths of those advancing fields of study in academia. These attributes can include deep knowledge in areas of their special study interest, fostering a penchant for research, exceptional talent in fields such as science, computers, or mathematics, a keen attention to detail required in grammar and/or literature studies, and even enhanced pattern recognition which can be helpful for analysis and synthesis of materials.

Notable Neurodivergent Professionals in Higher Education and Beyond

• Dr. Stephen Shore: An autism self-advocate, author and professor at Bard College in New York. His work focuses on empowering neurodivergent individuals and promoting inclusion in education.
• Ron Sandison: a Michigan autism self-advocate and author of 4 nationally recognized books on autism and faith and is the founder of Spectrum Inclusion. He is a professor of theology at Destiny School of Ministry, and speaks on autism at more than seventy events a year. 
• Haley Moss, JD, is an autistic attorney, author, advocate, artist and professor at Taylor University. She is passionate about disability inclusion and neurodiversity and became nationally known for being the first openly autistic woman to obtain a law degree.
•  Jason Arday is the youngest Black professor at Cambridge University and an autistic sociologist who has spoken about autism, racism, and learning to read at age 18. 

Several colleges and universities celebrate Neurodiversity Awareness Month by organizing events, workshops, and campaigns to raise awareness and promote understanding of neurodiversity. A few examples include:

• Texas State celebrates and educates its campus community in Neurodiversity and how to be an effective ally.
• Landmark College (Putney, Vermont): Landmark College is renowned for its programs tailored specifically for students with learning differences, including ADHD, dyslexia, and autism spectrum disorder. The college typically hosts various events throughout Neurodiversity Awareness Month to educate the campus community and promote acceptance.
• Grand Valley University’s (Allendale, Michigan): Milton E. Ford LGBT Resource Center provides support to NeuroQueers, a club for students who are both LGBTQ+ and neurodivergent and an affirming space for members to be fully themselves. 

Quick Neurodiversity TIPS - when creating inclusivity for neurodiverse staff and students, consider these tips adapted from Providence Institute for Healthier Community:

1.  Be mindful of tone policing, perceptions and phrasing

• When coming across a potential “difficulty” with an employee or coworker, instead of thinking “why are they always so negative and low energy” or “I don’t want to work with _____, I just don’t have a good relationship with them,”.  Be aware of differences and personalities. Neurodivergent people sometimes have a more literal or even neutral personality and even a monotone voice. In a neurotypical environment, this is often perceived as being standoffish, rude, or disinterested. Try not to make any assumptions, and focus more on what they are saying, rather than just how they are saying it.

2. Provide quiet spaces/Zen Dens

• Have a place to reduce stress and decompress from overstimulation and feelings of being overwhelmed. Think of a place with dimmed lights, comfortable seating, calming music options, adult coloring books, etc. This is a space beyond a breakroom, which has bright lights and people eating.
  

3. Educate yourself and your team on neurodiversity

• Neurodiversity is being more widely discussed and included in workplace DEI (Diversity, Equity and Inclusion) efforts, so more education is accessible to educate employers and employees alike. Some examples include:  a. Neurodiversity Hub: Resources for employers b. EARN: Neurodiversity in the workplace.

4.  Remember ALL adults learn andn absorb information differently - communicate informatio nusing multiple modalities.

• During staff meetings, training, 1:1 reviews, class lectures, and other information sharing sessions, be sure to provide resources for different learners. Have handouts prepared to support spoken presentations, record virtual meetings for people who do better at reviewing information for comprehension, provide closed captioning on all videos, and allow time for questions and answers at the end of every meeting or class session. 

On behalf of the MSFAA DEI Committee, we thank you for joining us in honoring the brilliance of both neurodivergent minds and the indomitable spirit of women who have shaped our world. By celebrating both Neurodiversity Awareness Month and Women’s History Month, we foster progress and improve our recognition of a collective of societal contributions.

Submitted on behalf of the DE&I Committee written by Jessica Lizardi, MPA, AFC, Financial Aid Advisor, Oakland Community College

Last month, we recognized Women's History Month, and on behalf of the MSFAA DEI Committee, we reflect on the profound impact of women throughout history, including their pivotal roles in shaping higher education. Established in 1987, Women's History Month has its roots in International Women's Day, which has been celebrated since the early 1900s. Some other notable dates in history include:

• 1911: International Women’s Day (March 8): The establishment a global celebration of women’s achievements. The United Nations sponsors this day to recognize women’s contributions to peace and progress.
• 1978: The first celebration of women’s contributions to culture, history, and society took place in Sonoma, California, organized by the school district. This week long event laid the groundwork for Women’s History Month.
• 1980: President Jimmy Carter declared the week of March 8 as National Women’s History Week.
• 1987: Congress expanded the celebration to the entire month of March, officially establishing Women’s History Month

Higher education institutions across the country honor the legacy of remarkable women who have shaped the landscape of academia and beyond. During the month of March, they often host events to highlight the achievements of women in academia. Similarly, Women's History Month in Michigan serves as a platform to recognize contemporary leaders, such as Dr. Mona Hanna-Attisha. Her groundbreaking research exposed the Flint water crisis, demonstrating the pivotal role women continue to play in advancing social justice and public health, alongside many others.

Pioneering Women in Michigan Higher Education and Nationally

• Helen Walker McAndrew, M.D., was Washtenaw County's first woman physician in 1855 and was the first woman to serve on the University of Michigan's Board of Regents, paved the way for female representation in governance roles.
• Mary Jane McLeod Bethune became one of the most influential educators, civil and women’s rights leaders and government officials of the twentieth century. In 1904, she founded Bethune-Cookman University, setting educational standards for today’s Black colleges and served as an advisor to President Franklin Delano Roosevelt.
• Merze Tate in 1927 was the first Black student to earn a bachelor’s degree from Western Michigan University, going on to become a scholar, world traveler, journalist, author and advisor to world leaders. In 2021, WMU named one of its academic units after her—one of the few Black women to have an academic college named after her at a predominantly white institution.
• Dr. Mary Chase Perry Stratton is the Co-founder of Pewabic Pottery and an influential artist and educator in Detroit. She established the first ceramics department at the University of Michigan in Ann Arbor, and in 1947, she received the Charles Fergus Binns Medal, the highest award in the field of American ceramics, shattering gender norms in the early 20th century.
• Dr. Temple Grandin is a renowned animal scientist, autism self-advocate, and professor at Colorado State University. In 1989 her unique perspective revolutionized livestock handling and she was also the first woman to bring perspective to the gifts that autistic, or “differently wired” minds can bring to the world.

Through commemorating Women's History Month, we reaffirm their dedication to fostering gender equity and empowering future generations of women leaders in higher education and beyond.

Happy Financial Literacy Month! In March 2004, the U.S. Senate designated April as Financial Literacy Month to raise awareness of the importance of financial education and establishing and maintaining smart money management habits. Key Considerations for a Solid Financial Plan, provided by Citizens, shares some important key tips on how to set clear financial goals for today and the future.

NASFAA also provides 10 Tips for Financial Literacy Month that can be printed to be displayed in your office for students.