Additional Parent Resources

Student Success Center: 315-268-2209
Student Support Services (SSS)
Point(s) of contact: 凯特·米克尔, Associate Director & Tutor Coordinator or 凯茜麦克纳马拉, Associate Vice President of Student Success Center 

• First Year Seminar, Academic Recovery, and Academic Skills
• Campus wide tutoring
• 社保网 - reporting students of concern or in crisis

Community of Underrepresented Professional Opportunities (CUPO) and Higher Education Opportunity Program (HEOP)
接触点: 马约莉监狱长主任

CUPO

• Academic support for underrepresented, first generation/low income students in STEM
• Ten (10) week, in residence summer research program

HEOP

• Access and support for qualified NYS residents who hail from disadvantaged backgrounds
• Four (4) week Summer Bridge program (SPREE) to assist students with transition to college

International Center: 315-268-3943
接触点: 苔丝Casler主任 of International Students & 学者

• Study (semester, short-term) & internship opportunities abroad
• Visa support and engagement services for international students

Accessibility Services: 315-268-2012
接触点: 特洛伊Lassial, Assistant 教务长

• Provide services for students with temporary, long-term & permanent disabilities
• Testing services coordination

校园安全 & Security: 315-268-6666
联络点: 帕特盖格农, Director of 校园安全 and Security

• Parking, incident response and documentation, emergency first-aid, emergency response
• Knightwatch - anonymous tips /reports

Career Center: 315-268-6477
联络点: Heather DiFino主任 of the Career Center

• Professional experience documentation through Handshake
• Co-op Program, career advisement, job/internship search, employer/alumni connections

Counseling Center: 315-268-6633
联络点: Coreen Bohl主任 of Counseling

• Student mental health services, including consultation, 单一的会话, 治疗, sexual assault advocacy and counseling, as well as psychiatric medication evaluation
• Crisis intervention/support - For any safety concern (threat of loss of life to self or others), please contact 校园安全 at (315) 268-6666 or 911 immediately

教务长: 315-268-6620
联络点: 凯尔西培生, 教务长 

• 社保网/Student wellness and safety
• 学生宣传 & student conduct system
• Student Affairs Family esball国际appletter (订阅这)

健康 Center: 315-268-6633
联络点: Kelsie Fournier, Director 

• 健康 care services (Chronic and acute care)
• Connected with Canton Potsdam Hospital for needs which are beyond a typical primary care

Office of 学生生活: 315-268-6680
接触点: 克里斯汀艾弗里, Director of 学生生活

• Greek organizations, CUSA Senate (student gov’t), and CUB (campus 编程 board)
• Orientation, Convocation, Family Weekend, service opportunities, Student events & 编程

Residence Life: 315-268-6647
接触点: 艾玛Blaiklock, Residential 住房 Manager

• RAs receive extensive training, and are equipped to handle most extreme crisis situations
• All first-year students reside on one of 18 theme-based floors

Clarkson University's 餐厅 & Catering Service is managed by the Sodexo Company.  

• For a link to daily menus and hours of operation for all venues on campus, please go to: http://www.clarksondining.com/
• To reach the General Manager and other members of the management team, please refer to http://www.clarksondining.com/contact/index for a listing of emails. 

One third of first-year students regularly feel isolated from campus life - involvement, 集成, and engagement are critical components of student success.

• 77% of incoming Clarkson students are receptive to social engagement
• Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated "high-impact." Examples include:
  • Learning community or some other program where groups take two or more classes together
  • Courses that included a community-based project (service-learning)
  • Work with a faculty member on a research project
  • Internship, co-op, field experience, student teaching, clinical placement, study abroad
  • Culminating senior experience (capstone course, project or thesis, portfolio, etc.)

• 72% of incoming CU students have concern over their ability to finance college
• At Clarkson University, 81 percent of full-time undergraduates receive some kind of need-based financial aid, and the average need-based scholarship or grant award is $32,(美国esball国际app & 世界报告)
• 63% of incoming Clarkson students are receptive to financial guidance according to the CSI

Expectations play a role in the experience of new students because they serve as a filter through which students evaluate and make sense of the information they are presented, and also shape subsequent behaviors.

• 78.4% of incoming CU students expect to work on a research project with their professor
• ~19% of CU first year students feel they need remedial work vs. ~27% in our comparison group
• 62.1% of incoming CU students intend to study abroad vs. 82.3% at our comparison school group
• 52% of incoming CU students are receptive to Academic support

Students may need additional guidance on how to make healthier life choices and about the utilization of campus services designed to support emotional and physical well-being during the transition to college.

• 81% of incoming CU students have “felt overwhelmed by all that they have to do”
• Total CU appointments for Student 健康 & Counseling 中心 in 2018 - 2019: 5,754
• Top Diagnoses for CU students: Anxiety, Depression, PTSD, ADHD
• 79.35% of students at CU stated that going to SHAC helped support their academics and class attendance
• 51% of incoming CU students are receptive to personal counseling

大学二年级 is characterized by student reflection and what has been identified as the “Sophomore Slump.” This often refers to the withdrawal of required support services and the expectation of 2nd year students to self select resources. 因此, it is important to take a proactive approach and ensure that sophomore students are fully integrated into the academic experience.

• Consider encouraging students to enroll in the Sophomore seminar at CU, a voluntary seminar that focuses on career exploration, 个人健康, and professional competencies
• Advising sophomores: crystallizing academic plans, assessing career interests, furthering development through student experience (i.e. web resources, internships, lectures, seminars, and faculty assistance)

大三 is characterized by a clarification of future plans and goals. More of the responsibility for academic success is placed on the student; however, they often desire mentoring by faculty and staff.

• Advising themes for junior year include: integrating academic plans with career plans, clarifying career goals, achieving competence in field of study, and considering a graduate education
• Over 60% of students indicate an interest in advanced education when they enter CU
• Encourage students’ engagement with the Career Center, if they have not already - data indicates that students who do not have an internship or co-op are less likely to obtain employment prior to graduation

大四 is characterized as a time of transition into either graduate study or an applied position.

• Consider recommending the student seminar - Thriving after College, CU’s student seminar that focuses on civic engagement, transitioning to work/grad school, and leadership identity.
• Advising themes include: preparing to transition to work or graduate school by updating a resume, 应用程序, and interview skills, working with the career center, and networking with alumni.

We have seen a significant shift in our graduate students’ needs. Internal and national survey data indicates graduate students are increasingly interested in a student experience similar to that of upper-class undergraduate students (in terms of social engagement and personal enrichment opportunities). Since Clarkson offers diverse academic programs and delivery modalities, graduate students most often desire
accurate and timely answers regarding academic program specifics, 政策, 的职业信息, 度时间, and financial information.