Student Affairs

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in the College of Engineering, Computing and Applied Sciences through its peer mentoring
program, academic tutoring, study hall and speaker series. WISE provides similar support
services and also includes a living-learning community for women in their second year.
For more information, visit
Call Me MiSTER®
The mission of the Call Me MiSTER® (acronym for Mentors Instructing Students Toward
Effective Role Models) Initiative is to increase the pool of available teachers from a broader
more diverse background particularly among the state’s lowest performing elementary
schools. Student participants are largely selected from among under-served, socio-
economically disadvantaged and educationally at-risk communities.
WAVS
Women in Animal and Veterinary Sciences (WAVS) is a living-learning community for
first-year women majoring in Animal and Veterinary Science. WAVS supports students
in developing relationships with their peers, faculty and staff within the AVS department.
WAVS residents benefit from social activities, personal development workshops and mentors.
Lavender Place
Lavender Place is an LGBTQIA+ Living Learning Community dedicated to affirming,
embracing and advancing students who identify as part of, or allies of, the LGBTQIA+
community. Lavender Place offers an inclusive community where students can comfortably
explore and express their identities and find equitable access to appropriate facilities such
as bathrooms. Lavender Place is open to both new and continuing students of all gender
identities and sexual orientations. Check out all of our identity-based Living Learning
Communities online a
STUDENT ACCESSIBILITY SERVICES
Student Accessibility Services coordinates the provision of reasonable accommodations for
students with physical, psychological, attentional or learning disabilities. Accommodations
are individualized, flexible and confidential based on the nature of the disability and the
academic environments compliant with section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act of 1990.
Students are encouraged to consult with the Student Accessibility staff as early as possible,
preferably prior to the first day of classes. Current documentation of a specific disability from
a licensed professional is needed. Further details on policies and procedures can be found
at
CAMPUS INVOLVEMENT
GETTING INVOLVED
Students who are involved are generally much happier, make friends with common interests
and also have the opportunity to meet upperclass students who can help them navigate the
college experience. It also helps with time management and offers leadership opportunities.
Student organizations are thrilled to have people interested in what they do and to have their
membership grow. The Center for Student Leadership and Engagement (CSLE) offers two
intentional opportunities to help students find ways to get involved. The first is Tiger Prowl,
which is the University’s Student Organizations Fair. It takes place at the beginning of each
semester. More than 300 organizations are represented at the event. The second program is
Tiger Connect, where CSLE will match your student with their interests and schedule a one-
on-one conversation with campus resources. It is a great chance to sit down with someone
from their college, a contact in the Center for Career and Professional Development (CCPD),
an established leader in Clemson Undergraduate Student Government, or a staff member in
advocates for all students while also
challenging students to think about who
they are and what that means for how they
engage in our society.
Your student’s initial engagement with the
Multicultural Center will likely be through
our Community Dialogue program. Trained
peer dialogue facilitators lead all new
students through a dialogue on a selected
topic to discuss Clemson core values,
understand the importance of different
perspectives and dive into self-exploration
into their backgrounds. Additionally, the
center collaborates with students, faculty
and staff to implement cultural heritage
celebrations and identity-based awareness
campaigns, provide education through
speakers and workshop series, and advise
student organizations. For more information
on the programs and services of the
multicultural center, please visit
Inclusive Student Excellence Programs
Clemson students from underrepresented or
marginalized backgrounds are supported by a number of initiatives designed to advance
their growth and development. These programs range from academic-based initiatives to
general student support programs.
CONNECTIONS
CONNECTIONS is an initiative designed to assist first-year students with an emphasis on
the needs of students of color (Black, Hispanic and Latino, Asian, Native American and
multiracial) and/or first-generation students in their transition to college. Students have the
opportunity to live in one of three designated living-learning communities and receive peer
mentoring and support from professional staff members. For more information, visit
COSMIC Science Peer Support
COSMIC provides support to incoming first-year students from underrepresented
backgrounds within the College of Science. First-year students receive guidance from
upperclass students from similar or shared backgrounds and interests. For more information,
visit
WISDOM
As an extension of the COSMIC Science Peer Support program, Women in Science Defining
Our Moments (WISDOM) provides support to incoming first-year women within the College
of Science. First-year students receive guidance from upperclass students from similar or
shared interests.
FIRST Program
First-generation college students at Clemson have the opportunity to receive support through
the FIRST program. New first-year and transfer students are able to participate in social
activities and have access to additional peer-led support. First-generation students also have
access to their own student lounge space and speaker series. For more information, visit
PEER andWISE
Underrepresented students and women in engineering and science fields receive the support
they need to accomplish their academic goals. PEER primarily provides support to students
HOW YOU CAN SUPPORT:
AN INCLUSIVE COMMUNITY
• Encourage your student to attend
events related to diversity and
inclusion.
• Ask your student how they are
navigating defining who they are
in this new stage of their life.
• Engage in conversations with your
student about their experiences
developing intercultural competence.
• If you feel your student needs support
in navigating campus due to their
identities, connect with our staff in
the Multicultural Center, Advocacy
and Success or any appropriate
inclusive student excellence program
highlighted in this section.
PARENT TESTIMONIAL
“CONNECTIONS, National Pan-Hellenic
Council, Black History Month and the
Orientation Ambassador Program
immediately come to mind when
we think about what has directly
impacted our daughters’ acclimation
and success at Clemson University.
Our oldest daughter graduated, not
only with her degree, but with a voice
that drips with wisdom, a mind that
considers others and a heart for
service. Our rising sophomore is excited
about getting involved in Women in
Animal and Veterinary Sciences and
PEER/WISE and is even considering
becoming a CONNECTIONS mentor
after having a very positive experience
as a CONNECTIONS mentee. Like her
older sister, she knows that serving
as an Orientation Ambassador this
Summer will afford her the opportunity
to represent students of color who
are considering Clemson as the future
home. We are humbled and grateful
that Clemson continues to foster a
community that is diverse and inclusive
for all students!”
Chris and Leona Dinkins
Blythewood, S.C.