What We are About
The Class of 1956 Academic Success Center Building
In honor of its fiftieth anniversary, Clemson’s Class of 1956 initiated a fundraising campaign for a new building in which to house academic success programs. The building opened in Spring 2012. Dr. Theodore G. Westmoreland, a member of the Class of 1956, also established at $1.5 million endowment to support undergraduate academic success programs. We are most grateful to Dr. Westmoreland and the dedicated alumni from the Class of 1956 for their support!
To empower every Clemson student to achieve his or her fullest potential
To support undergraduate student success by delivering a diverse array of services designed to foster the skills and mindset students need to enhance their learning and achieve their educational goals
- To enhance student learning and development
- To meet the needs of students
- To promote student success, continued enrollment, and graduation
- Increased academic self-efficacy
- Increased commitment to academic achievement
- Increased knowledge of learning strategies
- Adoption of self-management behaviors
- Acquisition of transferable skills
- Adoption of growth mindset, self-management skills, and personal responsibility
- Positive impact on student success indicators
- Increased student satisfaction with ASC services
- Increased participation in ASC services
- Increased engagement in partnerships and collaborative activities
We show students how to engage deeply in learning so they can meet their educational goals and prepare to make a difference not only in today’s world, but also in a world that does not yet exist and in jobs that have not yet been created.
We believe that peer education creates a powerful and effective learning environment for all participants, including the peer leader.
We promote continuous learning and professional development for all of our employees.
2. Student Focus
We believe that every student has the ability to be successful. We create an inclusive environment where every student is valued as a unique individual, feels welcome, and is encouraged to reach his or her goals and ultimate potential.
We utilize a model of holistic care for students by understanding that some challenges require assistance from other resources on campus.
We expect all employees to conduct themselves in a professional manner and to model ethical behavior.
We are committed to being fair and open-minded in our interactions with others and in treating everyone with unconditional positive regard.
We provide effective, data-driven services that allow our students to enhance their learning, achieve their educational goals, and reach their full potential.
We strive to continually improve our services in response to the changing needs of our students, guided by learning center best practices.
We lead through action by equipping students with the tools they need to become independent learners.
We provide opportunities for our undergraduate student employees to develop their mentoring and leadership skills through practice and reflection.
We are committed to being leaders in regional and national learning center communities through active engagement in professional associations and sharing our expertise with fellow learning center colleagues.
We are committed to using our resources wisely.
We thoughtfully and intentionally utilize our resources in the service of our top priority: student learning and success.
We value collaborative learning because it promotes critical thinking, problem solving, and shared experience, as well as fosters real-world team-building relationships.
We value active partnerships with organizations and individuals who share the common goal of enhancing student learning.