About
Contact & Visit
Campus Visits Contact
Contact
Fred Stolarski III
Visit Experience Coordinator
Visit Experience Coordinator
Address
1 Normal Avenue
Montclair, NJ 07042
Montclair, NJ 07042
Phone
973-655-6919
Email
stolarskifr@mail.montclair.edu
Experience College Life
Most Popular Places On Campus
Living Communities
The Heights
John J. Cali School of Music
CELS
Kasser Theater
The Heights
John J. Cali School of Music
CELS
Kasser Theater
Most Popular Places Off Campus
Hamilton House Museum
Israel Crane House
Montclair Art Museum
Lambert Castle
Iris Gardens
Israel Crane House
Montclair Art Museum
Lambert Castle
Iris Gardens
Campus Tours
Campus Visiting Center
Monday - Friday
8:30-4:30
973-655-6919
8:30-4:30
973-655-6919
Campus Tours
Appointment Required: Yes
Dates: Varies
Times: Varies
Average Length: 2 hours
Dates: Varies
Times: Varies
Average Length: 2 hours
On Campus Interview
Campus Interviews
No
Information Sessions
Available
Times
Varies
Faculty and Coach Visits
Dates/Times Available
Arrangements
Contact Athletic Department
Class Visits
Dates/Times Available
Arrangements
Overnight Dorm Stays
Overnight Dorm Stays
Available
Arrangements
Other
Limitations
Multiple registrations not allowed
Transportation
Types of Transportation Available to Campus
Shuttle bus, NJ Transit Train and Bus, Taxi
Newark International Airport
Driving Instructions to Campus
Route 46 (East): Take Valley Road exit at Route 3 junction. Travel south approximately one mile to the Normal Avenue light. Turn right at the light.
Route 46 (West): Take Valley Road exit immediately preceding the Route 3 junction, travel south approximately one mile to the Normal Avenue light. Turn right at the light.
Route 3 (East and West): At the Route 46 junction, take the Valley Road exit south for approximately one mile to Normal Avenue. Turn right at light.
Garden State Parkway North: Take Exit 153B (left lane) to Route 3 West to Valley Road, Montclair exit. Travel south one mile to Normal Avenue light. Turn right at light.
Garden State Parkway South: Exit 154 to Route 46 West to Valley Road, Montclair exit. Travel south one mile to Normal Avenue light, turn right.
New Jersey Turnpike North or South: Take Exit 16W to Route 3 West. Take Valley Road, Montclair exit. Travel south one mile to Normal Avenue light. Turn right at light. (Motorist traveling north on the turnpike south of Exit 11may exit there to the Garden State Parkway North.)
Lincoln Tunnel: Follow to Route 3 West. Follow Route 3 directions above.
George Washington Bridge. Route 80 West to Garden State Parkway South. Follow directions above.
Local Accommodations
Georgian Inn 37 N. Mountain Ave. Montclair, NJ 07042 973-746-7156
Holiday Inn Rt. 46 West, Totowa, NJ 973-785-9000
Howard Johnson 680 Rt. 3, Clifton, NJ 973-471-3800
La Quinta Inn & Suites 265 Rt. 3 East, Clifton, NJ 973-778-6500
Save SchoolAdmissions
Admissions
Overview
Applicants: 23,599
Acceptance Rate: 87%
Average HS GPA: 3.36
GPA Breakdown
13%
4.0
21%
3.75 - 3.99
17%
3.50 - 3.74
15%
3.25 - 3.49
15%
3.00 - 3.24
19%
2.50 - 2.99
Need to boost your grades? We can help.
Learn MoreSAT Test Scores
SAT Evidence-Based Reading and Writing
25th-75th percentile (enrolled students)
480 - 620
SAT Math
25th-75th percentile (enrolled students)
460 - 600
SAT Composite Scores
25th-75th percentile (enrolled students)
920 - 1070
Testing Policies
Standardized testing policy for use in admission
Test Optional
Deadlines
Early Action — December 1
Regular — March 1
Other Admission Factors
Academic
Academic GPA
Selectivity Rating
Get a personalized plan for a competitive application from an admissions expert.
Learn MoreAcademics
Academics
Faculty and Class Information
Student/Faculty
17:1
Total Faculty
2,042
with Terminal Degree
612
1,109
Women
933
Men
395
Minority
62
International
Most frequent class size
20 - 29
Most frequent lab / sub section size
2 - 9
Graduation Rates
Graduate in 4 years
46%
Graduate in 5 years
62%
Graduate in 6 years
65%
Majors
-
AREA, ETHNIC, CULTURAL, GENDER, AND GROUP STUDIES.
Women's Studies.
-
BIOLOGICAL AND BIOMEDICAL SCIENCES.
Biochemistry.
Biology/Biological Sciences, General.
Marine Biology and Biological Oceanography.
Molecular Biology.
-
BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES.
Accounting.
Business Administration and Management, General.
Hospitality Administration/Management, General.
-
COMMUNICATION, JOURNALISM, AND RELATED PROGRAMS.
Advertising.
Communication and Media Studies, Other.
Digital Communication and Media/Multimedia.
Journalism.
Radio and Television.
Speech Communication and Rhetoric.
Sports Communication.
-
COMPUTER AND INFORMATION SCIENCES AND SUPPORT SERVICES.
Computer and Information Sciences, General.
Information Technology.
-
EDUCATION.
Elementary Education and Teaching.
Physical Education Teaching and Coaching.
-
ENGLISH LANGUAGE AND LITERATURE/LETTERS.
English Language and Literature, General.
Writing, General.
-
FAMILY AND CONSUMER SCIENCES/HUMAN SCIENCES.
Family and Consumer Sciences/Human Sciences, General.
Human Development and Family Studies, General.
-
FOREIGN LANGUAGES, LITERATURES, AND LINGUISTICS.
Arabic Language and Literature.
Classics and Classical Languages, Literatures, and Linguistics.
East Asian Languages, Literatures, and Linguistics, General.
French Language and Literature.
German Language and Literature.
Italian Language and Literature.
Latin Language and Literature.
Linguistics.
Spanish Language and Literature.
-
HEALTH PROFESSIONS AND RELATED PROGRAMS.
Athletic Training/Trainer.
Music Therapy/Therapist.
Public Health, General.
Registered Nursing/Registered Nurse.
-
HISTORY.
History, General.
-
LEGAL PROFESSIONS AND STUDIES.
Legal Professions and Studies, Other.
-
LIBERAL ARTS AND SCIENCES, GENERAL STUDIES AND HUMANITIES.
Humanities/Humanistic Studies.
Liberal Arts and Sciences/Liberal Studies.
-
MATHEMATICS AND STATISTICS.
Applied Mathematics.
Mathematics, General.
-
MULTI/INTERDISCIPLINARY STUDIES.
Computational Science.
Multi-/Interdisciplinary Studies, General.
Multi-/Interdisciplinary Studies, Other.
Nutrition Sciences.
Sustainability Studies.
-
PARKS, RECREATION, LEISURE, AND FITNESS STUDIES.
Kinesiology and Exercise Science.
-
PHILOSOPHY AND RELIGIOUS STUDIES.
Philosophy.
Religion/Religious Studies.
-
PHYSICAL SCIENCES.
Chemistry, General.
Geology/Earth Science, General.
Physics, General.
-
PSYCHOLOGY.
Research and Experimental Psychology, Other.
-
PUBLIC ADMINISTRATION AND SOCIAL SERVICE PROFESSIONS.
Public Policy Analysis, General.
Social Work.
Youth Services/Administration.
-
SOCIAL SCIENCES.
Anthropology.
Economics, General.
Geography.
Political Science and Government, General.
Social Sciences, General.
Sociology.
-
VISUAL AND PERFORMING ARTS.
Art/Art Studies, General.
Cinematography and Film/Video Production.
Dance, General.
Drama and Dramatics/Theatre Arts, General.
Fashion/Apparel Design.
Graphic Design.
Industrial and Product Design.
Music Performance, General.
Music, General.
Degrees
Bachelor's
Certificate
Doctoral
Doctoral/Professional
Doctoral/Research
Master's
Post-Bachelor's certificate
Certificate
Doctoral
Doctoral/Professional
Doctoral/Research
Master's
Post-Bachelor's certificate
Career Services
On-Campus Job Interviews Available
Yes
Career Services
Alumni Network
Alumni Services
Interest Inventory
Internships
Regional Alumni
Opportunities at School
Coop
Experiential
Internship
Notable Faculty
Prominent Alumni
Michael Price
Writer
Sam Mills
NFL
Ellyn McColgan
Business
Barbara Brummer
The Nature Conservancy in New Jersey, State Director
Bisa Butler
Artist
Josh Dela Cruz
Host of Nickelodeon?s Blue?s Clues & You
Michael Fratello
Recipient of the 2022 Chuck Daly Lifetime Achievement Award
Careers
Graduation Rates
Graduate in 4 years
46%
Graduate in 5 years
62%
Graduate in 6 years
65%
Career Services
On-Campus Job Interviews Available
Yes
Career Services
Alumni Network
Alumni Services
Interest Inventory
Internships
Regional Alumni
Opportunities at School
Coop
Experiential
Internship
ROI & Outcomes
Tuition & Aid
Tuition & Aid
Dates
Application Deadlines
Required Forms
FAFSA
Financial Aid Statistics
Average Freshman Total Need-Based Gift Aid
$13,389
Average Undergraduate Total Need-Based Gift Aid
$12,874
Average Need-Based Loan
$4,036
Undergraduates who have borrowed through any loan program
67%
Average amount of loan debt per graduate
$39,607
Average amount of each freshman scholarship/grant package
$12,209
Financial aid provided to international students
Yes
Expenses per Academic Year
Tuition (In-State)
$13,710
Tuition (Out-of-State)
$23,070
Required Fees
$1,056
Average Cost for Books and Supplies
$1,240
Tuition / Fees Vary by Year of Study
No
Board for Commuters
$4,008
Transportation for Commuters
$2,430
On-Campus Room and Board
$16,822
Comprehensive Fee
Available Aid
Financial Aid Methodology
Federal
Scholarships and Grants
Need-Based
Need-Based College/University Scholarship or Grant Aid from Institutional Funds
Need-Based Federal Pell
Need-Based Private Scholarships
Need-Based SEOG
Need-Based State Scholarships
Non-Need-Based
Institutional non-need-based scholarship or grant aid is available
Federal Direct Student Loan Programs
Direct PLUS Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans
Federal Family Education Loan Programs (FFEL)
State Loans
Is Institutional Employment Available (other than Federal Work Study)
Yes
Direct Lender
No
Student Body
Student Body
Overall
Student Body Profile
Total Undergraduate Enrollment
18,062
Foreign Countries Represented
106
Demographics
6.26%
Asian
13.07%
Black
38.58%
Hispanic
33.33%
Caucasian
4.87%
Unknown
1.15%
International
59% female
41% male
4% are out of state
90% are full time
10% are part time
Campus Life
Campus Life
Overview
Campus Life
Undergrads living on campus
28%
Help finding off-campus housing
No
First-Year Students living on campus
39%
Campus Environment
Suburban
96/99
Housing Options
Apartment Single
Disabled Student
Dorms Coed
Disabled Student
Dorms Coed
Dorms Female
International Student
Theme Housing
International Student
Theme Housing
Special Needs Admissions
Program / Service Name
Disability Resource Center
Type of Program
For all students with disabilities
Director
Meghan Hearns
College Entrance Tests Required
No
Interview Required
No
Documentation Required for LD
Testing needs to be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, the domains addressed must include, but are not limited to, the following: Aptitude: A complete intellectual assessment with all subtests and standard scores reported. The preferred instrument is the Wechsler Adult Intelligence Scale III. Achievement: Current levels of functioning in reading, mathematics, and written language are required. A comprehensive academic achievement battery, with all subtests and standard scores reported, is essential. The Woodcock-Johnson Psycho-Educational Battery ? Revised: Tests of Achievement is preferred. Information Processing: Specific areas of information processing (e.g., short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed) should be assessed. Information from the Woodcock-Johnson: Tests of Cognitive Ability may be used to address these areas. This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas, such as vocational interests and aptitudes. A complete WJ-III is also acceptable providing that it covers all of the above domains. Testing must be current. Because the provision of reasonable accommodations and services is based upon assessment of the current impact of the student?s disabilities on her/his academic performance at the postsecondary level, it is in the student?s best interest to provide recent and appropriate documentation. Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, individuals with learning disabilities are guaranteed certain protections and rights of equal access to programs and services. In the interest of assuring that LD documentation is appropriate to verify eligibility and to support requests for accommodations, academic adjustments and/or auxiliary aids, the following guidelines have been adopted from the Association on Higher Education and Disability (AHEAD) and established for Montclair State University. I. Qualifications of the Evaluator Professionals conducting assessments, rendering diagnoses of learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Training and experiencing in working with an adult population is essential. The following professionals would generally be considered qualified to evaluate specific learning disabilities: trained and certified and/or licensed psychologists, educational psychologists, learning disabilities specialists (LDTCs), and other professionals. II. Documentation Testing needs to be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, the domains addressed must include, but are not limited to, the following: 1. Aptitude: A complete intellectual assessment with all subtests and standard scores reported. The preferred instrument is the Wechsler Adult Intelligence Scale III. 2. Achievement: Current levels of functioning in reading, mathematics, and written language are required. A comprehensive academic achievement battery, with all subtests and standard scores reported, is essential. The Woodcock-Johnson III is preferred. 3. Information Processing: Specific areas of information processing (e.g., short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed) should be assessed. Information from the Woodcock-Johnson III may be used to address these areas. This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas, such as vocational interests and aptitudes. A complete WJ-III is also acceptable providing that it covers all of the above domains. Testing must be current. Because the provision of reasonable accommodations and services is based upon assessment of the current impact of the student’s disabilities on her/his academic performance at the postsecondary level, it is in the student’s best interest to provide recent and appropriate documentation. III. Substantiation of the Learning Disability Documentation should validate the need for services based on an individual’s current level of functioning. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing, and a diagnosis. The evaluation must provide clear and specific evidence that a learning disability does or does not exist. Individual “learning styles” and “learning differences,” in and of themselves, do not constitute a learning disability. It is important to rule out alternative explanations for problems in learning such as emotional, attention or motivational problems that may be interfering with learning but do not constitute a learning disability. The diagnostician is expected to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of terms such as “suggests” or “is indicative of.” If the data indicate that a learning disability is not present, the evaluator should state that conclusion in the report. A well-written diagnostic summary based on a comprehensive evaluation is also a necessary component of the report. The clinical summary should include: 1. A written summary of background information about the student’s educational, medical, and family histories that relate to the learning disability; 2. Demonstration that the evaluator has ruled out alternative explanations for academic problems as a result of poor education, poor motivation and/or study skills, emotional problems, attention problems, and cultural or language differences; 3. Indication of how patterns in the student’s cognitive ability, achievement and information processing reflect the presence of a learning disability; 4. Indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it impacts the individual at the postsecondary level for which the accommodations are being requested; 5. Indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated; and 6. An addendum of scores. The report should be printed on letterhead, signed and dated. Credentials of the evaluator should be included. IV. Recommendations for Accommodations The diagnostic report should include specific recommendations for accommodations, as well as an explanation as to why each accommodation is recommended. A description of any accommodation or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student’s current need for accommodations must be provided. It is important to recognize that accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of an accommodation does not, in and of itself, warrant the provision of a similar accommodation at the postsecondary level. Final determination for providing appropriate and reasonable accommodations rests with the institution.Documentation Required for ADHD
Documentation for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) must be from an appropriate professional with comprehensive training in differential diagnosis as well as direct experience working with adolescents and adults with ADD/ADHD. Professionals considered qualified to evaluate and diagnose ADD/ADHD include clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors, such as neurologists. The diagnostic report should be typed and submitted on official letterhead with name, title, professional credentials, address, and phone/fax numbers of the evaluator. The documentation must include: A specific diagnosis of ADD or ADHD based on DSM-IV diagnostic criteria, date of the current diagnostic evaluation, and the date of the original diagnosis. Evidence of current impairment. An assessment of the individual?s presenting symptoms and evidence of current hyperactive or inattentive behaviors that significantly impair functioning must be provided. Relevant developmental, medical and medication history, a thorough academic history, and a review of prior psycho-educational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems should be included. A summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. Diagnostic assessment must consist of more than a self-report. Possible data sources include results from the Continuous Performance Test, the T.O.V.A., Trail Making Test, or a neuropsychological evaluation. Assessments such as checklists and rating scales are valuable, but should not be used as the sole criterion for a diagnosis of ADD/ADHD. Evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the ADD/ADHD diagnosis. Neurological or psycho-educational assessment may be necessary in order to determine the current impact of the disorder on the individual?s ability to function in an academic setting and to establish eligibility for classroom accommodations, including alternative testing, note-takers, etc. Such data should include subtest and standard scores. An indication of whether or not the student was evaluated while on medication and the degree to which the prescribed treatment reduces the level or degree of impairment. A clinical summary which: (a) indicates the substantial limitation to a major life activity posed by the disability, (b) describes the extent to which these limitations would impact the student in an academic setting, (c) suggests how the specific effects of the disability may be accommodated, and (d) states how the effects of the ADD/ADHD are mediated by the recommended accommodations. In order to establish eligibility as an individual with a disability, the student must submit documentation that is comprehensive, clearly specifies the presence of a disability, and is appropriate to the post-secondary setting. Any specific recommendations for accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment. Accommodations and academic adjustments cannot be implemented until the student’s documentation meets these criteria. Prior history of having received an accommodation does not, in and of itself, warrant or guarantee its continued provision. An Individualized Education Plan (IEP) or 504 Plan is not sufficient documentation of a disability. Documentation for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) must be from an appropriate professional with comprehensive training in differential diagnosis as well as direct experience working with adolescents and adults with ADD/ADHD. Professionals considered qualified to evaluate and diagnose ADD/ADHD include clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors, such as neurologists. The diagnostic report should be typed and submitted on official letterhead with name, title, professional credentials, address, and phone/fax numbers of the evaluator. The documentation must include: • A specific diagnosis of ADD or ADHD based on DSM-IV diagnostic criteria, date of the current diagnostic evaluation, and the date of the original diagnosis. • Evidence of current impairment. An assessment of the individual’s presenting symptoms and evidence of current hyperactive or inattentive behaviors that significantly impair functioning must be provided. • Relevant developmental, medical and medication history, a thorough academic history, and a review of prior psycho-educational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems should be included. • A summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. Diagnostic assessment must consist of more than a self-report. Possible data sources include results from the Continuous Performance Test, the T.O.V.A., Trail Making Test, or a neuropsychological evaluation. Assessments such as checklists and rating scales are valuable, but should not be used as the sole criterion for a diagnosis of ADD/ADHD. • Evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the ADD/ADHD diagnosis. • Neurological or psycho-educational assessment may be necessary in order to determine the current impact of the disorder on the individual’s ability to function in an academic setting and to establish eligibility for classroom accommodations, including alternative testing, note-takers, etc. Such data should include subtest and standard scores. • An indication of whether or not the student was evaluated while on medication and the degree to which the prescribed treatment reduces the level or degree of impairment. • A clinical summary which: (a) indicates the substantial limitation to a major life activity posed by the disability, (b) describes the extent to which these limitations would impact the student in an academic setting, (c) suggests how the specific effects of the disability may be accommodated, and (d) states how the effects of the ADD/ADHD are mediated by the recommended accommodations.Special Need Services Offered
Calculator allowed in exams
Yes
Dictionary allowed in exams
Yes
Computer allowed in exams
Yes
Spellchecker allowed in exams
Yes
Extended test time
Yes
Scribes
Yes
Proctors
Yes
Oral exams
Yes
Notetakers
Yes
Distraction-free environment
Yes
Accommodation for students with ADHD
Yes
Reading machine
Yes
Other assistive technology
Yes
Student Activities
Registered Student Organizations
103
Number of Honor Societies
Number of Social Sororities
18
Number of Religious Organizations
3% join a fraternity
3% join a sorority
Sports
Athletic Division
Division III
Men's Sports (Red Hawks)
9 Sports
Baseball
Basketball
Diving
Football
Lacrosse
Soccer
Swimming
Track Field Indoor
Track Field Outdoor
Basketball
Diving
Football
Lacrosse
Soccer
Swimming
Track Field Indoor
Track Field Outdoor
Women's Sports (Red Hawks)
10 Sports
Basketball
Diving
Field Hockey
Lacrosse
Soccer
Softball
Swimming
Track Field Indoor
Track Field Outdoor
Volleyball
Diving
Field Hockey
Lacrosse
Soccer
Softball
Swimming
Track Field Indoor
Track Field Outdoor
Volleyball
Student Services
Day Care
Health
Womens Center
LGBT Support Groups
Health
Womens Center
LGBT Support Groups
Minority Support Groups: Within the Department of Earth and Environmental Studies in CSAM, there is also a program specifically geared towards minority to allow them to pursue studies and careers in science, math and engineering. ?The College of Science and Mathematics will take a leadership role in the Louis Stokes Alliances for Minority Participation (LSAMP) grant, a
program funded by the National Science Foundation to increase the
quality and quantity of students who successfully complete a degree in the STEM disciplines (Science, Technology, Engineering and Mathematics?
Sustainability
84/99
School Has Formal Sustainability Committee
Yes
School employs a sustainability officer
Yes
Public GHG inventory plan
Yes
Available Transportation Alternatives
Bike Share
Yes
Car Sharing Program
Yes
Incentives Or Programs To Encourage Employees To Live Close To Campus
No
School Adopted A Policy Prohibiting Idling
Yes
School Developed Bicycle Plan
Yes
Campus Security Report
Campus Security Report
The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.
Please visit The Princeton Review’s page on campus safety for additional resources: http://www.princetonreview.com/safety
The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education: https://ope.ed.gov/campussafety/#/
Other Information
Campus-wide Internet Network
Yes
% of Classrooms with Wireless Internet
100
Fee for Network Use
No
Partnerships with Technology Companies
Yes
Personal computer included in tuition for each student
No
Discounts Available with Hardware Vendors
Yes
Description
https://www.montclair.edu/alumni/benefits-and-services/discounts/
Wellness Program/Clinical Offerings
Institution has a mental health/wellness program that makes counseling, referral, and well-being services available to all students
Not Reported
Mental Health Website
Not Reported
Education & Training
Types of training available for students and faculty/staff
Program
Availability
Not Reported
Not Reported
Not Reported
Not Reported
Not Reported
Engaging the Whole Campus
Institution has a Chief Behavioral Health Officer (and/or Chief Wellness Officer)
Not Reported
Peer-to-Peer
Institution has peer-to-peer offerings relating to mental health
Not Reported
Residential Life
Institution incorporates mental health and wellness into the residential experience
Not Reported
Student Orientation
Students who are provided an opportunity to participate in mental-health-orientation activities
First-year students
Not Reported
Incoming transfer students
Not Reported
Returning students
Not Reported
Entering graduate students
Not Reported
Mental Health in the Curriculum
The institution offers for-credit mental health/well-being education for students
Not Reported
The institution offers non-credit mental health/well-being education for students
Not Reported
Off-Campus Offerings
Institution offers referrals to off-campus counseling services
Not Reported
Health and Counseling Center Accreditation
Institution's counseling center is accredited
Not Reported
Accrediting body
Not Reported
Taking and Returning from Medical Leave
Institution has an official support program in place for students returning from mental health leave of absence
Not Reported
Counseling Demand
Number of months a year counseling center is open and fully staffed
Not Reported
