| Overall Rating | Silver |
|---|---|
| Overall Score | 61.50 |
| Liaison | Jennifer Goree |
| Submission Date | June 17, 2024 |
Clemson University
PRE-3: Institutional Boundary
| Status | Score | Responsible Party |
|---|---|---|
|
N/A |
Tony
Putnam Director - Utility Services Utility Services |
Institution type:
Institutional control:
A brief description of the institution’s main campus and other aspects of the institutional boundary used to complete this report:
Clemson University, a Carnegie R1 public research institution, embodies a deep commitment to hard work and transformative impact. As a historical land-grant university, Clemson University was established to fulfill the founder’s vision of “a high seminary of learning” to develop the "the material resources of the State" for the people of South Carolina. Nurtured by an abiding land grant commitment, Clemson has emerged as a research university with a global vision.
The university pursues bold goals focused on enhancing the student experience, driving groundbreaking research, and catalyzing positive change, through the support of Clemson Elevate.
With various undergraduate majors and graduate programs, Clemson cultivates purpose-driven individuals across disciplines. Our primary purpose is educating undergraduate and graduate students to think deeply about and engage in the social, scientific, economic, and professional challenges of our times. The foundation of this mission is the generation, preservation, communication, and application of knowledge. Clemson University is additionally dedicated to providing an inclusive college experience with ClemsonLIFE, empowering students with intellectual disabilities that equips them with the skills and confidence needed to lead fulfilling lives.
At its core, Clemson is dedicated to nurturing personal growth, fostering good decision-making, and promoting tolerance and respect.
Beyond the classroom, Clemson offers unparalleled opportunities for experiential learning, internships, study abroad programs, and interdisciplinary collaborations. Our extended campus locations across South Carolina and international sites further enrich the educational landscape, fostering a culture of collaboration and innovation among faculty, students, and staff.
Which of the following features are present on campus and which are included within the institutional boundary?:
| Present? | Included? | |
| Agricultural school | Yes | Yes |
| Medical school | No | No |
| Other professional school with labs or clinics (e.g. dental, nursing, pharmacy, public health, veterinary) | No | No |
| Museum | No | No |
| Satellite campus | Yes | Yes |
| Farm larger than 2 hectares or 5 acres | Yes | Yes |
| Agricultural experiment station larger than 2 hectares or 5 acres | Yes | Yes |
| Hospital | No | No |
The rationale for excluding any features that are present from the institutional boundary:
The CU-ICAR facility will be excluded from the boundary as it conducts industrial testing in addition to any university-related activities. Since its usage is not exclusively for university purposes, it was not included in our boundary assessment, despite the inclusion of satellite campuses.
Additional documentation to support the submission :
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.