Graduate Study
Graduate study is much more than a continuation of undergraduate
work. Its true spirit is one of inquiry and the desire to add to human
knowledge. Graduate study therefore should be contemplated only by students
who have already demonstrated in their undergraduate programs unusual
intellectual attainments and the power of independent thought and investigation.
A great university is distinguished by the quality and dedication of its faculty, the excellence of its graduates and the pursuit of new knowledge through research and scholarship. Graduate education is a core mission of a research university. The unique nature of graduate education is its contribution to new knowledge through research and the integration of that knowledge through education and public service grounded in research. The presence of rigorous graduate programs enhances the quality of instruction available to all students.
Today graduate education is more crucial than ever before because the global economy is knowledge-based. In order to survive and thrive, we need ever-increasing amounts of knowledge, and that means graduate education. The well-being of South Carolina's economy, and of our society, depends on producing a sufficient number of well-educated and well-trained graduate students in a variety of fields.
The Graduate School
The purpose of the Graduate School is to promote superior research and scholarship and provide the highest levels of education and training for students who may pursue careers in academia, government, the nonprofit sector, business and industry. The mandate of the Graduate School is to assist departments in recruiting and supporting outstanding students who will be capable of continual inquiry into fundamental questions in their fields and who can communicate clearly their findings through research, scholarship, teaching and service.
The Graduate School coordinates University-wide efforts in graduate education and is responsible for policies and standards governing graduate education. Clemson University's Graduate School administers all graduate programs of the University. Clemson University offers 37 doctoral, 65 master's and one educational specialist degree(s) across 66 fields of study. The Graduate School oversees University fellowships and assistantships for graduate students.
Seven goals guide the day-to-day operations of the Graduate School. These are to:
- assist in recruitment and retention of a diverse group of scholars;
- maintain uniformly high standards across all programs and evaluate degree programs;
- serve as a mediator for the graduate community;
- establish and promote a scholarly environment at all levels of inquiry;
- facilitate graduate program development and assist and coordinate interdisciplinary programs;
- develop and increase sources of financial support for graduate students; and
- advocate and promote the well being of graduate education.
Administrative Mission
It is the administrative mission of the Graduate School to serve the unique needs of the students, faculty, staff and the general public. Through efficient systems, the Graduate School encourages success by providing accurate information in a friendly and supportive environment. The Graduate School upholds quality, academic and professional standards and provides guidance to facilitate the accomplishment of Clemson University's broader mission of teaching, research and public service.
The Graduate School unifies administrative procedures concerning all graduate work at Clemson University. This includes graduate admission policies, preparation and publication of theses and dissertations, graduate matriculation policies, fellowship and assistantship awards and the granting of degrees.
Five Graduate School units support these functions: Administration, Graduate Admissions, Enrolled Student Services, Publications and Marketing, and Graduate Fellowships and Assistantships.
Academic Mission
The academic mission of the Graduate School is to foster excellence in scholarship and research and to ensure the highest quality and diversity of graduate education in keeping with the land-grant mission of teaching, research, and public service.
University Graduate Council
University faculty provide direction for the Graduate School through the Graduate Council. The council provides oversight for policy and procedural implementation related to graduate education; receives, stimulates and originates proposals for the development of graduate education; reviews, considers and disseminates recommendations from its constituent committees; and approves and forwards recommendations to the Academic Council. The Graduate Council has six committees: Graduate Advisory, Graduate Curriculum, Admission and Continuing Enrollment, Fellowship and Awards, Grievance, and Academic Integrity.
The purpose, roles and compositions of the subcommittees are prescribed by the Faculty Manual. The Admissions and Continuing Enrollment Committee address concerns related to admission procedures and dismissals from graduate programs. Fellowships and Awards selects recipients for University-wide fellowships and graduate awards. The role of the Grievance Committee is outlined in detail in the section on Appeals and Grievances. The Graduate Curriculum Committee acts for the faculty in reviewing all proposals for curricular changes and recommends such changes to the provost. The committee is comprised of the graduate dean, as a nonvoting chairperson, and faculty elected from academic college graduate curriculum committees. The committee is guided by all applicable University rules and regulations and by the policies established by the Academic Council. The Graduate Curriculum Committee meetings are open to all graduate students and faculty.
Graduate School Administration
Administration
Doris Helms, PhD, Vice President for Academic Affairs and Provost
J. Bruce Rafert, PhD, Dean of the Graduate School
Frankie Felder, EdD, Associate Dean of the Graduate School
Steve Creager, PhD, Associate Dean
Valorie Troesch, J.D., Associate Dean
Brian Cass, Information Technology Consultant
Aija Seflic, Administrative Assistant
Roberta Mercadante, Administrative Assistant
Graduate Fellowships and Assistantships
Brenda
J. Goodman
Sandra Witt
Publications, Marketing, Theses and Dissertations
Jill Bunch Barnett
Database Administration, Statistical Reporting
Kaye Rackley
Graduate Student Government
The mission of the Graduate Student Government (GSG) is to represent the interests of all graduate students at Clemson University in four vital focus areas:
- Involvement - to encourage graduate student participation in the
University process;
- Communication - to act as the liaison between the University and
graduate students with an emphasis on honest and open communication;
- Collaboration - to promote the efforts of graduate students and the
University into one united mission of making the Clemson experience
one of quality education and reward; and
- Development - to provide participatory learning experiences that allow for the enhancement of graduate students' academic, civic, social and professional development.
The GSG is composed of all graduate students at Clemson University. Its Senate consists of one representative from each academic department. The Executive Board consists of the president, vice president, secretary, treasurer and chairs of the GSG committees. In addition, there are board seats for the executive assistant, the news editor and the assistant news editor.
The GSG elects representatives to various University boards, commissions, committees or councils that solicit graduate student opinions. GSG also participates in the planning and implementation of Graduate Student Orientation and the Graduate Student Research Forum. Contact GSG via email at gsg@clemson.edu.
Research and Graduate Studies
Sponsored Program Office
Founded as a land-grant college dedicated to expanding the frontiers of knowledge to solve the problems of mankind, Clemson University is ranked among the top 30 universities in the United States in terms of revenue from patents and licenses. Ongoing research initiatives throughout the University are critical to maintaining America's competitiveness in a global marketplace and keeping our industries on the leading edge of progress. The Sponsored Programs Office coordinates the following activities:
- sponsored research;
- educational services;
- public service proposals to outside agencies;
- patent disclosures, applications and negotiations of licensing agreements;
- facility security clearance.
Information and assistance are available on applications for research support from federal and state agencies, industrial organizations, foundations and institutes, as well as fellowships of interest to the faculty.
The chief research officer and senior vice provost for research and graduate studies oversees all aspects of campus research, providing advice on University research activities and administrative support for the internal funding of annual faculty research grants and awards.
Oak Ridge Associated Universities
Since 1952, students and faculty of Clemson University have benefited from its membership in Oak Ridge Associated Universities (ORAU). ORAU is a consortium of 85 colleges and universities and a contractor for the U.S. Department of Energy (DOE) located in Oak Ridge, Tenn. ORAU works with its member institutions to help their students and faculty gain access to federal research facilities throughout the country; to keep its members informed about opportunities for fellowship, scholarship and research appointments; and to organize research alliances among its members.
Through the Oak Ridge Institute for Science and Education (ORISE), the DOE facility that ORAU operates, undergraduates, graduates, postgraduates, as well as faculty enjoy access to a multitude of opportunities for study and research. Students can participate in programs covering a wide variety of disciplines including business, earth sciences, epidemiology, engineering, physics, geological sciences, pharmacology, ocean sciences, biomedical sciences, nuclear chemistry and mathematics. Appointment and program length range from one month to four years. Many of these programs are especially designed to increase the numbers of underrepresented minority students pursuing degrees in science and engineering-related disciplines.
A comprehensive listing of these programs and other opportunities, their disciplines, and details on locations and benefits can be found in the ORISE Catalog of Education and Training Programs, which is available at see.orau.org or by calling either of the contacts below.
ORAU's Office of Partnership Development seeks opportunities for partnerships and alliances among ORAU's members, private industry and major federal facilities. Activities include faculty development programs, such as the Ralph E. Powe Jr. Faculty Enhancement Awards, the Visiting Industrial Scholars Program, consortium research funding initiatives, faculty research and support programs as well as services to chief research officers.
For more information about ORAU and its programs, contact:
Joseph W. Kollis, Interim Associate Dean for Research and Graduate Studies and ORAU Councilor for Clemson University
Monnie E. Champion, ORAU Corporate Secretary at (864) 576-3306; or
Visit ORAU's website at www.orau.org.
South Carolina Agriculture and Forestry Research System
Since 1886, researchers at the South Carolina Agriculture and Forestry Research System (SCAFRS) have been addressing the problems of agriculture, agribusiness, and the physical and social environment. In addition to the major activities of the SCAFRS on the Clemson University campus, research facilities are located in Blackville, Florence, Charleston, Columbia and Georgetown.
The mission of the SCAFRS is to develop knowledge through research that will provide information South Carolina citizens need to make intelligent decisions on matters concerning agriculture, forestry, natural resources and the environment. Scientists cooperate with researchers in other states and throughout the world to create a better standard of living for South Carolinians by enhancing their use of natural resources. Over the years, scientists have worked in food development and improvement, farming techniques and packaging of biological materials. They continue to work in the new scientific areas of genetic engineering and computer information.
The SCAFRS has an annual budget of more than $32 million, which supports the efforts of more than 145 research faculty and more than 230 support personnel. Graduate students use SCAFRS facilities in their research and educational programs.
Research Centers and Institutes
Clemson University operates several institutes and centers dedicated to teaching and research in specific disciplines. These centers encourage faculty from several academic departments to bring their research skills to bear on multidisciplinary problems and issues. Two such programs are highlighted below.
The Robert H. Brooks Research Institute for Sports Science
Founded in 1994 through a $2.5 million pledge from alumnus Robert H. Brooks, the Brooks Research Institute exists to support interdisciplinary teaching, research and student learning opportunities in the thriving sports, recreation and leisure industries. The Brooks Institute is distinctive for its focus on the study of sports from a technological, managerial and cultural perspective as opposed to the physiological and psychological aspects of individual sports participation.
The institute was established in memory of four members of Brooks' organization who were killed in an airplane crash en route to a NASCAR race in 1993 - including Brooks' son, Mark, and team driver, Alan Kulwicki. The gift established endowments that, when fully funded, will support:
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The Brooks Research Institute operating fund;
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A motorsports program operating fund;
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The Mark Brooks Professorship of Sports Management;
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The Dan Duncan Professorship of Sports Marketing;
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The Charlie Campbell Professorship of Sports Communication.
The goals of the institute are to:
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support an interdisciplinary focus on sports science that incorporates the broad areas of engineering and science, business and marketing, arts and communication, health and rehabilitation, and humanities and social science;
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facilitate faculty work in cross-disciplinary teams;
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provide sports-related academic courses, hands-on research opportunities, cooperative education and internship opportunities for undergraduate and graduate students; and
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promote career opportunities for Clemson graduates in the sports industry.
In its brief history, the Brooks Research Institute has led to:
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development of the nation's first motorsports engineering academic program, which provides research and testing for race teams, suppliers, raceway sponsors and sports-related businesses, as well as educational opportunities for students;
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a two-year partnership with Ford that provided $600,000 for internships and student projects with NASCAR Winston Cup teams. The program also has partnerships with BMW and DaimlerChrysler;
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an agreement with the National Hot Rod Association to develop a broad range of cooperative programs including internships and cooperative education opportunities for Clemson students, science youth outreach programs and scholarships;
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a project funded by the Clemson Athletic Department for sports marketing students to conduct attitudinal research with Clemson football fans to determine their perceptions of what the University is doing well and what it can do better to serve its audience;
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internships for Clemson students with major area and national sports organizations; and
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the establishment of the Clemson Motorsports Foundation as a subset of the Clemson University Foundation to facilitate and manage partnerships and funding agreements between Clemson and corporations interested in motorsports.
In June of 1999, Raymond Don Rice was appointed director of the Brooks Institute. Mr. Rice has over 20 years experience in the areas of motorsports, golf and thoroughbred horse racing. Rice has added golf and equine sports to the motorsports emphasis of the institute and will expand into other nontraditional sports as time and opportunities arise.
Since beginning as director of the Brooks Institute, Rice has secured research programs with Michelin Tire Company, Kentucky Motor Speedway, and NASCAR teams. He currently is in the process of informing industry of Clemson University's prominence in motorsports as well as the other disciplines.
He has proposed programs to the thoroughbred horse industry through the use of equine drugs patented by Clemson University that will make a major impact on that industry. Rice is on the Clemson University committee that has earned a Professional Golf Management School sanction from the PGA. He has obtained commitments from golf industry partners for their employment of graduates of that program. Other motorsports programs initiated will be announced in the near future.
Center for International Trade (CIT)
The Center for International Trade (CIT) is one of Clemson's newest research centers. Established by the South Carolina Commission on Higher Education in 1999, its mission is to support teaching, research and outreach activities pertaining to international trade at Clemson University and throughout the state, region and nation. The CIT serves as the home for a wide range of interdisciplinary initiatives designed to: (1) enhance the education of Clemson students; (2) foster research on important issues and policies pertaining to international trade; and (3) increase the competitiveness of partners in business and industry by improving their effectiveness in conducting international trade activities. Specific objectives of the CIT are:
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to promote a significant level of integration of issues and perspectives pertaining to international trade and the global economy in the academic programs offered within the university;
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to foster and support relevant scholarly research on international trade; and
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to cultivate partnerships with business and industry and with government organizations that support the expansion of international trade as a means of enhancing economic development within the state of South Carolina and the nation.
Teaching Mission
College graduates in all disciplines increasingly face the prospect of employment by companies that engage in international trade. To prepare students to carry out their professional responsibilities in a global environment, Clemson University must ensure that they are systematically exposed to international perspectives throughout the curriculum. The CIT is a major catalyst for the University's efforts to further this essential academic objective. To promote Clemson University's mission of infusing a global perspective in the curriculum, the CIT facilitates the development of course modules for existing courses and new courses that focus on international trade and the global economy.
Research Mission
The CIT serves as the focal point for fostering and supporting interdisciplinary research on all aspects of trade in the global economy. Drawing on expertise throughout the University, the CIT strives to cultivate opportunities for faculty and students to address questions and problems pertaining to international commerce. The center's research focuses on such topics as international market analysis; assessing resources in South Carolina that can be used to expand international trade; trade policies, regulations, and barriers; and economic development through international trade. An important thrust of the CIT is seeking external funding for its research projects.
Outreach Mission
The CIT aims to promote economic development in South Carolina by exploring opportunities for international trade, assisting firms attempts to enter international markets and helping companies prepare for the challenges of operating in the global economy. These objectives are met in part through collaboration with a number of significant organizations that are involved in promoting international trade for S.C. companies. These include the S.C. Department of Commerce, the S.C. Export Consortium, the Upstate Trade Council and similar organizations across the state, World Trade Centers, and other colleges and universities in the state. Pursuing the outreach mission of the CIT provides a host of clinical experiences for students and faculty, while addressing the needs of S.C. business firms.
The CIT is also active in fostering professional dialogue about issues pertaining to international trade. Through its sponsorships of seminars, symposia, and professional conferences, the CIT brings together representatives from diverse international communities to present research and exchange ideas about conducting business in the global economy. An example of this is the Bank of America/Clemson Global Forum, which is supported by a major gift to Clemson University from Bank of America.
Currently participating in the CIT are members of the faculties of the the College of Agriculture, Forestry and Life Sciences; the College of Architecture, Arts and Humanities; the College of Business and Behavioral Science; and the College of Engineering and Science.
Clemson University Libraries
Clemson's main library, the Robert M. Cooper Library, is located at the center of campus and provides students with a variety of services and up-to-date collections. More than 1.6 million items are available as books, periodicals, microforms, government publications and electronic materials.
In addition to the Cooper Library, the University Libraries include the Emery A. Gunnin Architectural Library in Lee Hall and the Special Collections Unit located in the Strom Thurmond Institute Building. These branch libraries contain materials dealing with the special nature of their programs. A small reading room containing periodical literature related to chemistry is located in the Hunter Chemistry Laboratory. Detailed information regarding facilities, hours of operation, loan privileges, policies and fine regulations is available at the circulation and reference desks and on the Libraries' Web site at www.lib.clemson.edu.
Access to the Libraries' collections is provided through the Online Libraries Catalog, a part of the Libraries' CU Explorer system. To assist in finding journal and newspaper articles, the Libraries have provided access to a number of electronic indexes, several of them providing access to full-text journals online. CU Explorer is accessible from most computers on campus as well as through dial-up access. Among the regular services the Libraries offer are circulation, reference, interlibrary loan, class instruction, tours and photocopiers. The Cooper Library houses two open computer laboratories. Assistance is available at the reference desk.
Computing Resources
Computing Facilities
The Division of Computing and Information Technology (DCIT) supports the computing activities of students and employees with an extensive network of computers. DCIT maintains several computer labs throughout the campus. The labs contain high-end PCs and laser printing equipment. Students have access to the Internet and to email, word processing and spreadsheet applications. DCIT also provides students and faculty members services through the Collaborative Learning Environment (CLE). The CLE facilitates the use of technology in teaching and research by offering a broad range of tools and resources. Access to CLE services for each course section is automatically maintained through the class enrollment system.
An extensive array of computer hardware is housed at the Information Technology Center (ITC) in the Clemson Research Park. DCIT operates a statewide computing network incorporating processors from a variety of vendors. The major general purpose computers are an HDS Pilot 25 computer with one gigabyte of memory and 215 gigabytes of EMC storage running the OS/390 operating system and a SUN E3000 UNIX system. A host of Novell and SUN servers provide computing resources for client-server computing. Approximately 17,000 PCs and workstations are connected to the campus network backbone. This network connects all on-campus buildings and also provides connectivity to the University's Cooperative Extension offices in all 46 S.C. counties. High-speed off-campus peering to Internet2 and other research sites is provided through an ATM connection to the Abilene network at Georgia Tech's SoX GigaPOP. The University's high-speed commodity Internet connection provides connectivity with all other Internet sites.
The University's network backbone is composed of 18 enterprise-class Cisco routers and switches (Cisco 7500s, 6500s and 5500s), which are interconnected with Gigabit Ethernet, Fast Ethernet, FDDI and ATM, all running over fiber-optic cable. This core backbone connects to smaller building network distribution switches, which provide network connectivity to the desktop.
A high-performance computing environment is provided in the form of a SUN E6000 with four gigabytes of memory, 16 336MHz processors and 135 gigabytes of RAID disks.
Computer training is available to all faculty, students and employees as part of regular University courses, through short courses and through special training programs.
Collaborative Learning Environment (CLE)
The guiding mission of the Collaborative Learning Environment is to facilitate active learning and collaboration throughout the Clemson University campus. As a campus-wide initiative, the CLE's goal is to provide technological support and service in the form of accessible networking space, computer training and state-of-the-art lab facilities.
The three core components that comprise the CLE mission are described below.
Class Workspace - The class workspace is network space that faculty and students can use to share resources, to communicate and to post/retrieve class assignments. Additionally, the CLE class workspace includes user tools to facilitate instructional and learning tasks.
Faculty and Graduate Student Training - The CLE includes a comprehensive training curriculum to introduce faculty and graduate students to alternative instructional strategies to improve the teaching/learning process. The CLE curriculum includes basic courses to familiarize faculty with the tools and services of the lab and CLE network. Multimedia and Web development courses are also available to help faculty develop discipline-specific multimedia applications.
Faculty Development and Training Labs - The CLE faculty development lab is in 131 Brackett Hall. This lab houses the necessary hardware, media and software to support faculty in their collaborative learning endeavors. A fully equipped smart classroom training lab is provided in 112 Brackett Hall, and schedules include one- to two-hour sessions and some half-day sessions. Special seminars hosted by faculty peers are offered, as well as additional seminars and workshops with guest speakers. Consulting and one-on-one help is provided.
Clemson University Policy on Information Resources for Students
Clemson University computing resources are the property of Clemson University, to be used for University-related business. Students have no expectation of privacy when utilizing University computing resources, even if the use is for personal purposes. The University reserves the right to inspect, without notice, the contents of computer files, regardless of medium, the contents of electronic mailboxes and computer conferencing systems, systems output, such as printouts, and to monitor network communication when:
- it is considered reasonably necessary to maintain or protect the integrity, security or functionality of University or other computer resources or to protect the University from liability;
- there is reasonable cause to believe that the users have violated this policy or otherwise misused computing resources;
- an account appears to be engaged in unusual or unusually excessive activity; or
- it is otherwise required or permitted by law.
Use of University computing resources, including
network facilities, account numbers, data storage media, printers, plotters,
microcomputer systems and software for computing activities other than
those authorized by the University is strictly prohibited. Unauthorized
use of such resources is regarded as a criminal act in the nature of
theft and violators are subject to suspension, expulsion and civil and
criminal prosecution.
The following are examples of misuse of computing resources:
- unauthorized duplication, distribution or alteration of any licensed software. This includes software licensed by the University and licensed software accessed using the computing networks;
- attempting to gain unauthorized access to any computing resource or data, at Clemson or anywhere on the Internet, or attempting to disrupt the normal operation of any computing resource or network;
- attempting to use another student's or employee's computer account or data without their permission;
- using the University electronic mail system to attack other computer systems; falsifying the identity of the source of electronic mail messages; sending harassing, obscene or other threatening electronic mail; attempting to read, delete, copy or modify the electronic mail of others without their authorization; sending, without official University authorization, "for-profit" messages, chain letters or other unsolicited "junk" mail;
- knowingly infecting any computing resource with a software virus;
- tampering with the University computer network or building wiring or installing any type of electronic equipment or software that could be used to capture or change information intended for someone else;
- participating in a "denial of service" attack on any other computer, whether on or off campus; and
- using University computing or network resources for personal gain or illegal activities such as theft, fraud, copyright infringement, sounds or video recording piracy or distribution of child pornography or obscenities.
Any suspected violations of this policy or any other misuse of computer resources by students should be referred to the Office of Judicial Services. That office will investigate the allegations and take appropriate disciplinary action. Violations of law related to misuse of computing resources may be referred to the appropriate law enforcement agency.
Notwithstanding the above, the Division of Computing and Information Technology may temporarily suspend, block or restrict access to an account, independent of University disciplinary procedures, when it appears reasonably necessary to do so in order to protect the integrity, security or functionality of the University or other computer resources, to protect the University from liability, or where the emotional or physical well-being of any person is immediately threatened. When DCIT unilaterally takes such action, it will immediately notify the account holder of its actions and the reason therefore in writing. The account holder may appeal the action taken by DCIT in writing to the vice provost of the Division of Computing and Information Technology.
Access will be restored to the account holder whenever the appropriate investigative unit of the University determines that the protection of the integrity, security or functionality of the University or other computer resources has been restored and the safety and well-being of all individuals can reasonably be assured, unless access is to remain suspended as a result of formal disciplinary action imposed through the Office of Judicial Services.
