Your Guide to Success in the School of Communications

Whether you’re behind the camera, behind the mic, pitching a campaign, or exploring media trends, you’re stepping into a space where creativity meets professionalism—and where your voice matters.

Welcome to the School of Communications. We’re excited to have you join our community. This guide was developed in collaboration with students, alumni, faculty, and industry professionals to support your success—both academically and professionally. Consider it your go-to resource for navigating the School of Communications and preparing for the opportunities that await you beyond Elon.

As you engage with this guide and your coursework, we encourage you to embrace a growth mindset—the belief that your skills and abilities can develop over time. Mistakes and challenges are a natural part of the learning process, not a reflection of your potential. Every class, project, or piece of feedback is an opportunity to learn, improve, and move forward.

PRO TIP: Take time to read through the entire guide now and refer back to it as questions arise. Whether you’re clarifying expectations around attendance, deadlines, collaboration, or professional communication, this guide is here to help you stay informed and confident.

Respectful and Inclusive School Environment

The School of Communications at Elon University is committed to having a diverse and inclusive program that reflects domestic diversity and a global society. We believe that those entrusted to communicate news, information, persuasion and entertainment in society should understand and reflect the diverse audiences and participants they seek to reach in order to best serve the public good.

We take pride in fostering an environment where everyone feels welcome, respected, and valued. Students, faculty and staff are all responsible for facilitating an inclusive environment that is respectful and supportive of diverse identities and viewpoints and provides equal opportunities for everyone to contribute meaningfully and show up as their authentic selves.

In the School of Communications, we model respect, dignity, and kindness in our interactions.
A few ways to embody this include:

  • Listen actively and be open to understanding different perspectives.
  • Use respectful language when interacting with faculty, staff, and peers.
  • When there is disagreement, ask to learn, not debate.
  • Be trustworthy and honest in your interactions.
  • Recognize and value the need for diversity of thought, background, and experiences in developing your skills as an effective communicator.

Attendance, Deadlines, Accommodations, and Campus Events

Professionals and alumni emphasize the importance of preparing for the professional world by showing up (on time), meeting deadlines for assigned work, and respecting peer and faculty time. The benefits of regularly attending class include building relationships with faculty and peers, better understanding material, improved academic performance, and exposure to different perspectives.

School of Communications Attendance Policy

Students in the School of Communications are expected to attend class. Students are expected to be on time for class and prepared to work. Excessive absence from class shall be grounds for automatic failure of the course, subject to the instructor’s discretion.

“Excessive absence” is defined as missing 20 percent or more of the scheduled classes in a term (e.g., nine absences or more for classes meeting three times a week; five absences or more for classes meeting two times a week). Generally, a student with excessive absence has missed too much content and participation to pass a course.

What is an Excused Absence?

The university’s Faculty Handbook defines two instances where excused absences may be appropriate:

  • Observance of a religious holiday (X27M). Students must complete the university’s online Religious Observance Notification Form within the first three weeks of the semester.
  • “Official institutional functions” (X34H). Institutional programs are required to file with the Registrar a notice of students who may miss class time.

Faculty may adopt additional attendance or tardy policies in their syllabi, which may be more rigorous than the School of Communications attendance policy. Grading and course progress decisions shall be governed by the course syllabus adopted by the instructor of record, provided that the course syllabus is consistent with school and university policies.

When you do miss class, get notes from a peer and let your professor know you will not be there.

Accommodations

If you are a student with a documented disability, please register with the Office of Academic Accommodations and Accessibility, located in the Koenigsberger Learning Center, and schedule a time to meet with your instructor to discuss your accommodations.

  • Register with the Office of Academic Accommodations and Accessibility.
  • Send documentation to your instructor via email in the first week of class. Include the name, section letter, and time of the class (e.g., COM 2000 C, 12:30).
  • Ask to schedule a meeting with your instructor to discuss your accommodations and how you will be utilizing them throughout the semester.
  • If you encounter any challenges, do not wait until it’s too late to reach out to the Office of Academic Accommodations and Accessibility or your instructor. Address issues early to ensure you receive the support
    you need throughout the semester.

Meeting Deadlines

Meeting deadlines for assignments is a critical part of succeeding as both a student and professional. In a survey of 1,800 college graduates conducted by the Elon Poll, participants reported that learning to meet deadlines in college was very important to their day-to-day success after graduation.

Meeting deadlines for assignments requires being organized, knowing the dates and times assignments are due for each class, and planning ahead to get the resources and assistance you need to complete assignments (See Self-Management and Proactiveness section for additional help in these areas). Many instructors will post schedules in their syllabi or on Moodle with assignment deadlines and give reminders verbally in class.

Don’t wait until the last minute to complete an assignment. Course schedules are carefully curated by instructors, incorporating the course workload, progress, and estimated time for quality completion of each assignment. Failure to properly manage this time will result in substandard work and could negatively impact your grade. Penalties for missing deadlines are at the discretion of the instructor and outlined in their syllabi.

Campus Events

When attending events on campus—whether it’s a guest lecture, panel discussion, screening, or student production—plan to stay for the entire duration. Arriving late or leaving early can be disruptive and may signal a lack of respect for the speakers, performers, or organizers who’ve put time and energy into creating the experience. Your full presence not only shows professionalism, but also allows you to engage more meaningfully, make connections, and get the most out of the opportunity.

Professionalism and Classroom Etiquette

One of the best ways to prepare for the professional world is to practice professionalism in the classroom. This involves being fully engaged in learning and adhering to an expected set of behaviors, attitudes, and values.

What Does it Mean to be Engaged in Your Learning?

Student engagement can be defined as, “the degree of attention, curiosity, interest, optimism and passion that students show when they are learning or being taught.” Students who are fully engaged in their learning have improved academic performance and skills acquisition. While instructors play a large role in engaging students in their classes, students should take responsibility for their own learning by being attentive and motivated to learn.

In discussions with students in the School of Communications, they defined aspects of engagement as:

  • Paying attention.
  • Asking questions.
  • Participating in class discussions.
  • Interacting with peers.
  • Taking notes.
  • Coming to class prepared (e.g., doing assigned readings).
  • Limiting electronic distractions.
  • Being respectful of professors and peers.

The Role You Play in Your Peers’ Education

Not only does being fully engaged help improve your own academic performance, but students report that their peers can have a significant impact on their level of engagement or disengagement. When you are fully engaged, it motivates other students in the class to do the same. Conversely, when students see their peers going off task on their computers or phones, coming to class late, leaving during class, or having side conversations, it can be distracting and cause them to disengage in their own learning.

It’s helpful to get to know your classmates so that you can support each other. Ask your classmates for notes when you are absent from class and have your own discussions about the course content. Sharing experiences and perspectives helps you build a network of peers, which enhances your learning and college experience.

Strategies for Re-Engaging

We all get distracted from time to time. In those instances, it’s helpful to catch ourselves and develop a list of strategies for quickly refocusing our attention. Students have told us the following strategies are helpful for reengaging in the classroom:

  • Take deep breaths – inhale and exhale slowly three times to refocus your energy on the task at hand.
  • Eliminate electronic distractions and take notes by hand.
  • Drink water.
  • Remind yourself of the importance of the class to your academics and career.
  • Instead of jumping to conclusions, get curious. Ask questions like, “Can you help me understand what you meant by that?
  • Actively participate in the class discussion.
  • Mentally summarize key points.
  • Move to Focus – shift how you’re sitting, for example, sit up straighter, roll your shoulders back, or turn slightly toward the speaker.
  • Connect the topic to real-world examples.
  • Get enough rest so you come to class alert and energized.
  • Practice mindfulness techniques to help you recenter and return to the present moment.

Notice and name the things that distract you during class (e.g., being hungry, sitting by a close friend, having your phone visible during class) so you can develop effective solutions. Leaving the classroom to take a break can be disruptive to your instructor and peers and may mean you miss out on critical content. Instead, think of ways to take small mental breaks and refocus without disrupting the professor or others in the classroom.

Practicing Respectful Classroom Etiquette

In the School of Communications, just as in the professional world, it’s important to practice professional etiquette by doing the following:

  • Come to class on time and ready to get down to work.
  • Once you arrive, please remain in the classroom. Frequent coming and going disrupts your instructor and peers in class. Take care of necessities (bathroom, snacks, etc.) before class to avoid unnecessary disturbances.
  • Be fully present, actively engaged, and aware.
  • Put away electronics (phones, computers, headphones) until given permission to use them.
  • Ask questions and contribute to class discussions.
  • Avoid side conversations, which can be disruptive to the class discussion.
  • Address your instructor properly (Professor, Dr.), depending on the preference of each instructor.
  • Avoid putting away your belongings (zipping/unzipping backpacks, shuffling papers) until the instructor has signaled that class is over.
  • Take note of the final exam time for each class at the beginning of the semester and tell your families not to schedule travel plans on those dates and times.

Professional Communications with Instructors/Staff, Alumni, and Industry Professionals

The School of Communications places an emphasis on professional interaction with others, including faculty and staff members, Elon alumni, and other industry professionals. This professionalism begins with a respect for others’ time. Students should be prompt for appointments, meetings, and calls, having sufficiently prepared for the engagement.

Communications with Faculty and Staff

Email and other online communication should lean toward the formal as opposed to the familiar.

Instead of this:

Hey,
What will we be doing Friday? Is it okay if I miss class? My parents are coming to town and want to take me to lunch.

Thx, Mort

Write this:

Dear Professor XXX, I am writing to let you know that I will miss your Communications Research class at 12:30 on Friday. My parents are visiting for the day, and I would like to spend some time with them, including having lunch. I understand this will count toward one of my absences. I have read the assignment and will be prepared for Monday’s class. I will also ask a class-mate for notes on material I missed on Friday. I appreciate your consideration.

Best,
Mort Johnson

This standard of courtesy applies to the Resident Life Office, the Bursar, the Registrar, or any other office, on or off campus. When sending emails to faculty or staff, be cognizant of the time of day in which you send the email and give the person ample time to reply. For example, avoid sending an email to an instructor at 11 p.m. the night before an assignment is due and expect them to respond immediately. It is preferential to send correspondence during reasonable business hours Monday through Friday. Faculty and staff will usually respond within 24 hours. Also, reply back to their response (preferably with a “thank you”) so the person knows you received their communication.

Faculty communications with students, whether from an instructor or adviser, should be read and answered in a timely manner. Both faculty and students should check email frequently and respond accordingly.

Communicating with Alumni & Other Industry Professionals

Elon and the School of Communications provide many opportunities to network with alumni and industry professionals. While professionals are happy to engage with students, many report frustration when students don’t show up for a prear-ranged appointment, are not adequately prepared, or don’t act in a professional manner. Industry professionals are busy people and their time, just like yours, is incredibly valuable.

When reaching out to an alum or professional to schedule an appointment, think through your time and theirs. If sending an email, determine several times you are available and share those with the professional. Be courteous, professional, and brief in your communications.

Instead of this:

Hey,
Do you have any time to meet next week? Let me know.
Katie

Write this:

Hello Ms. Berry, I am a journalism major at Elon University. I have been reading about your career at “xxx” and am very interested in advice you might have on securing an internship with your organization. Would you be willing to talk with me over the phone for 15 minutes? If so, would you be available at any of the following times next week?

  • Tuesday, between 2 p.m. and 4 p.m.
  • Wednesday, between 8 a.m. and 10 a.m.
  • Friday, after 1 p.m.

If none of those times are accessible, please let me know of other times that fit your schedule.

I appreciate your consideration.

Thank you,
Katie Schweizer

Once you have scheduled mutual time to meet with an alum or professional, do your homework on the person’s company and position and prepare a list of thoughtful questions you’d like to ask. Afterward, follow up with a thank you note or email showing that you appreciated their time.

In many cases, you will need to speak with a professional on the phone. When calling, give your name and request to speak with the person. State your business succinctly and clearly in a friendly but businesslike tone. And again, thank the people you call for their time.

Academic Advising

Students meet with their academic advisors twice a year at registration time in the fall and spring semesters. Advisors will typically communicate advising availability via email and may provide an online calendar (such as Calendly) for students to sign up for a time to meet. At a minimum, students should arrive at advising appointments on time and prepared to discuss academic planning. Because of the size of the School of Communications, many faculty members are responsible for 20 or more advisees, so it’s critical for students to show up at their assigned time.

Students should take responsibility for managing their own academic timelines (e.g., applying for internships, study abroad, declaring majors/minors, applying for graduation, etc.). Faculty advisors should prepare for meeting advisees by becoming familiar with requirements for each student, whether a first year or senior.

Between advising appointments, you may have questions for your advisor in relation to your academic requirements. While faculty members are happy to respond, please first consider whether your question is truly an advising question or should be answered by someone in another department. For example, questions about registration times, transfer credit, or where study abroad classes will show up on your transcript should be answered by the Registrar’s Office. Please search the Elon or School of Communications website first for answers to your questions before reaching out to your advisor.

Media and Technology Use in the Classroom

In the School of Communications, specific policies govern the respectful and appropriate use of digital devices during class. Below are key guidelines to be aware of:

General Use Guidelines

  • Digital devices (phones, tablets, and laptops) are permitted for educational purposes ONLY.
  • Devices should be on silent or turned off unless instructed otherwise.
  • Personal use of devices, including social media, gaming, and texting, is prohibited during instructional time.
  • Your instructor reserves the right to limit or revoke device usage if it interferes with learning or classroom activities.
  • Devices should not be used for cheating, plagiarism, or unauthorized assistance during assignments and exams.
  • Emergency communication via personal devices must be approved by the instructor and should be limited to urgent situations.

Respectful Engagement Guidelines

  • Students should use devices in a way that does not distract or disrupt the learning environment. Examples of distractions include noises, music, and excessive screen brightness.
  • Earphones/headphones are only allowed with instructor permission and for educational purposes only.
  • Recording, photographing, or live-streaming during class is strictly prohibited unless explicitly authorized by the instructor.

Participation & Attention Guidelines

  • During discussions, lectures, and group activities, devices should be put away unless used for note taking or research as directed by the instructor.
  • Instructors may implement “tech-free” periods to encourage in-person engagement and focus.
  • Students are responsible for ensuring that device use does not interfere with their participation and comprehension of class material.

Use of Moodle

Many instructors use Moodle or other technologies in their classrooms to post class material and grades and provide for submission of assignments. Students should become familiar with Moodle early on to make the best use of it in their classes and check Moodle daily for updates. The online Institutional Technology Knowledge Base provides information on how to use Moodle.

*NOTE: For information on the ethical use of Generative AI tools, please see section on Academic Integrity and Accountability.

Collaboration & Teamwork in Class Projects

The School of Communications thrives on collaboration, with students working in teams across various disciplines such as film production, content creation, and sport event coordination. These student teams come together to develop public relations plans, produce compelling media content, and execute events, all while honing leadership and management skills essential for success in the communications field. It is crucial for students to hold themselves to a professional standard when working in teams and on group projects, ensuring effective collaboration, accountability, and high-quality outcomes.

To support students in navigating the dynamics of team-based work, faculty will employ a variety of methods to foster collaboration and facilitate skill development. These may include providing clear guidelines for team roles, offering structured feedback throughout the process, and incorporating collaborative tools such as project management. Faculty may also introduce methods for evaluating group work, ensuring that both individual contributions and collective achievements are recognized. This encourages active participation and personal responsibility while promoting a fair and transparent assessment process, preparing students for real-world collaborative environments.

Respect & Inclusion

Students in the School of Communications are expected to foster a culture of respect by actively listening and valuing diverse perspectives. In addition, students recognize and appreciate differences in experiences, backgrounds, and ideas while communicating openly and constructively with peers, faculty, and staff.

Responsibility & Accountability

Students follow through on commitments and take ownership of individual contributions to group work by being prepared and punctual for meetings, discussions, and projects. Students address conflicts professionally, seeking resolution through open dialogue and mutual understanding.

Effective Communication

Students engage in active listening and provide constructive feedback to their peers. To do this, students use clear and professional communication in person, in writing, and online. Students encourage and support the contributions of all team members.

Adaptability & Problem-Solving

Students approach challenges with a solutions-oriented mindset. To do this, students demonstrate flexibility when working with teams, adjusting to new ideas and changes as needed while collaborating with peers to find innovative and ethical solutions to communication challenges.

A few examples of how to exhibit the above:

  • Listen up! Everyone’s voice matters—value different perspectives.
  • Be kind. Respect people’s experiences, even if they’re different from yours.
  • Communicate like a pro—be clear, open, and positive.
  • Show up, be prepared, and follow through.
  • If you say you’ll do something, do it! Teams only work when everyone pulls their weight.
  • Got an issue? Talk it out respectfully and work toward a solution.
  • Listen first, respond second—active listening is key.
  • Give and take feedback like a boss—constructive and positive vibes only.
  • Hype up your teammates and support their contributions!
  • Things change—roll with it and keep a solutions-first mindset.
  • Adapt, pivot, and brainstorm to find creative fixes and work together to tackle challenges.

Self-Management and Proactiveness

According to Transforming Education, self-management is the practice of consciously directing your own behavior. It involves being organized and disciplined, balancing responsibilities, effectively managing your time, completing tasks efficiently, and regulating your emotions and impulses. Strong self-management skills can lead to higher academic achievement and greater physical and mental well-being.

Practical Skills for Self-Management

  • Get organized: Students juggle a range of responsibilities, from academics and co-curricular activities to paid work, student organizations, and social activities. Getting organized will help you manage these responsibilities more productively. This begins by organizing and decluttering your physical and electronic workspaces so that you know where things are when you need them – pens and paper, assignment outlines, readings,
    class notes, calendars, etc.
  • Establish a routine: Set aside time each day for each of your activities – class time, work time, homework time, exercise and sleep – and be consistent in sticking with the routine so you can stay focused on the task at hand.
  • Create to-do lists: When we’re overwhelmed with a range of responsibilities, it’s helpful to get those to-do’s out of our heads and write them down into organized lists. Prioritize your lists by which tasks are the most time sensitive. Be realistic in the tasks you can accomplish during a certain time-frame. Break larger tasks down into smaller pieces so you can work toward your goal by completing a piece of the larger task each day. It feels good to check off each task as you complete it.
  • Keep a calendar: Keeping a calendar of activities and due dates will ensure that you don’t miss any important deadlines. Some students use day planners and color-code different activities. Others use electronic calendars. Whichever means you use, look ahead to what is coming up rather than waiting until the last minute to realize an assignment is due.

Be Proactive to Get the Help and Resources You Need

Being organized also means getting the help and resources we need to complete our tasks ahead of time. This might be an article or book from the library, information from a teammate, or further assistance from our instructor.

Identify needed resources ahead of time: Don’t wait until the night before an assignment is due to identify the resources you need. Add them to your to-do lists along with your daily activities and retrieve them well ahead of deadlines.

Reach out to instructors: Instructors are here to help in any way they can. Be proactive in reaching out to instructors to discuss your needs and concerns. This might mean asking an instructor to further explain an assignment, clarify classroom content, or provide feedback on an approach you want to take on a paper. Instructors are also happy to talk with you about career goals and offer guidance from their own industry experience.

Ask thoughtful questions: Think through where you need help and direct your questions to those specific areas. “I’m so confused!” is rarely useful in guiding your instructor to understand where help is needed. Instead, think through what is confusing you and ask your instructor thoughtful questions to more effectively direct their guidance.

Utilize faculty office hours: A great way to way to connect one-on-one with your instructors is to visit faculty during their office hours. Office hours for each instructor are listed on OnTrack and are often outlined in the syllabus.

Academic Integrity and Accountability

Honor Code & Academic Honesty

Elon’s honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Respect and Responsibility.
To be clear about what constitutes violations of these values, students should be familiar with the Judicial Affairs policies in the student handbook, including violations outlined at: https://www.elon.edu/u/student-conduct/honor-code/. Students with questions about the specific interpretation of these values and violations in relation to each of their courses should talk to their instructors.

Violations specifically covered by academic honor code policies include plagiarism, cheating, lying, stealing and
the facilitation of another’s dishonesty. Multiple violations will normally result in a student’s temporary suspension
from the University.

All forms of dishonesty mentioned above may result in an F in a course and expulsion from the university. Although all of these are clear violations of the university Honor Code, plagiarism is a special concern for communications professionals and scholars.

What is plagiarism? It is using someone else’s work such as passages, photographs, music, video, graphics and other images, and claiming it as your own. It can be copying work that has appeared in a journal, a magazine, a newspaper or online – anywhere, really – and presenting it as your own. Cutting and pasting passages from the Web into your work, for example, is plagiarism unless you credit the source of the material or images. Take this as your guiding principle: If you quote someone else’s words or use their image, attribute the source.

In brief, you may not adopt or reproduce the ideas, words or statements of another person without acknowledgment or attribution. In many cases, such work is copyrighted. Acknowledgment is required when borrowing facts, statistics, images or illustrative material, unless that information is common knowledge or in the public domain.

Students who are uncertain about whether specific behaviors or activities are a violation of the honor code should contact their instructor.

Responsibility & Accountability

Our goal in the School of Communications is to create a learning environment where everyone feels supported, respected, and able to thrive. By committing to professionalism, we can ensure that each class is a productive and enjoyable space for all (See Professionalism and Classroom Etiquette section).

Being responsible students and professionals means taking responsibility for our actions and outcomes and being accountable when we make mistakes. This is part of the learning process. Rather than trying to hide, lie about, blame others, or make excuses for mistakes, admit the mistake to yourself and others and work toward finding a solution. Being transparent, truthful, and courageous in communicating your role in the mistake can build integrity and help gain the trust of your instructors and peers.

Being accountable also means being mindful of when our words or actions are hurtful to others. Be quick to apologize, understand why your words or actions were hurtful, and learn how you can do better in the future. By understanding our actions, taking accountability, and being open to feedback for how we could do better, we can apply our learning to future situations.

Ethical Use of Generative AI tools

Generative AI tools like Chat GPT offer great potential but also raise ethical challenges. While they assist in tasks such as topic selection, brainstorming, audience analysis, organization, and feedback, they can lack personal reflection of course content, critical thinking, and cultural understanding.

For specific assignments where generative AI tools are allowed (see individual assignment guidelines), students using these tools should:

  1. Reflect on their experiences with AI tools, including their effectiveness, limitations, and impact on their writing process. They must include in their reflection how AI has influenced their research strategies, argumentation, and overall approach to the assignment.
  2. Verify all information from AI outputs for accuracy and fairness.
  3. Never present AI-generated content as their own. Consider the use of AI-generated tools as you would any other source that requires citation.
  4. Adhere to assignment-specific guidelines on AI use.

Failure to disclose AI use or improper use constitutes plagiarism and breaches academic integrity, leading to penalties such as a failing grade for the specific assignment.

Source: Classroom Policies for AI Generative Tools

School of Communications AI Statement

The School of Communications at Elon University embraces the evolutionary impact of artificial intelligence (AI) on society, recognizing both its potential benefits and the need for critical, careful consideration of its use. As AI technologies continue to evolve, we are committed to promoting digital inclusion and literacy while emphasizing the importance of placing people at the center of our work.

Our approach to AI in teaching emphasizes the enhancement of learning experiences that prepare students to integrate these technologies in their future careers while maintaining the vital human relationships that are at the core of our curricula. Within and outside of our classrooms, we recognize the importance of thoughtfully and ethically integrating the multidisciplinary facets of AI into the scope of our work. We encourage faculty to explore opportunities to incorporate AI concepts and tools in their teaching and research, aiming to enhance student learning experiences while upholding academic integrity and the principles of responsible AI use.

For more comprehensive information and details, please refer to the University AI Statement and the Provost’s Statement on Generative AI.

Health, Safety, and Student Well-being

The School of Communications is deeply committed to fostering a supportive environment where students’ well-being is a top priority. The demands of studying communications and sport can be intense, so we promote university programs provided by HealthEU that empower students to prioritize well-being across six dimensions: community, emotional, financial, physical, purpose, and social. By encouraging students to take responsibility for their own well-being, we support them in developing resilience and self-care practices essential for success in both their personal and professional lives. Additionally, the school emphasizes the importance of contributing to the collective well-being of the school, encouraging students to engage in collaborative efforts that promote inclusivity, support, and positive social impact. Through these efforts, we aim to cultivate a community of individuals who are not only effective communicators and leaders but also advocate for the wellness of others.

Personal Well-Being

Students are empowered to manage their self-care by effectively navigating their academic, professional, and personal responsibilities. Students do this by using available campus resources, such as counseling services, wellness programs, and academic support. Students should identify their own personal limits and seek support from university services when needed.

SERVICES PROVIDED BY THE UNIVERSITY:

Campus Health Status & Alerts
Provides current health status information along with timely alerts about health concerns of importance to
the community.

Campus Recreation & Wellness
Provides access to recreational and educational experiences fostering a sense of community and belonging, and empowering individuals to cultivate positive wellness values and behaviors.

Counseling Services
Provides psychological support and clinical collaboration for students in the context of short-term, solution-focused therapeutic modalities.

Flu & COVID-19 Vaccine Clinics
An overview of upcoming vaccination clinics for students, faculty and staff hosted by the university.

Koenigsberger Learning Center
Offers Academic Support including academic advising, disabilities resources and learning assistance.

Office of the Dean of Students
Provides opportunities, services and experiences that support student learning, holistic development, well-being, and community and personal responsibility.

Student Care & Outreach
Ensures follow-up with resources and support students may need to achieve the highest level of success at Elon.

Student Health Services
The medical home for students at Elon, it promotes, supports and integrates individual health care according to the learning and development needs of students.

Community Well-Being
Students will contribute to a supportive and positive environment for peers. Students will do this by offering help and encouragement to fellow students in academic and extracurricular activities. Students also contribute by engaging in ethical decision-making that promotes a culture of trust and well-being.

Students play an important role encouraging open conversations about mental health and stress management within student groups as well as supporting a professional and ethical community. Students do this by upholding academic integrity and ethical behavior in all communication and course work. Students should approach challenges with resilience, seeking guidance from mentors and faculty when needed. In addition, students should demonstrate empathy and kindness in interactions with others.

A few examples of how to exhibit the above:

  • Focus on your well-being—don’t let the demands of school, work, and life overwhelm you.
  • Use campus resources—mental health, wellness programs, tutoring… it’s all there for you.
  • Know your limits and ask for help when needed.
  • Manage your time—don’t let stress take over.
  • Identify activities that bring you joy.
  • Make space for rest, fun, and productivity.
  • Mental health matters—let’s normalize talking about it and supporting each other.
  • Do your work with integrity—cheating and shortcuts don’t cut it and only creates more stress.
  • Stay resilient—when things get tough, seek advice from mentors and faculty.
  • Be kind, be ethical, and lead with empathy.
  • Be a team player—support and encourage your peers.
  • Help create a chill, welcoming space for everyone. Make choices that build trust and positivity.