About
Contact & Visit
Campus Visits Contact
Contact
Fred Stolarski III
Assistant Director, Campus Visit Experience
Assistant Director, Campus Visit Experience
Address
1 Normal Avenue
Montclair, NJ 07043
Montclair, NJ 07043
Phone
973-655-4444
Email
ambassadors@montclair.edu
Experience College Life
Most Popular Places On Campus
Red Hawk Statue
NYC skyline behind the Center for Environmental and Life Sciences
The School of Communication and Media lobby
Student Center Quad
Kasser Theater & Amphitheater
NYC skyline behind the Center for Environmental and Life Sciences
The School of Communication and Media lobby
Student Center Quad
Kasser Theater & Amphitheater
Most Popular Places Off Campus
Van Vleck House & Gardens
The Wellmont Theater
Montclair Art Museum
Applegate Farm
Presby Iris Gardens
The Wellmont Theater
Montclair Art Museum
Applegate Farm
Presby Iris Gardens
Campus Tours
Campus Visiting Center
Monday - Friday
8:30-4:30
973-655-4444
8:30-4:30
973-655-4444
Campus Tours
Appointment Required: Yes
Dates: Year-round
Times: Varies
Average Length: 2 hours
Dates: Year-round
Times: Varies
Average Length: 2 hours
On Campus Interview
Campus Interviews
No
Information Sessions
Not Available
Faculty and Coach Visits
Arrangements
Contact Athletic Department
Overnight Dorm Stays
Overnight Dorm Stays
Not Available
Transportation
Types of Transportation Available to Campus
Shuttle bus, NJ Transit Train and Bus, Ride share
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
The MC Hotel 690 Bloomfield Ave Montclair NJ, 07042 (844) 624-6835
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: 26,257
Acceptance Rate: 88%
Average HS GPA: 3.33
GPA Breakdown
15%
4.0
15%
3.75 - 3.99
18%
3.50 - 3.74
14%
3.25 - 3.49
13%
3.00 - 3.24
23%
2.50 - 2.99
2%
2.00 - 2.49
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)
430 - 590
SAT Composite Scores
25th-75th percentile (enrolled students)
930 - 1080
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
17.6:1
Total Faculty
2,121
with Terminal Degree
625
1,131
Women
990
Men
422
Minority
56
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
61%
Graduate in 6 years
64%
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.
-
COMMUNICATIONS TECHNOLOGIES/TECHNICIANS AND SUPPORT SERVICES.
Animation, Interactive Technology, Video Graphics and Special Effects.
Recording Arts Technology/Technician.
-
COMPUTER AND INFORMATION SCIENCES AND SUPPORT SERVICES.
Computer and Information Sciences, General.
Information Technology.
-
EDUCATION.
Elementary Education and Teaching.
Health Teacher Education.
Physical Education Teaching and Coaching.
-
ENGLISH LANGUAGE AND LITERATURE/LETTERS.
English Language and Literature, General.
Writing, General.
-
FAMILY AND CONSUMER SCIENCES/HUMAN SCIENCES.
Human Development and Family Studies, General.
-
FOREIGN LANGUAGES, LITERATURES, AND LINGUISTICS.
Arabic Language and Literature.
Classics and Classical Languages, Literatures, and Linguistics, General.
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.
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, General.
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.
Psychology, General.
-
PUBLIC ADMINISTRATION AND SOCIAL SERVICE PROFESSIONS.
Public Policy Analysis, General.
Social Work.
-
SOCIAL SCIENCES.
Anthropology.
Economics, General.
Geography.
Political Science and Government, General.
Sociology.
Urban Studies/Affairs.
-
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, 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
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
61%
Graduate in 6 years
64%
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
Tuition & Aid
Tuition & Aid
Required Forms
FAFSA
Financial Aid Statistics
Average Freshman Total Need-Based Gift Aid
$13,821
Average Undergraduate Total Need-Based Gift Aid
$13,341
Average Need-Based Loan
$4,127
Undergraduates who have borrowed through any loan program
60%
Average amount of loan debt per graduate
$38,289
Average amount of each freshman scholarship/grant package
$13,821
Financial aid provided to international students
Yes
Expenses per Academic Year
Tuition (In-State)
$14,790
Tuition (Out-of-State)
$24,900
Required Fees
$1,122
Average Cost for Books and Supplies
$1,250
Tuition / Fees Vary by Year of Study
No
Board for Commuters
$5,998
Transportation for Commuters
$1,840
On-Campus Room and Board
$16,730
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
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
Student Body Profile
Total Undergraduate Enrollment
18,712
Foreign Countries Represented
101
Demographics
6.11%
Asian
13.22%
Black
40.65%
Hispanic
31.64%
Caucasian
4.23%
Unknown
1.49%
International
59% female
41% male
4% are out of state
92% are full time
8% are part time
Campus Life
Campus Life
Campus Life
Undergrads living on campus
27%
Help finding off-campus housing
No
First-Year Students living on campus
38%
Campus Environment
Suburban
96/99
Housing Options
Apartment Single
Disabled Student
Dorms Female
Disabled Student
Dorms Female
Dorms Male
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
Guidelines for Documentation of a Learning Disability The term learning disabilities refers to a heterogeneous group of disorders characterized by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Adults with a diagnosis of LD must be of at least average intellectual functioning and exhibit a deficit in one or more of the following areas of neuropsychological functioning: auditory processing, visual processing, information processing speed, memory, spoken and written language skills, reading skills, mathematical skills, spatial skills, motor skills, abstract or general reasoning or executive functioning. 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
Guidelines for Documentation of Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder Each student requesting accommodations through the Disability Resource Center is required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act (ADAAA). As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment which substantially limits a major life activity, including learning. Academic adjustments and other accommodations are implemented to provide equal access to college programs and services. 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 postsecondary 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
2
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
170
Number of Honor Societies
18
Number of Social Sororities
19
Number of Religious Organizations
14
3% join a fraternity
3% join a sorority
Sports
Athletic Division
Division III
9% participate in intramural sports
3% participate in intercollegiate sports
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
Cross Country
Diving
Field Hockey
Lacrosse
Soccer
Softball
Swimming
Track Field Indoor
Track Field Outdoor
Cross Country
Diving
Field Hockey
Lacrosse
Soccer
Softball
Swimming
Track Field Indoor
Track Field Outdoor
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
Yes
Mental Health Website
Education & Training
Types of training available for students and faculty/staff
Program
Availability
Not Reported
Not Reported
Not Reported
Available for all students;
Available for faculty & staff;
Available for faculty & staff;
Not Reported
Other:
Available for all students;
Available for faculty & staff;
Available for faculty & staff;
Other trainings description:
Ask.Listen. Refer online training
Engaging the Whole Campus
Institution has a Chief Behavioral Health Officer (and/or Chief Wellness Officer)
Yes
Peer-to-Peer
Institution has peer-to-peer offerings relating to mental health
Yes
Details on offerings:
Outreach activities only.
Residential Life
Institution incorporates mental health and wellness into the residential experience
Yes
A brief description of offerings:
Residential Life staff are trained in identifiying signs/symptoms of mental health distress. This staff provides healthy programming for residents.
Student Orientation
Students who are provided an opportunity to participate in mental-health-orientation activities
First-year students
Students required to participate
Incoming transfer students
Students required to participate
Returning students
Not Reported
Entering graduate students
Students required to participate
Mental Health in the Curriculum
The institution offers for-credit mental health/well-being education for students
Yes, optional
Details of for-credit offering:
We have courses and degrees in Counseling, Psychology, Public Health, etc. However, these are only required courses if the student is enrolled in that major
The institution offers non-credit mental health/well-being education for students
Yes, optional
Details of non-credit offering:
Mental Health First Aid Training; Workshops and Presentations from Counseling and Psychological Services (i.e. stress management, suicide prevention, and more)
Off-Campus Offerings
Institution offers referrals to off-campus counseling services
Yes
Health and Counseling Center Accreditation
Institution's counseling center is accredited
Yes
Accrediting body
International Association of Counseling Services
Taking and Returning from Medical Leave
Institution has an official support program in place for students returning from mental health leave of absence
No
Counseling Demand
Number of months a year counseling center is open and fully staffed
12 months
