About
Contact & Visit
Campus Visits Contact
Contact
Admissions Office
Address
Gilliam Admissions House
19 Letcher Avenue
Lexington, VA 24450-0303
19 Letcher Avenue
Lexington, VA 24450-0303
Phone
540.458.8710
Email
admissions@wlu.edu
Experience College Life
Most Popular Places On Campus
Elrod University Commons
The Village
Richard L. Duchossois Athletic and Recreation Center
Lenfest Center for the Arts
University Chapel & Galleries
For more information, please visit https://www.wlu.edu/visitors.
The Village
Richard L. Duchossois Athletic and Recreation Center
Lenfest Center for the Arts
University Chapel & Galleries
For more information, please visit https://www.wlu.edu/visitors.
Most Popular Places Off Campus
Legendary Eats
Pronto Caff? & Gelateria
Maury River
House Mountain
Hull's Drive-In
Downtown Lexington is a Nationally Historically Registered Landmark, and visitors can take walking and carriage tours highlighting the many points of historical interest in the downtown area. For the shoppers in our midst, Lexington is home to a number of great boutiques. There are also art galleries, bookstores, restaurants, an ice cream parlor featuring a tremendous selection of homemade flavors, a couple of really good bakeries, and local coffee shops in the downtown area.
Pronto Caff? & Gelateria
Maury River
House Mountain
Hull's Drive-In
Downtown Lexington is a Nationally Historically Registered Landmark, and visitors can take walking and carriage tours highlighting the many points of historical interest in the downtown area. For the shoppers in our midst, Lexington is home to a number of great boutiques. There are also art galleries, bookstores, restaurants, an ice cream parlor featuring a tremendous selection of homemade flavors, a couple of really good bakeries, and local coffee shops in the downtown area.
Campus Tours
Campus Visiting Center
Monday-Friday; Saturday
8:30am-5pm; 8am-noon
540.458.8710
8:30am-5pm; 8am-noon
540.458.8710
Campus Tours
Appointment Required: Yes
Dates: Year-round
Times: Mon-Fri 10am-11am or 3pm-4pm; Sat 11am-12pm
Average Length: 1 hour
Dates: Year-round
Times: Mon-Fri 10am-11am or 3pm-4pm; Sat 11am-12pm
Average Length: 1 hour
On Campus Interview
Campus Interviews
Yes
Information Sessions
Available
Times
Monday-Friday, some Saturdays
Faculty and Coach Visits
Dates/Times Available
Year-round
Arrangements
Contact Admissions Office
Advance Notice
2 weeks
Contact Email Address for Visit
admissions@wlu.edu
Class Visits
Dates/Times Available
Academic Year
Arrangements
Contact Admissions Office
Overnight Dorm Stays
Overnight Dorm Stays
Not Available
Arrangements
Other
Limitations
Available only to students admitted into the DIVE program
Transportation
Types of Transportation Available to Campus
Washington and Lee University offers various transportation services to assist students and visitors:
University Shuttle Service: During the academic year, the university provides shuttle services to and from airports exclusively for students. Shuttles currently serve the Roanoke Airport, Charlottesville Airport or Amtrak Station, Richmond International Airport, and Dulles International Airport. Advance reservations are required.
Maury Express: This public transit service operates in Lexington, Buena Vista, and Rockbridge County. Operating hours are Monday through Friday from 8 a.m. to 6 p.m., and Saturdays from 10 a.m. to 4 p.m. The fare is 50 cents per ride; however, Washington and Lee University and Virginia Military Institute students can ride for free by presenting a valid student ID.
Virginia Breeze: In partnership with Megabus, the Virginia Department of Rail and Public Transportation offers daily bus service between Blacksburg and Washington, D.C., with a stop in Lexington at the Food Lion in Stonewall Square. Northbound buses arrive at 9:45 a.m., and southbound buses depart at 2:00 p.m.
Car Rentals:
Lexington: Options include Enterprise Rent-A-Car, Central Virginia Rental, and Turo Private Rentals. Vehicles rented in Lexington must be returned there.
Roanoke Airport: Rental services are available from Avis, Budget, Hertz, and National. Vehicles rented from these providers must be returned to Roanoke Airport.
Transportation Services: For travel to and from airports, train stations, and other locations, several providers offer services requiring advance reservations. These include Lexington Limousine and Transportation Service, Executive Town Car & Limousine Service, Inc., A Goff Limo, GOGO Charters Washington, DC, National Charter Bus Washington DC, and Ally Charter Bus Washington DC.
Driving Instructions to Campus
From the north, take I-81 S. to the first Lexington exit and follow U.S. Rte. 11 S., which becomes Main St. in Lexington. On Rte. 11, you pass Virginia Military Institute and then enter the Washington and Lee campus, 8 miles from I-81. From the south, take I-81 N. to the second Lexington exit and I-64 W.; from I-64 W. follow posted directions to U.S. Rte. 11 S. Rte. 11 S. brings you onto the Washington and Lee campus, 2 miles from I-64.
Local Accommodations
The Georges: Lexington?s premier hotel properties, beautiful restored historic inns, one at the corner of Main and Washington streets, and the other on Main Street. Breakfast included, Wi-Fi.
The Gin Hotel: Lexington?s original downtown hotel is now fully renovated with all the modern conveniences. Wheelchair accessible, Wi-Fi, fitness center, morning coffee service.
Wingate Inn: Pleasant, well-maintained motel off I-64 one mile from downtown Lexington, W&L. Spacious bedrooms with connecting rooms available. Children welcome, indoor pool, Wi-Fi, breakfast included. Smoke-free property.
Save SchoolAdmissions
Admissions
Overview
Applicants: 8,212
Acceptance Rate: 14%
SAT & ACT Test Scores
SAT Evidence-Based Reading and Writing
25th-75th percentile (enrolled students)
710 - 760
SAT Math
25th-75th percentile (enrolled students)
720 - 780
SAT Composite Scores
25th-75th percentile (enrolled students)
1430 - 1480
ACT Composite Scores
25th-75th percentile (enrolled students)
33 - 34
Testing Policies
Yes
Yes
Standardized testing policy for use in admission
Test Optional
Deadlines
Early Decision — November 1
Early Decision II — January 1
Regular — January 1
Other Admission Factors
Academic
Rigor of Secondary School Record
Recommendation(s)
Non-Academic
Extracurricular Activities
Character / Personal Qualities
Selectivity Rating
Get a personalized plan for a competitive application from an admissions expert.
Learn MoreAcademics
Academics
Faculty and Class Information
Student/Faculty
7:1
Total Faculty
329
with Terminal Degree
303
173
Men
156
Women
62
Minority
16
International
Most frequent class size
10 - 19
Most frequent lab / sub section size
10 - 19
Graduation Rates
Graduate in 4 years
92%
Graduate in 5 years
94%
Graduate in 6 years
95%
Majors
-
AREA, ETHNIC, CULTURAL, GENDER, AND GROUP STUDIES.
Russian Studies.
-
BIOLOGICAL AND BIOMEDICAL SCIENCES.
Biochemistry.
Biology/Biological Sciences, General.
Neuroscience.
-
BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES.
Accounting.
Business Administration and Management, General.
-
COMMUNICATION, JOURNALISM, AND RELATED PROGRAMS.
Journalism.
Public Relations/Image Management.
-
COMPUTER AND INFORMATION SCIENCES AND SUPPORT SERVICES.
Computer Science.
-
ENGINEERING.
Engineering Science.
Engineering, General.
-
ENGLISH LANGUAGE AND LITERATURE/LETTERS.
English Language and Literature, General.
-
FOREIGN LANGUAGES, LITERATURES, AND LINGUISTICS.
Classics and Classical Languages, Literatures, and Linguistics, General.
Classics and Classical Languages, Literatures, and Linguistics.
East Asian Languages, Literatures, and Linguistics, General.
East Asian Languages, Literatures, and Linguistics.
French Language and Literature.
German Language and Literature.
Romance Languages, Literatures, and Linguistics, General.
Spanish Language and Literature.
-
HISTORY.
History, General.
-
LEGAL PROFESSIONS AND STUDIES.
Law.
-
MATHEMATICS AND STATISTICS.
Mathematics, General.
-
MULTI/INTERDISCIPLINARY STUDIES.
Medieval and Renaissance Studies.
Multi-/Interdisciplinary Studies, Other.
-
NATURAL RESOURCES AND CONSERVATION.
Environmental Studies.
-
PHILOSOPHY AND RELIGIOUS STUDIES.
Philosophy.
Religion/Religious Studies.
-
PHYSICAL SCIENCES.
Chemistry, General.
Geology/Earth Science, General.
Physics, General.
-
PSYCHOLOGY.
Research and Experimental Psychology, Other.
-
SOCIAL SCIENCES.
Economics, General.
Political Science and Government, General.
Sociology and Anthropology.
-
VISUAL AND PERFORMING ARTS.
Art History, Criticism and Conservation.
Drama and Dramatics/Theatre Arts, General.
Fine/Studio Arts, General.
Music, General.
Degrees
Bachelor's
Doctoral/Professional
Doctoral/Professional
Career Services
On-Campus Job Interviews Available
Yes
Career Services
Alumni Network
Classes
Interest Inventory
Internships
Regional Alumni
Opportunities at School
Experiential
Internship
Notable Faculty
Prominent Alumni
Tom Wolfe '51
author
Bill Johnston '61
president, NY Stock Exch
Roger Mudd '50
journalist
Lewis Powell '29 '31L
supreme court justice
Joseph Goldstein '62
Nobel laureate geneticist
Cy Twombley '53
artist
John Warner '49
U S Senator
Careers
Graduation Rates
Graduate in 4 years
92%
Graduate in 5 years
94%
Graduate in 6 years
95%
Career Services
On-Campus Job Interviews Available
Yes
Career Services
Alumni Network
Classes
Interest Inventory
Internships
Regional Alumni
Opportunities at School
Experiential
Internship
ROI & Outcomes
Tuition & Aid
Tuition & Aid
Dates
Application Deadlines
Feb 15
Notification Date
Apr 1
Required Forms
FAFSA
Forms CSSProfile
Forms Divorced Parent
Forms CSSProfile
Forms Divorced Parent
Financial Aid Statistics
Average Freshman Total Need-Based Gift Aid
$68,548
Average Undergraduate Total Need-Based Gift Aid
$67,220
Average Need-Based Loan
$388
Undergraduates who have borrowed through any loan program
26%
Average amount of loan debt per graduate
$33,308
Financial aid provided to international students
Yes
Expenses per Academic Year
Tuition
$66,800
Required Fees
$1,245
Average Cost for Books and Supplies
$2,370
Tuition / Fees Vary by Year of Study
No
Board for Commuters
Transportation for Commuters
On-Campus Room and Board
$18,685
Comprehensive Fee
Available Aid
Financial Aid Methodology
Federal and Institutional
Scholarships and Grants
Need-Based
Need-Based College/University Scholarship or Grant Aid from Institutional Funds
Need-Based Federal Pell
Need-Based Private Scholarships
Need-Based SEOG
Need-Based State Scholarships
Non-Need-Based
Institutional non-need-based scholarship or grant aid is available
Federal Direct Student Loan Programs
Direct PLUS Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans
Federal Family Education Loan Programs (FFEL)
College/university loans from institutional funds
Is Institutional Employment Available (other than Federal Work Study)
Yes
Direct Lender
No
Student Body
Student Body
Overall
Student Body Profile
Total Undergraduate Enrollment
1,886
Foreign Countries Represented
58
Demographics
4.73%
Asian
4.57%
Black
8.61%
Hispanic
68.00%
Caucasian
1.17%
Unknown
8.24%
International
51% female
49% male
81% are out of state
100% are full time
0% are part time
Campus Life
Campus Life
Overview
Campus Life
Undergrads living on campus
74%
Help finding off-campus housing
No
First-Year Students living on campus
100%
Campus Environment
Village
Housing Options
Apartment Single
Disabled Student
Dorms Coed
Dorms Female
Disabled Student
Dorms Coed
Dorms Female
Dorms Male
Frat Sorority
International Student
Other
Theme Housing
Frat Sorority
International Student
Other
Theme Housing
Special Needs Admissions
Program / Service Name
Disability Resources
Type of Program
For all students with disabilities
Director
Lauren Kozak
College Entrance Tests Required
Yes
Interview Required
No
Documentation Required for LD
I. A qualified professional must conduct a current evaluation Professionals conducting assessments and rendering diagnoses of neurodevelopmental disorders must have comprehensive relevant training in differential diagnosis of neurodevelopmental disorders and experience with adults. The following professionals would generally be considered qualified to evaluate and diagnose neurodevelopmental disorders: clinical psychologists, neuropsychologists, and educational psychologists, psychiatrists (ADHD). Because the provision of reasonable accommodations is based on assessment of the current functional impact of the student's disability on academic performance, it is in a student's best interest to provide documentation of recent testing. This generally means that a comprehensive evaluation should have been conducted within the past three years using the adult version of assessment tools. If documentation is inadequate in scope or content, or does not address the individual's current level of functioning, reevaluation and/or additional testing will be required. If you have had accommodations in your prior school but don't have a current or complete psychological report: send us what you have. We may grant provisional accommodations to allow time to obtain a comprehensive psycho-educational evaluation. II. Documentation Must Be Comprehensive A. Evidence of Impairment: A Diagnostic Interview The report of assessment should include a comprehensive diagnostic interview that includes relevant background information from a variety of sources to support the diagnosis. The report of assessment should include, but not necessarily be limited to, all of the following areas as relevant to the disability and the current request for accommodation(s): a description of the presenting problem(s); a thorough history providing evidence that learning or attentional problems began early, typically in elementary school or before, including objective evidence of ongoing issues that have significantly impaired functioning over time; a developmental history; an academic history, including results of prior standardized testing, reports of classroom performance, behavior, notable trends, and prior accommodations and self-accommodations used in secondary and postsecondary school; family history as relevant to the impairment; psychosocial history; relevant medical and medication history, including (but not limited to) the absence of a medical basis for the present symptoms; history of relevant prior psycho- or other therapy; a discussion of dual diagnoses, alternative or coexisting mood, behavioral, neurological and/or personality disorders, and exploration of possible other mental health problems, such as depression and anxiety, or attentional or academic problems that are not better explained by other mental health conditions. B. Relevant Testing The neuropsychological or psychoeducational evaluation for the diagnosis of a neurodevelopmental disorder should provide clear and specific evidence that a neurodevelopmental disorder does or does not exist. The data should logically connect the specific substantial limitation to learning or other major life activity for which the student requests accommodation. The test findings must document both the nature and severity of the neurodevelopmental impairment(s) involved. Students should refrain from taking medication during testing that might alter their performance on tasks. Students should consult with their evaluator about testing on or off medication. Testing off medication will increase the possibility that the testing will show current functioning more accurately. It is not acceptable to administer only one test, nor is it acceptable to base a diagnosis on only one of several subtests. The tests used must be reliable, valid, and standardized for use with an adult population. Actual test scores must be provided. Age norms should be used unless not available for that specific test. In addition to test scores, interpretation of results is required. Test protocol sheets or scores alone are not sufficient. Domains to be addressed should include the following: 1. Cognitive Ability A complete aptitude assessment is required with all subtests and standard scores. The preferred instrument is the Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV). Other acceptable instruments include, but are not limited to, the Woodcock - Johnson Psychoeducational Battery -IV: Tests of Cognitive Ability; the Stanford-Binet Intelligence Scale: Fifth Edition. 2. Achievement A complete achievement battery, with all subtests and standard scores, must be provided. The battery should include current levels of academic functioning in reading (decoding and comprehension), mathematics, and written language. If an accommodation request includes extended time for tests, timed measures of relevant academic skills should be included. Accommodation recommendations based on an ADHD diagnosis require evidence from a full psychoeducational evaluation that the student has deficits directly related to each accommodation request. For instance, if extended time for tests is being requested, testing should include academic fluency measures and other timed measures of academic skills showing that the student is substantially impaired in his/her ability to complete the work in a timely manner. Recommended instruments include, but are not limited to, the Woodcock - Johnson Psychoeducational Battery-IV: Tests of Achievement; the Nelson - Denny Reading Skills Test; the Gray Oral Reading Test - Fifth Edition; and the Wechsler Individual Achievement Test - III. The Wide Range Achievement Test - 4 (WRAT-4) is not a comprehensive measure of achievement and therefore is not acceptable if used as the sole measure of achievement. 3. Information Processing Specific areas of information processing (e.g., short and long term memory; sequential memory; auditory and visual perception/processing; processing speed; executive functioning; motor ability) must be assessed, including the nature and extent of all processing deficits, in addition to other information provided regarding functional impairment. Acceptable instruments include, but are not limited to, the Detroit Test of Learning Aptitude - 4 (DTLA-4), the Wide Range Assessment of Memory and Learning - 2 (WRAML2), Wisconsin Card Sort, Trails A and B, Rey-Osterrieth Complex Figure Drawing (REY-O). Information from subtests on the WAIS-IV, or the Woodcock - Johnson Psychoeducational Battery-IV; Tests of Cognitive Ability, Wechsler Memory Scale - IV, Luria-Nebraska Neuropsychological Battery, Halstead-Reitan Neuropsychological Battery, as well as other instruments may be used to address these areas. For students with ADHD, computerized assessment of attentional functioning, (e.g., Continuous Performance Test (CPT)), is strongly encouraged. Weaknesses in Processing Speed or Executive Functions do not automatically qualify a student for extended time; rather, an accommodation for extended time must be supported by data that clearly shows work pace deficits on timed measures specifically related to academic skills, such as reading, writing, and/or math. 4. Other Assessment Measures Other standard and formal assessment measures (e.g., personality, clinical, or behavior inventories) may be integrated with the above documents to help support a dual diagnosis, or to disentangle the neurodevelopmental disorder from coexisting mood, behavioral, neurological, and/or personality disorders. In addition to standardized test batteries, it is also very helpful to include informal observations of the student during the test administration. Nonstandard measures and informal assessment procedures may be helpful to determine performance across a variety of domains. III. Documentation Must Include a Specific Diagnosis and Demonstrate a Substantial Limitation to a Major Life Activity as Compared to the Average Person in the General PopulatioDocumentation Required for ADHD
I. A qualified professional must conduct a current evaluation Professionals conducting assessments and rendering diagnoses of neurodevelopmental disorders must have comprehensive relevant training in differential diagnosis of neurodevelopmental disorders and experience with adults. The following professionals would generally be considered qualified to evaluate and diagnose neurodevelopmental disorders: clinical psychologists, neuropsychologists, and educational psychologists, psychiatrists (ADHD). Because the provision of reasonable accommodations is based on assessment of the current functional impact of the student's disability on academic performance, it is in a student's best interest to provide documentation of recent testing. This generally means that a comprehensive evaluation should have been conducted within the past three years using the adult version of assessment tools. If documentation is inadequate in scope or content, or does not address the individual's current level of functioning, reevaluation and/or additional testing will be required. If you have had accommodations in your prior school but don't have a current or complete psychological report: send us what you have. We may grant provisional accommodations to allow time to obtain a comprehensive psycho-educational evaluation. II. Documentation Must Be Comprehensive A. Evidence of Impairment: A Diagnostic Interview The report of assessment should include a comprehensive diagnostic interview that includes relevant background information from a variety of sources to support the diagnosis. The report of assessment should include, but not necessarily be limited to, all of the following areas as relevant to the disability and the current request for accommodation(s): a description of the presenting problem(s); a thorough history providing evidence that learning or attentional problems began early, typically in elementary school or before, including objective evidence of ongoing issues that have significantly impaired functioning over time; a developmental history; an academic history, including results of prior standardized testing, reports of classroom performance, behavior, notable trends, and prior accommodations and self-accommodations used in secondary and postsecondary school; family history as relevant to the impairment; psychosocial history; relevant medical and medication history, including (but not limited to) the absence of a medical basis for the present symptoms; history of relevant prior psycho- or other therapy; a discussion of dual diagnoses, alternative or coexisting mood, behavioral, neurological and/or personality disorders, and exploration of possible other mental health problems, such as depression and anxiety, or attentional or academic problems that are not better explained by other mental health conditions. B. Relevant Testing The neuropsychological or psychoeducational evaluation for the diagnosis of a neurodevelopmental disorder should provide clear and specific evidence that a neurodevelopmental disorder does or does not exist. The data should logically connect the specific substantial limitation to learning or other major life activity for which the student requests accommodation. The test findings must document both the nature and severity of the neurodevelopmental impairment(s) involved. Students should refrain from taking medication during testing that might alter their performance on tasks. Students should consult with their evaluator about testing on or off medication. Testing off medication will increase the possibility that the testing will show current functioning more accurately. It is not acceptable to administer only one test, nor is it acceptable to base a diagnosis on only one of several subtests. The tests used must be reliable, valid, and standardized for use with an adult population. Actual test scores must be provided. Age norms should be used unless not available for that specific test. In addition to test scores, interpretation of results is required. Test protocol sheets or scores alone are not sufficient. Domains to be addressed should include the following: 1. Cognitive Ability A complete aptitude assessment is required with all subtests and standard scores. The preferred instrument is the Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV). Other acceptable instruments include, but are not limited to, the Woodcock - Johnson Psychoeducational Battery -IV: Tests of Cognitive Ability; the Stanford-Binet Intelligence Scale: Fifth Edition. 2. Achievement A complete achievement battery, with all subtests and standard scores, must be provided. The battery should include current levels of academic functioning in reading (decoding and comprehension), mathematics, and written language. If an accommodation request includes extended time for tests, timed measures of relevant academic skills should be included. Accommodation recommendations based on an ADHD diagnosis require evidence from a full psychoeducational evaluation that the student has deficits directly related to each accommodation request. For instance, if extended time for tests is being requested, testing should include academic fluency measures and other timed measures of academic skills showing that the student is substantially impaired in his/her ability to complete the work in a timely manner. Recommended instruments include, but are not limited to, the Woodcock - Johnson Psychoeducational Battery-IV: Tests of Achievement; the Nelson - Denny Reading Skills Test; the Gray Oral Reading Test - Fifth Edition; and the Wechsler Individual Achievement Test - III. The Wide Range Achievement Test - 4 (WRAT-4) is not a comprehensive measure of achievement and therefore is not acceptable if used as the sole measure of achievement. 3. Information Processing Specific areas of information processing (e.g., short and long term memory; sequential memory; auditory and visual perception/processing; processing speed; executive functioning; motor ability) must be assessed, including the nature and extent of all processing deficits, in addition to other information provided regarding functional impairment. Acceptable instruments include, but are not limited to, the Detroit Test of Learning Aptitude - 4 (DTLA-4), the Wide Range Assessment of Memory and Learning - 2 (WRAML2), Wisconsin Card Sort, Trails A and B, Rey-Osterrieth Complex Figure Drawing (REY-O). Information from subtests on the WAIS-IV, or the Woodcock - Johnson Psychoeducational Battery-IV; Tests of Cognitive Ability, Wechsler Memory Scale - IV, Luria-Nebraska Neuropsychological Battery, Halstead-Reitan Neuropsychological Battery, as well as other instruments may be used to address these areas. For students with ADHD, computerized assessment of attentional functioning, (e.g., Continuous Performance Test (CPT)), is strongly encouraged. Weaknesses in Processing Speed or Executive Functions do not automatically qualify a student for extended time; rather, an accommodation for extended time must be supported by data that clearly shows work pace deficits on timed measures specifically related to academic skills, such as reading, writing, and/or math. 4. Other Assessment Measures Other standard and formal assessment measures (e.g., personality, clinical, or behavior inventories) may be integrated with the above documents to help support a dual diagnosis, or to disentangle the neurodevelopmental disorder from coexisting mood, behavioral, neurological, and/or personality disorders. In addition to standardized test batteries, it is also very helpful to include informal observations of the student during the test administration. Nonstandard measures and informal assessment procedures may be helpful to determine performance across a variety of domains. C. Evidence of DSM-5 Criteria (ADHD only) Note: For documentation of LD, all elements of Subparts A and B must be provided. For documentation of ADHD, all elements of Subparts A,Special Need Services Offered
Student Activities
Registered Student Organizations
124
Number of Honor Societies
12
Number of Social Sororities
8
Number of Religious Organizations
9
72% join a fraternity
72% join a sorority
Sports
Athletic Division
Division III
25% participate in intercollegiate sports
Men's Sports (Generals)
13 Sports
Baseball
Basketball
Cross Country
Equestrian Sports
Football
Golf
Lacrosse
Soccer
Swimming
Tennis
Track Field Indoor
Track Field Outdoor
Wrestling
Basketball
Cross Country
Equestrian Sports
Football
Golf
Lacrosse
Soccer
Swimming
Tennis
Track Field Indoor
Track Field Outdoor
Wrestling
Women's Sports (Generals)
12 Sports
Basketball
Cross Country
Equestrian Sports
Field Hockey
Golf
Lacrosse
Soccer
Swimming
Tennis
Track Field Indoor
Track Field Outdoor
Volleyball
Cross Country
Equestrian Sports
Field Hockey
Golf
Lacrosse
Soccer
Swimming
Tennis
Track Field Indoor
Track Field Outdoor
Volleyball
Student Services
Health
LGBT Support Groups
Minority Support Groups
Army ROTC Offered at cooperating institutions: Virginia Military Institute
Air Force ROTC Offered at cooperating institutions: Virginia Military Institute
LGBT Support Groups
Minority Support Groups
Army ROTC Offered at cooperating institutions: Virginia Military Institute
Air Force ROTC Offered at cooperating institutions: Virginia Military Institute
Sustainability
91/99
AASHE STARS® rating
Silver
School Has Formal Sustainability Committee
Yes
Sustainability-focused degree available
Yes
School employs a sustainability officer
Yes
Public GHG inventory plan
Yes
% food budget spent on local/organic food
20%
Available Transportation Alternatives
Bike Share
Yes
Car Sharing Program
Yes
Incentives Or Programs To Encourage Employees To Live Close To Campus
Yes
School Adopted A Policy Prohibiting Idling
Yes
School Developed Bicycle Plan
Yes
Data provided by Association for the Advancement of Sustainability in Higher Education (AASHE), STARS®, as of March, 2024.
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
N/A
Wellness Program/Clinical Offerings
Institution has a mental health/wellness program that makes counseling, referral, and well-being services available to all students
Not Reported
Mental Health Website
Not Reported
Education & Training
Types of training available for students and faculty/staff
Program
Availability
Not Reported
Not Reported
Not Reported
Not Reported
Not Reported
Engaging the Whole Campus
Institution has a Chief Behavioral Health Officer (and/or Chief Wellness Officer)
Not Reported
Peer-to-Peer
Institution has peer-to-peer offerings relating to mental health
Not Reported
Residential Life
Institution incorporates mental health and wellness into the residential experience
Not Reported
Student Orientation
Students who are provided an opportunity to participate in mental-health-orientation activities
First-year students
Not Reported
Incoming transfer students
Not Reported
Returning students
Not Reported
Entering graduate students
Not Reported
Mental Health in the Curriculum
The institution offers for-credit mental health/well-being education for students
Not Reported
The institution offers non-credit mental health/well-being education for students
Not Reported
Off-Campus Offerings
Institution offers referrals to off-campus counseling services
Not Reported
Health and Counseling Center Accreditation
Institution's counseling center is accredited
Not Reported
Accrediting body
Not Reported
Taking and Returning from Medical Leave
Institution has an official support program in place for students returning from mental health leave of absence
Not Reported
Counseling Demand
Number of months a year counseling center is open and fully staffed
Not Reported
