Georgian Court University Casino Building

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Georgian Court offers historically competitive intercollegiate competition in these NCAA Division II sports: men’s and women’s basketball, cross-country, lacrosse, soccer, indoor and outdoor track and field, and women’s softball and volleyball. Georgian Court Athletics competes in the university’s Wellness Center and surrounding fields and courts. Admission to all athletic contests is free with a current Georgian Court ID card.
Established in 1908, Georgian Court is a comprehensive Catholic university founded and sponsored by the Sisters of Mercy. This beautiful campus features an elaborate mansion, casino (both of which are on the New Jersey and National Register of Historic Places), gardens, and fountains. Tours are available for groups of 15 or more by appointment. Established in 1908, Georgian Court is a comprehensive Catholic university founded and sponsored by the Sisters of Mercy. This beautiful campus features an elaborate mansion, casino (both of which are on the New Jersey and National Register of Historic Places), gardens, and fountains. Tours are available for groups of 15 or more by appointment. Georgian Court University is located at the heart of the Jersey Shore, between New York City and Philadelphia. The campus is conveniently located just minutes away from the Lakewood NJ Transit bus station and easily accessible via the Garden State Parkway or I-195, making transportation to and from the venue largely stress-free for visitors.Recreation & Intramurals
The Georgian Court recreation and intramural program seeks to promote good mental and physical health as well as improved personal wellness and social interactions throughout the Georgian Court community by encompassing a variety of activities for participation. The program is designed to create an atmosphere that encourages individuals to develop a lifelong pattern of wellness through positive recreational activities regardless of skill level.
Offerings have included intramural bowling, KanJam, soccer, and basketball. Noncompetitive activities have included diverse opportunities for wellness workouts in sessions that may include Zumba, yoga, cardio boot camp, hip-hop dancing, martial arts/self-defense, open swim, water aerobics, and court tennis. A state-of-the-art fitness center is available for use by all students with a current Georgian Court ID card.Campus Ministry
The Office of Campus Ministry is located on the first floor of Mercy Hall. The office supports the spiritual growth of all members of the university community. Our vision of ministry calls us to:
*Gather a vibrant faith community for worship, prayer, and reflection.
*Celebrate the Catholic Christian faith of our sponsors, the Sisters of Mercy.
*Cultivate faith-filled leaders who have the capacity to change the world for the better.
*Animate the GCU community to live our Mercy identity through compassionate service and advocacy of justice.
Campus ministry’s staff is dedicated to serving the entire academic community including students, faculty, and staff as well as GCU offices, departments, and other campus organizations. The office collaboratively plans and coordinates a wide range of spiritual programs such as retreats, interfaith experiences, service projects, social justice programs, and social activities. All faiths are welcome and encouraged to participate. The chaplain and campus ministers are available to confidentially discuss personal, religious, and more concerns.
The Office of Campus Ministry also provides for the sacramental life of the community. Mass is celebrated Monday through Thursday at 12:00 pm and on Sunday evenings at 5:00 pm when classes are in session. Provision is made for the Sacrament of Reconciliation, the RCIA (Rite of Christian Initiation for Adults), and Confirmation. The office coordinates arrangements for the weddings of students and alumni desiring use of the chapel.Career Services
The Office of Career Services, located in the Sister Mary Joseph Cunningham Library, offers a range of career services to the Georgian Court community. It assists students in maximizing their potential by helping them to identify and explore their academic and professional goals, as well as design and implement action plans to achieve those goals. Focusing on building students professional qualifications through experiential learning, graduate school advisement, and career counseling, the office provides a wide range of services to help students.
Services include:
*student employment;
*one-on-one career counseling;
*internship and experiential learning assistance;
*career assessment tools;
*résumé assistance;
*interview tips and tools;
*an online job posting system, GCU Link;
*job fairs;
*the Career Services Blackboard Organization, with useful job search resources; and
*a variety of career workshops, networking events and opportunities to meet new employers.
Students are encouraged to meet with a career services representative to discuss their needs.Commuting
Commuting students are an integral part of the Georgian Court community. They have the use of the library/student lounge complex; the fitness center; the Lion’s Den; the Health Center; the Counseling Center; the Office of Career Services; and the Office of Campus Ministry, among others. They are invited to all special dinners and receptions. It is in their interest to attend university functions in the evenings and afternoons and to participate as fully as possible in the life of the university.Counseling Center
The graduate experience can be challenging and rigorous for many students. The Counseling Center, located on the second floor of the Casino, offers a wide variety of services that are free of charge to graduate students. These services are geared toward facilitating continued personal growth, enriching relationships with self and others, and creating a work-life balance in an effort to enhance graduate students’ experience and to encourage persistence in their endeavors. The Counseling Center provides confidential individual and group therapy; offers workshops focused on stress management, test anxiety, and healthy relationships; and performs screenings for depression and anxiety. The Counseling Center is accredited by the International Association of Counseling Services.
The Counseling Center also sponsors the Veterans Resource Project. The Veterans Resource Project is committed to providing high quality leadership and support for veterans and service members on campus. Our mission is to facilitate the academic, social, intellectual, and psychological growth of GCU veteran students, service members, and their dependents. The Veterans Lounge, located on the first floor of the Casino, is open to all veteran students as a place to study, relax, and network with other veterans.Dean of Students
The dean of students (Casino, Room 206) serves as an advocate for the GCU student, ensuring that the student voice is heard. As a key liaison between the students and university administration, the dean of students works to develop open lines of communication and a healthy collegial environment among students and the administrative staff. Serving as the chief judicial officer as it relates to student issues, the dean of students also develops and facilitates the Student Code of Conduct, the Sexual and Gender Misconduct Policy, and other policies and procedures that govern student conduct. The dean of students is also the chief student affairs officer at GCU managing the following offices: Counseling Services, Health Services, Residence Life, Student Life, Student Activities, and Leadership and Engagement. The Division of Student Affairs creates a campus environment where the GCU student is fully engaged both inside and outside of the classroom.
The dean also serves as co-Title IX coordinator and facilitates the Title IX process, selects and trains task forces and hearing board members, and oversees student and employee training.
Students are encouraged to stop by the Office of the Dean of Students when they have questions and are not sure where to find the answers. In the Office of the Dean of Students, the student experience is valued above all else. We are here to serve.Disability Services
As defined by Section 504 and the ADA, an individual with a disability is a person who has a physical or mental impairment that substantially limits a major life activity, including learning. Academic accommodations are implemented to provide equal access to college programs and services. Students must contact the ADSC to schedule appointments for accommodation requests or to discuss matters of concern. For further information, please call 732-987-2363.Procedure for Requesting Accommodations
*Students must make an appointment to meet with the disabilities officer (DO) each semester to fill out forms to discuss the functional limitations of the disability in the academic setting and the requested accommodations. This should be done before the semester begins or the first week of classes.
*Documentation must be presented to the DO that supports the accommodations requested (see documentation guidelines below).
*Approved accommodations are kept in the student’s file, and the student delivers copies to his or her faculty members. If the course is online, then the DO will scan and send the accommodation letter to the professor.
*After accommodations have been granted, the DO recommends that the student privately discuss accommodations with the faculty member. The student does not have to disclose the disability to the faculty member, unless he or she chooses to.
*Accommodations are divided into those needed for the classroom and for testing.
*Note-takers depend on availability; otherwise, the most appropriate alternative will be provided.Documentation Guidelines
Accommodations are based on supportive documentation and must be current (within the past three years). The following guidelines are the documentation requirements for various types of disabilities. Please present these requirements to the certifying professional so your documentation is appropriate.Documentation for Sensory, Physical & Psychological Disabilities
Supportive documentation of a disability is used to determine eligibility for disability services and accommodations, which must be provided by an appropriately certified professional who is knowledgeable about you and your condition. Such professionals include physicians, educational psychologists, therapists, mobility specialists, and rehabilitation counselors.
Documentation must include the following components, and must be current (generally within the past three years):
*Diagnosis: A current medical diagnosis, including appropriate medical reports, relevant medical history, and clinical summary.
*Current treatment: Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
*Evaluation of: Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact (limitation) of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
*Specific recommendations: Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.
*Past use of disability services: Description of the accommodations and services used in the past.
Documentation for psychological disabilities must be current within six months of the accommodation request. Please request the Disability Verification Form for Students with Psychological Disabilities from the ADSC to be filled out by the certifying professional.Substantiation of a Learning DisabilityQualifications of the Evaluator
Professionals conducting assessments, rendering diagnoses of specific learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialists (LDT-Cs), and educational therapists are typically involved in the process of assessment. Experience in working with an adolescent or adult population is preferred. It is not considered appropriate for professionals to evaluate members of their families.Documentation
*Documentation should validate the need for services based on the individual’s current level of functioning in a postsecondary educational setting. A comprehensive assessment battery and the resulting diagnostic report should include background information; a diagnostic interview; and assessment of aptitude, academic achievement, and information processing, as well as a diagnosis. An IEP from high school must be accompanied by a psychological evaluation and an educational evaluation no more than three years old.
*There must be clear and specific evidence and identification of a learning disability. Individual “learning styles” and “learning differences” in and of themselves 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.” (Please provide this information to your diagnostician.) If the data indicate that a learning disability is not present, the evaluator should state this in the report.
*A well-written clinical diagnostic summary based on the comprehensive evaluation process as defined is a necessary component of the report. The clinical summary should include:
*a written summary of background information about the student’s educational, medical, and family histories that relate to the learning disability;
*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, attentional problems, and cultural or language differences;
*indication of how patterns in the student’s cognitive ability, achievement, and information processing reflect the presence of a learning disability;
*indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it affects the individual (functional limitations) at the postsecondary level in the learning context for which the accommodations are being requested;
*indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated; and
*an addendum of scores.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 and/or auxiliary aid that has been used at the secondary or postsecondary level should be discussed. Include information about the specific conditions under which the accommodation was used (e.g., standardized testing, final exams) and whether or not it benefited the student. 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 accommodation(s) must be provided.
*Accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation does not in and of itself warrant the provision of a similar accommodation at the postsecondary level.
*Before your third year of enrollment at GCU, you may be required to provide updated documentation to support accommodations.Substantiating ADD or ADHD
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. The evaluator may not be a relative. 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 each of the following:
*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 and assessment of current functional impairment (presenting symptoms and how they cause impairment).
Rrelevant developmental, medical and medication history, a thorough academic history, and a review of prior psycho-educational test reports.
*a summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. The 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 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 how the prescribed treatment reduces the level or degree of impairment.
*a clinical summary that
*indicates the substantial limitation to a major life activity posed by the disability,
*describes the extent to which these limitations would impact the student in an academic setting,
*suggests how the specific effects of the disability may be accommodated, and
*states how the effects of the ADD/ADHD are mediated by the recommended accommodations.Service Animals
According to Titles II and III of the ADA, public colleges and private colleges that are “places of public accommodation” must modify their policies and practices to accommodate the use of a service animal by a per

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