Thriving In College THE
FAMILY GUIDE
Supporting a Successful Transition to College Life in the First Year and Beyond
USC STUDENT HEALTH
offers primary medical care and mental health counseling including 24-hour access to our on-call nurse and crisis counselor. Same day and next day appointments are available when your student is sick, injured, or would like to speak to a counselor. Access our online portal mySHR (via the studenthealth.usc.edu website) or by phone, 24 hours, at (213) 740-WELL/9355.
The specialized, student-centered team of USC CAMPUS SUPPORT & INTERVENTION (CSI) is here to assist and empower your student through their journey at USC. If your student is facing a challenge, either individually or as part of your family, and is seeking help navigating the university’s resources, encourage your student to contact CSI at (213) 740-0411 or uscsupport@usc.edu.
The University of Southern California believes that parents and family members are important partners in the development and well-being of students during their college years. Your student will learn and grow exponentially during these years, face and overcome challenges, and move towards becoming a more empowered, independent adult in many ways. Failures and setbacks can also help students learn valuable lessons and develop resiliency. The college experience involves much more than students’ academic and professional pursuits. In addition to developing into a successful and productive adult, the university has resources to help them THRIVE during their time here.
Message from USC Student Health DR.
SARAH VAN ORMAN
Vice President and Chief Campus Health Officer
During the next four years, your student will begin the process of developing their personal and professional identity. Whatever their major, through their academic courses, they will delve deeply into the lifelong journey of mastering the skills and knowledge of their chosen field. When they leave USC, we hope that they carry this wisdom into their adult lives.
We also know that our students will learn these types of critical skills in all domains of their lives. They will learn to independently manage their finances, relationships, and laundry! At USC Student Health, we know that health and wellness are critical areas of growth: from simple tasks like making a doctor appointment and managing medication, to more challenging tasks like understanding their health insurance, developing good exercise and eating habits, and knowing when to ask for help.
You are an important partner in this developmental path. By serving as a “health and wellness coach,” you can encourage independence and responsibility while directing them to on-campus resources and services. Studies show that family members are the most trusted source of health information for college students so your input matters.
Message from USC Student Life
DR. MONIQUE S. ALLARD
Vice President for Student Life
The next four years will be a time of growth, exploration, and transformation for your student as they begin a new chapter in their academic careers. It is truly a privilege to support your student’s academic and personal care. At USC Student Life, we provide support, engagement, and educational opportunities for students to build community through cultural and success centers, career advisement, recreational sports, and a multitude of campus events and activities. These resources, as well as the many student organizations on-campus, help to make the USC community the positive and engaging experience that students remember long after they have graduated.
As a family member, caregiver, and/or parent, our partnership is essential in helping your student become actively engaged and find personal, academic, and professional success. Together we can help your student utilize the resources and activities available to them, not only through Student Life but throughout the campus community and in their academic departments as well.
Together we are the Trojan family.
A Month-byMonth Guide to the First Year
As first-year students transition to life at USC, they will experience many milestones and challenges. This month-to-month guide discusses some of the common experiences students may have in their first year as a Trojan and how you might help them navigate the resources and activities available to them.
It is important to remember that while we are all here to support your students, college is the first time many students must navigate administrative systems on their own and advocate for themselves. Because of FERPA policies, academic and health information is only released to parents upon consent of the student. Most offices will want to speak to your student directly in order to provide assistance.
AUGUST
08 09
Common experiences and challenges: Students are excited about new opportunities and possibilities, but may have social or academic anxieties.
How you can support your student: Keep open lines of communication with your student, and encourage them to take advantage of the six-week Trojan Welcome Experience, attend the involvement fair, and put themselves out there. You may want to recommend students get to know their professors and resident assistants (RAs) early on so they have individuals to reach out to if and/or when academic or housing issues arise.
SEPTEMBER
Common experiences: Students may feel a sense of freedom and test boundaries in school and in relationships from home. Many students begin exploring opportunities available to them on campus and in the community, though the ability to balance college-level workload with extracurricular activities may seem difficult.
How you can support: Encourage your students to utilize resources, both academic and social, on campus. The Kortschak Center for Learning and Creativity provides workshops and online resources to help students with time management, stress and anxiety, and goal setting. Students may also want to sign up for club or intramural sports with Recreational Sports, a great way to stay active and make new friends. Students of color, LGBTQ+ students, veteran and militaryaffiliated students, and first-generation, undocumented, transfer, and former foster youth students may find community and support in our Student Equity and Inclusion Program centers and lounges across campus.
OCTOBER
Source: First Year Expectations, University of Michigan. Retrieved from http://parents.umich.edu/page/first-year-expectations-0 10
Common experiences: The newness of college life begins to wear off and students start to feel the stress of midterms. Tensions between roommates or friends may come to a head, and students may start to feel homesick. There are still plenty of campus events for students to attend, football season is going strong, and Trojan Family Weekend is around the corner.
How you can support your student:
Listen and be supportive. If students become overwhelmed by struggle, you may want to suggest that they reach out to Counseling and Mental Health, the Office of Student Accessibility Services (OSAS), or Campus Support and Intervention (CSI) for further support. International students may want to take advantage of the weekly events and programs from the Office of International Services to connect with other students from their home country.
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NOVEMBER
Common experiences: Students become very busy with exams, papers, and projects. They may be stressed about registration for next semester as well as financial concerns, including running out of money. Some students may be looking forward to holidays, but concerned about balancing their academic work with visiting home and/or friends. The university also provides a Thanksgiving meal for students who stay on campus, and dining halls, libraries, and other student services remain open during the holiday break.
How you can support your student:
Be understanding and flexible. You may want to suggest students with financial concerns utilize the tools and resources provided by USC Career Center. They may also want to reach out to Student Basic Needs if
they are experiencing food, housing, or financial insecurity, or need assistance acquiring the necessary technology to be successful in the classroom. Finding a quiet space on campus may also be useful for students needing time outside their dorms. Libraries, outdoor canopies, and the cultural lounges all provide workspaces with outlets and tables for students looking to study.
JANUARY
MARCH
MAY
DECEMBER
12
Common experiences: As the semester ends, students may be pressed for time during finals. Over winter recess, students may experience fluctuating sleep patterns and push boundaries when returning home.
How you can support your student: Often students have some difficulties balancing their newfound independence with life at home, and may benefit from patience and an open discussion on expectations. Encouraging students to connect with old friends, keep in touch with the connections they made in their first semester, and prepare for internships or jobs in the following semester by consulting with the USC Career Center can provide a sense of structure and support.
01 02
Common experiences: Students often experience anticipation around the new semester and recruitment for clubs, fraternity and sorority life, and other student organizations. If they are interested, students will apply for study abroad or summer internships. Students interested in continuing to live on campus next year will need to apply via the online application for USC Housing Renewal (UHR).
How you can support your student: Now can be a good time to remind students to take advantage of academic resources like advisors, tutoring, and the Kortschak Center for Learning and Creativity. Urging them to start off the semester with a strong support system is never a bad idea, specially if they had some difficulty with time management or coursework last semester. The Spring Involvement Fair, Spring Career Fair, and fraternity and sorority recruitments take place in the first few weeks of the semester. For those interested in studying abroad, the university and individual schools offer many information sessions on where they can study, how to apply, and how to finance their overseas education.
FEBRUARY
Common experiences: With the semester in full swing, students may find themselves in a comfortable routine and start making spring recess plans. They will also receive housing assignments for the following year.
How you can support your student: Students may want to talk over spring recess plans and logistics as well as any news they receive about housing. Providing a listening ear and an open mind can be helpful to students looking for support. You might also suggest a Let’s Talk session through Counseling and Mental Health.
Common experiences: Midterms may create stress for some students as well as financial aid paperwork for next year. The Free Application for Federal Student Aid (FAFSA) needs to be filled out every year in order for students to retain awarded financial aid. Students look forward to spring recess and a moment to relax, but may struggle with balancing assignments due when they return.
How you can support your student: Reccomend reaching out to the USC Financial Aid Office (financialaid. usc.edu) with questions early in the paperwork process; the closer it gets to the deadline, the busier the phones will be. Some students may also benefit from a brief reminder about Trojan community standards before leaving for spring recess.
APRIL
04 05 03
Common experiences: Upcoming final papers and projects may create high stress, and extracurriculars and the promise of summer opportunities may keep students distracted.
How you can support your student: To help with stress, students may want to utilize the gym or other recreational activities available to them. Encourage them to check group class schedules and gym times. Remind them to utilize their professors’ office hours for questions or guidance on any coursework. Discuss summer plans early so travel and housing arrangements can be made.
Common experiences: Students may have anxiety about returning home and leaving new friends and a sense of freedom. Some may begin a summer internship or job. End-ofYear celebrations will keep them busy as the semester comes to a close.
How you can support your student: If your student is returning home, it’s important to discuss expectations and responsibilities before they return. It’s also a good time to go over any concerns you had regarding money and time management in the first year. Remember that, while they will always be your child, they have experienced tremendous growth and change while on campus and there may be some adjustments when they return. For students staying on or near campus during the summer, encourage them to make the most of their summer experiences and to utilize any campus resources they need. You may also want to suggest to your student to chat with new friends they’ve made about staying in touch over summer to help them maintain those connections for the next academic year.
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Advice for Parents of New Students
Students come to USC with many strengths and talents, and this is the time for us to work together to help them leverage those strengths, define who they are, and cultivate their best self.
Your student has worked incredibly hard to get to USC, and you have worked hard to support them in their journey. There are many resources on campus to help your student thrive on campus (see the “Reaching Out for Support” section for resources). The following information can give you a glimpse of what to expect in the coming months, and how you can support your student’s development.
WHAT TO EXPECT
College is an exciting time for students, with many opportunities to learn and grow — personally, emotionally, and academically. We want your student to thrive here at USC. To truly “thrive” is to experience meaningful growth in all areas of life and to emerge as a smarter and more compassionate citizen of the world. This means that beyond strengthening their academic intelligence, they cultivate strong relationships, connect with their campus community, and are in tune with their emotions in a healthy way.
As much as success is expected, there will also naturally be times of disappointment, challenge, and difficulties. What matters is how a student anticipates and responds to those times of struggle. Students and families can thrive amidst adversity. Students and families who can anticipate experiencing a range of successes and challenges are better able to remain resilient together.
HOW YOU CAN HELP YOUR STUDENT
The role of a supportive family is invaluable to a student’s ability to thrive. It is important to have conversations with your student about anticipating successes and challenges before they come to campus. Such discussions can focus on how they will adjust to life in college including managing finances, navigating challenges of expectation and pressure, how to make friends, and how they will integrate work and life in a way that allows them to achieve their goals while cultivating a strong character. Having these discussions now helps your student be better prepared once they arrive.
Family members are often the first to recognize when a student is struggling and could use support. If you are concerned about your student in any way and unsure of where to go, USC Campus Support and Intervention (CSI) can be your first call (213) 740-0411 or email uscsupport@usc.edu. This office helps to support and advocate for students and their families, assist in complex problem solving, and connect students to the right resources and services at USC.
ADVICE ON SELF-CARE, STRESS AND WELL-BEING
• Encourage your student to work toward a mindset in which persistence, curiosity, self-compassion, and hard work are valued. Help them see that academic success and taking care of themselves go hand in hand; they cannot thrive academically if they are not taking care of mind, body, and spirit.
• Help your student understand that not everything has to been done “perfectly.” Some things will be important and should be done to the best of their abilities; other things just need to get done.
• Remind them to adopt specific wellness practices such as a healthy sleep schedule, a balanced diet, adequate physical activity, and an appropriate amount of time to socialize. Help them create healthy routines and habits; these all help students feel good, stay healthy, and be their most productive selves.
• Group living situations, academic deadlines, electronic devices and alcohol consumption can all contribute to unhealthy sleep patterns. Poor sleep is often a major contributor to stress. Check in about your student’s sleep; encourage them to practice good sleep hygiene and get 6-8 hours nightly.
• Encourage students to be physically active for 30 minutes most days of the week. Break this up into three 10-minute sessions when pressed for time. Healthy movement may include walking, sports, dancing, yoga, running or other activities they enjoy.
• Eat a well-balanced, low-fat diet with lots of fruits, vegetables and whole grains including eating breakfast. Discuss the challenges with limiting food calories to make up for alcohol calories. Limit caffeine consumption especially in the evening.
• Ask your student what they are doing for fun; “authentic happiness” creates physical and mental resilience.
• Emphasize that stress is part of life and is motivating; model and reinforce healthy coping strategies such as talking to others about one’s problems, understanding the effects of alcohol and drugs, and taking a break to rejuvenate oneself. Encourage students to recognize and manage stress in their life. Signs of stress include trouble sleeping, frequent headaches and stomach problems; being angry a lot; and turning to food, drugs and alcohol to relieve stress.
• Remind your student to seek out academic support services if needed. The Kortschak Center for Learning and Creativity provides quiet study spaces and workshops on study habits and time management skills. Your student may also want to utilize academic accommodations from the Office of Student Accessibility Services (OSAS). All students with a disability are eligible including students with physical disabilities, learning disabilities, mental health disorders, or injuries that temporarily cause obstacles to their academic or personal success at USC.
• Staying in touch with family and friends and getting involved in their community through recognized student groups or the Volunteer Center are great ways to increase connection and relieve stress.
• Encourage participation in self-care campus activities like joining up with a Mindful USC practice group, yoga and other movement classes through Recreational Sports, or stress management and other workshops offered through Counseling and Mental Health Services of USC Student Health. Some people find that interacting with their faith community is helpful in times of stress. The Office of Religious and Spiritual Life is a useful resource for connecting students to communities of faith on campus and within the local neighborhood.
• Talk to your student about when and how to reach out for help. Almost all of us feel down or sad at times. Signs of depression include feeling hopeless, worthless and/or sad, crying a lot, loss of interest in life, and thoughts of death or suicide. If your student has ongoing symptoms of depression or severe symptoms that interfere with their functioning, suggest talking to a health care provider. If a student is threatening to hurt themselves, another person, or is not functioning at all, contact Counseling and Mental Health Services at (213) 740-WELL/9355 for immediate attention.
WELLNESS TOPIC: DEVELOPING RESILIENCY
• Teach your student that “failure” and disappointments are part of life; it is how we self-reflect, learn, regroup and improve that allows us to remain resilient in the face of adversity.
• When faced with adversity, encourage your student to:
• Learn from what didn’t go as expected
• Set a tone of forgiving oneself
• Adapt and carry on
• Emphasize the importance of focusing on one thing at a time. Research suggests that we are much more productive and creative when we don’t multitask.
• Help them identify their priorities and actively allocate their time to match those priorities. It may be better to do a few things well rather than spread themselves thin.
• If your student is feeling overwhelmed with all they have to do, suggest learning time management strategies such as better organization, weekly schedules, and time management logs.
• Celebrate academic and personal accomplishments. Students thrive when they are recognized for all they do and how they are growing. Compliment them when they have done something well to build confidence. Point out the accomplishments they overlook or ignore.
WELLNESS TOPIC: CREATING HEALTHY SOCIAL RELATIONSHIPS
• Help them see that healthy relationships are those that bring out their best selves.
• Let them know that making close friends and developing a sense of belonging doesn’t always happen right away; it takes time to develop friendships and find settings they feel comfortable in. They may forget to see that their close relationships with friends in high school may have taken years to form.
• Encourage your student to take appropriate social risks such as asking an acquaintance to meet up or joining a student organization.
• Suggest your student take “breaks” from social media, and engage in face-to-face contact on a regular basis.
• Have them identify when relationships and friendships may be more harmful than helpful, and encourage them to find support around managing those relationships.
JOINING A DIVERSE COMMUNITY, INCLUSIVE OF MANY VOICES
College is often the first time students will encounter many peers from different backgrounds, from different parts of the country and the world, who may have vastly different experiences, social contexts, religions, sexual orientations, gender identities, political viewpoints, opinions, etc. Meeting and engaging with others who have new perspectives are part of the intellectual growth integral to the college experience, and students are encouraged to participate in conversation, and express themselves. When engaging with others of differing viewpoints, it is helpful to encourage your student to engage through respectful dialogue.
The following advice can help—
• Listen for understanding
• Speak from your heart
• Suspend judgment
• Hold space for differences
• Slow down
These reminders can help your student make the most of learning from a diverse, intellectually engaged environment of civil discussion and discourse.
Healthy Sexuality and Intimate Relationships
College students are often transitioning from the family unit toward independent decision-making. This time between age 18 and 25, described as “emerging adulthood,” is when young people no longer feel like adolescents yet do not feel completely sure in their adult identities. Many aspects of their self-perception may be changing during this time as they mature toward individual acceptance of personal responsibility, including responsibility for one’s sexual health and relationships.
Look for opportunities to weave topics of sex, gender, dating, and communication into everyday interactions. Open the door for conversations early, often, and casually. Rather than attempt lengthy conversations, ask simple, open-ended questions and listen without judgment. Find opportunities to ask them what they think about a TV show, news story, or Instagram video. Encourage them to explore what they want out of their social life or dating experiences in college.
People make many decisions about their sexuality during college, including whether to abstain from sexual activities or to become, or to continue to be, sexually active. Other sexuality issues that arise include decisions about the gender of partners, the type of contraception to use, and the intensity of the relationships. Let your student know that no one should ever be pressured into having sex — “It should always be your decision to have sex. This goes for the first time, and every time.”
Sexual orientation and gender identity: College can be a time when some people try to explore their sexual orientation. It’s also a time when some people decide to “come out.” The LGBTQ+ Student Center has many support programs and resources for gay, lesbian, bisexual, transgender, queer and questioning students. There are also counselors available in Counseling and Mental Health Services in USC Student Health if students wish to talk with someone confidentially. Let your student know that — “Healthy partner relationships come in many forms; all intimate relationships should always be based on love and respect.”
Source: College Health: Sexual Health, Relationships, and Resources. (2015, September 15) retrieved from https://youngwomenshealth.org/2013/02/01/sexual-health-at-college
ABOUT CONSENT
Consent is a clear “yes” to sexual activity. Not saying “no” does not mean a person has given consent. Sexual contact without consent (including unconsciousness, impaired by drinking or drugs, or being asleep) is sexual assault or rape.
Consent is an ongoing process, not a one-time question. If someone consents to sexual activity, that person can change their mind and choose to stop at any time, even after sexual activity has started.
Past consent does not mean future consent. Giving consent in the past to sexual activity does not mean past consent applies now or in the future.
Saying “yes” to a sexual activity is not consent for all types of sexual activity. If a person consents to sexual activity, it is only for types of sexual activities that the person is comfortable with at that time with that partner. For example, giving consent for kissing does not mean consent for other intimate acts.
If there is no consent, it’s against the law.
RELATIONSHIP ABUSE, SEXUAL ASSAULT
Intimate partner violence, or domestic violence, can be difficult to see if it starts gradually, if your partner declares love for you, or supports you financially. Intimate partner violence can include forced sex, physical abuse, and emotional abuse, such as cruel words or threats. It can happen to people of all ages, genders, races, ethnicities, and religions. It occurs in both heterosexual and LGBTQ+ relationships and to couples who live together or apart. Abuse is never OK.
Abuse in a relationship can be both physical and mental.
Remind your student that in a relationship:
• Your partner should never threaten you or hurt you, and should never threaten to harm or harm any of your possessions or people that are important to you.
• You should never feel afraid of your partner or controlled by them.
• Your partner should never make you feel worthless or bad about yourself.
Students who are in an abusive relationship or have experienced sexual assault should contact Relationship and Sexual Violence Prevention and Services (RSVP) in USC Student Health for confidential assistance, (all student-reported information is kept private and confidential); or the Office for Equity, Equal Opportunity and Title IX (EEO-TIX) to discuss reporting options. If a student or other member of the campus community is in fear of danger from a partner, immediately contact the Department of Public Safety (DPS).
Source: Relationships and Safety (2018,March 14). Retrieved from https:// www.womenshealth.gov/relationships-and-safety/sexual-assault-and-rape/ sexual-assault#3
Alcohol and Other Drugs
Drinking on college campuses is an important concern that needs special attention in the first semester. We take the issue of alcohol use by students seriously, and we want to support you in your role in guiding your student, as they become a member of our campus community. As a USC parent, you play an important role in influencing your student’s choices when it comes to alcohol. In fact, national studies have shown that parents and families have a key influence on how often their students engage in risky behavior, including alcohol use.
Please start talking with your student about alcohol use and keep the conversation going once they come to campus, especially during their first semester.
Alcohol is the most misused drug in our society, although most people do not even consider alcohol to be a drug. It takes only a single episode of intoxication to experience life-changing consequences.
PARENTAL INFLUENCE ON DRINKING DECISIONS
Some families allow their children to drink a controlled amount on certain occasions, such as holidays and family functions. Other families believe it is all right for students to drink small amounts of alcohol, as long as they do so in a responsible fashion.
Your own orientation as a parent is a matter of your own values. However, if you are going to permit your son or daughter to drink alcohol in certain contexts, then you must be clear about exactly what these contexts are and what constitutes responsible behavior.
Studies consistently show that when parents permit their child to drink they tend to drink more often and heavier outside the home.
It isn’t easy or comfortable to engage in a conversation about alcohol and there are ways to make the conversation more effective when you are able to raise the topic with your student. The following are some tips on approaching the subject.
ALCOHOL AND OTHER DRUGS: HOW TO HAVE THE CONVERSATION
Ask direct questions. Many times parents circle around the issue by asking indirect questions such as “Did you have too much fun last night?” Ask them point-blank: Are you drinking at parties? What are you drinking? How much are you using and how are you getting it? Are you smoking pot or trying other things, such as Molly or LSD?
Approach nonjudgmentally—keep your reactions in check. Nothing will shut down a conversation faster than judging or immediately disapproving of their choices. While it’s easier said than done, if your student opens up to you, just listen. Don’t yell or disapprove, even if you’re upset by what they are telling you. Your reaction will set the tone, and establish a precedent, for any future conversations.
Treat the subject with seriousness. If your student tells you they have a hangover, don’t minimize the experience by saying things like, “It won’t be your last one, for sure,” or telling them they need a better tolerance. This can send the message that you are encouraging and approving their use. Sometimes this can be a student’s way of sending a signal letting parents know that drinking or smoking is getting out of hand.
Put safety measures in place. Let your student know that you are there for support, even from miles away. Do they know the safety resources (USC Transportation’s Supplemental Safe Ride Program, provided by Lyft and the Department of Public Safety — invitations are sent the first week of classes) to get themselves out of a situation? Talk to them about various scenarios and ask how they might handle themselves in those situations. Chances are, they haven’t thought it through. Acknowledging the kinds of things that can happen, and brainstorming possible responses, can help them steer clear of trouble.
Remind them of your standards. Your expectations and standards of behavior and conduct don’t end just because your student is out of your sight. Substance use and abuse can affect a student’s health and academic performance, and have deadly outcomes. Ensure your student that consequences can and will happen if they do not keep their end of the bargain as far as your expectations about alcohol and other drug use.
Keep the dialogue open. Let your student know you are a safe place to land. Maybe they need to vent about a roommate’s use of substances. Or maybe your student did something they are not proud of with regard to using drugs or alcohol and need to talk about it.
What can you do if, after these discussions, you deem there is a problem? Know your campus resources, listed in this booklet. Above all, keep the conversation going. It’s too important to ignore.
Source: Lee, J. (2017, October 17). “Have ‘The Talk’ about Drugs and Alcohol with Your Student.” Retrieved from https://www.collegiateparent.com/starting-college/student/ have-the-talk-about-drugs-and-alcohol-with-your-student.
UNIVERSITY EXPECTATIONS OF STUDENTS
It is the University of Southern California’s expectation that students wait until the legal drinking age of 21 before they make decisions about whether or not they choose to drink alcohol.
For more information about the university’s expectations for the student community, please visit policy.usc.edu/ studenthandbook to read “Living Our Unifying Values: The USC Student Handbook”.
Reaching Out for Support
USC STUDENT HEALTH (213) 740-WELL/9355 offers comprehensive medical and mental health services to USC students, and extends access to additional services through the student health insurance plan. A nurse (for medical concerns) or counselor (for mental health concerns) is available 24 hours a day even when the student health centers are closed. USC Student Health consults with families and friends with a student’s consent.
Asian Pacific American Student Services (APASS)
STU 410
213-740-4999
apass@usc.edu
Center for Black Cultural and Student Affairs
(CBCSA) | STU 100
213-740-8257
cbcsa@usc.edu
Department of Public Safety (DPS) Emergency Numbers
For 24-hour emergency assistance or to report a crime:
UPC: 213-740-4321
HSC: 323-442-1000
For non-emergencies:
UPC: 213-740-6000
HSC: 323-442-1200
First Generation Plus Success Center (FG+SC)
TCC 224 firstgen@usc.edu
Fraternity and Sorority Leadership Development (FSLD) | TCC 330 213-821-1639 uscfsld@usc.edu
Latinx Chicanx Center for Advocacy and Student Affairs (La CASA) STU 402 213-740-1480 lacasa@usc.edu
Kortschak Center for Learning and Creativity STU 311 213-740-7884 kortschakcenter@usc.edu
Lesbian, Gay, Bisexual, Transgender, Queer Plus Student Center (LGBTQ+SC) STU 415 213-740-7619 lgbtqplus@usc.edu
Mindful USC mindful@usc.edu
USC CAMPUS SUPPORT & INTERVENTION (213) 740-0411 assists students and families in resolving complex personal, academic, and financial issues by providing useful information and referring them to the appropriate campus resources. Family members can call for a consult if they have concerns about their student, or if the family experiences a crisis or challenge. USC students can also submit anonymous and private concerns about a fellow Trojan at campussupport.usc.edu/trojans-care-4-trojans.
Office for Equity, Equal Opportunity and Title IX (EEO-TIX) | KOH 101 213-740-5086 eeotix@usc.edu
Office of International Services (OIS)
Royal Parking Structure Suite 101 ois@usc.edu
Office of Religious and Spiritual Life (ORSL) UGC 106 / McKibben 160 213-740-6110 orsl@usc.edu
Office of Student Accessibility Services (OSAS) | GFS 120 213-740-0776 osas@usc.edu
Recreational Sports
UPC Lyon Center USC VIllage Fitness Center HSC Fitness Center 213-740-5127 recsports@usc.edu
Residential Education STU 200
213-740-2080 resed@usc.edu
Student Basic Needs basicneeds@usc.edu
Veterans Resource Center (VRC) | TCC 330 213-821-6028 vrc@usc.edu
USC Student Health
UPC Engemann Student Health Center HSC Eric Cohen Student Health Center 213-740-WELL/9355 studenthealth@usc.edu
Services Include: Student Counseling and Mental Health Services
Relationship and Sexual Violence Prevention Services (RSVP)*
*Note on 24/7 support — for immediate medical support after an assault, visit Santa Monica Rape Treatment (SART) Center, 24/7 (at the Santa Monica-UCLA Medical Center, located at 1250 16th Street in Santa Monica). Please note that a RSVP counselor can accompany you, arrange transportation to and from SART Centers, and arrange for aftercare services on campus, including but not limited to student health care services, counseling, advocacy, Title IX, and academic accommodations. It is recommended you speak with a confidential counselor at RSVP to guide you through this process.