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Claremont Lincoln University

Student Center

Alumni Page

Contact Us

Claremont Lincoln University Directory


150 W. First Street

Claremont, CA 91711

Main Line:

(909) 667-4400


(909) 399-3443

General Email 

(909) 667-4444

General Email

Vice President of Academic and Student Affairs and Chief Academic Officer

Dr. Joanna Bauer 

Academic Affairs Project Manager

Karina Ixta

(909) 667-4421

Chief Financial Officer

Linda Rabitoy

(909) 667-4433


General Email

Director of Student Financial Services

Cesar Perez

909) 667-4428


General Email

Dean of Student Services and Registrar

Karen Kraker

(909) 667-4486

Associate Dean of Student Services

Nancy Moretti

Student Services Manager

Crystal Stewart

(909) 667-4492

General Email 

Students Last Name A - M

Cecelia Doyle, Ed.D. 

Students Last Name N - Z

Nancy Moretti, Ed.S.

Director of Research and Writing

Dr. Ashley Gimbal



General Email

Canvas Tech Support

Please use the Help menu on your Canvas global menu on the left or call (844) 912-1727.

Canvas User Guide

Success Tips & Strategies

Success Strategies for CLU Coursework
Success in the Weekly Module
  • All weekly introduction pages (the first page under each weekly module) are open at the beginning of the term
  • The weekly introduction includes reading assignments, media, discussion board topics, and key writing assignment details for the week
  • Preview weekly introduction pages in advance to get a head start on upcoming work and to plan accordingly for key writing assignments
Success in the Discussion Boards
  • Preview discussion board questions in the upcoming weekly module.
  • Each discussion board requires that you respond to the discussion question prompt and reply to at least 2 of your classmates. 
  • Your response to each discussion board prompt and replies to your classmates should be posted on more than one day for each board. 
  • Post your own response to the prompt early to receive as much feedback from your classmates as possible.
  • Compose your discussion board posts in a Word document rather than in Canvas. Canvas is internet-based and it is very easy to lose your work in the event of even a brief power/internet outage. Word will allow you to keep your work safe and save your contributions in one place for future reference. Once you finish composing, just copy and paste your work into the discussion board.
Success on Key Assignments
  • You have two key writing assignments each term in each class. When class starts, look for these assignments and plan for them in advance. 
  • You can view the assignment prompt and requirements on the weekly introduction for the week during which the assignment is due.
  • Write an early draft of your paper so you have time to edit and refine it before submitting it.
  • Use resources! CLU provides students with access to the Writing Center in each class. The Writing Center will review specific areas of your paper and provide feedback. You also have access to the Writing Resource Network which includes writing tools and tips and allows you to work one-on-one with CLU's Writing Coach. 
  • You will complete a Learning Reflection paper in week 8. Rather than an exam, this allows you to self-reflect on your learning in your class. You will be asked to show examples from your work in the class of mastery of the learning objects. If you create a Word document for all of your discussion board posts, it will be much easier to identify artifacts from your work for this assignment.
Overall Tips for Success
  • Get started early and try to work ahead as much as possible.
  • Order your books early and look through them before class starts.
  • Accept your course invitation early and browse through the weekly introductions so you can get a sense of what you'll be learning and what the time commitment for each class looks like.
  • Communicate, communicate, communicate! Your instructors are here to answer your questions about content and assignments and to help you work through any challenges you may encounter.
  • Contact the Office of Student Services for advice, academic planning, access to resources, or to just talk through any challenges you might be experiencing. A simple conversation can transform your outlook!
Pitch Videos
Pitch videos allow you to present an idea, plan, product, etc. and discuss the benefits of pitching information. For an academic pitch video, you will want to:
  • Keep it short and somewhat formal, but not boring
  • Don't read - you should talk and appear personable and natural
  • Look professional
  • Submit an outline with a more in-depth description of your pitch
  • Use and refer to sources
You can use PhotoBooth (Mac) or the Camera app (PC) to record easily. You may need to do a few takes and/or some minor editing to get your pitch just right.


5 Simple Steps To Make A Great Video Pitch
Your instructors will often use the Track Changes feature in Microsoft Word to provide edits, feedback, and recommended changes when they are grading your written assignments. As a student, it is important you understand how to view and use the Track Changes option so you can make the most out of the important tips, strategies, and feedback that your professors are providing you.
Learn more about the Track Changes feature and how to use it here:
The ability to write a graduate-level will be an important part of your learning and assessment at CLU. It's critical that you can present your thoughts and research in a well-organized, grammatically correct, properly cited format. As such, you will have many opportunities to display your learning through academic essay writing. If you struggle with any component of writing, whether that is how to find credible sources, grammar, citations, organization, etc., you can find help using the Writing Center.  If you are not already enrolled in the WRN, use the link below to self-enroll and explore the various modules. You can also receive one-on-one writing assistance from CLU's Writing Coach. Schedule time to meet with the Writing Coach at

Scholarly Posters
A scholarly poster is just what it sounds like - it's a visual representation of your research that includes a mix of images, data, and text. A poster is an excellent way to spark interest and open up a deeper conversation around the information you're presenting on. 
As you create your poster, be sure to consider your audience. What information is most compelling and how can you best represent that in a concise way? Make sure your poster is informative and academic, but also visually stimulating. 
You can read more about scholarly posters and get some inspiration from the following websites:
Slideshow presentations are a popular way of disseminating information in a professional setting. Slideshows use images, charts, and short snippets of text to present information. They add a visual component to presentations, helping the audience stay engaged and understand what the presenter's most important data points are.  Slideshow presentations will sometimes require that you record yourself presenting the information. Slideshow software also includes a section for speaker notes that you can attach to each slide to help with your presentation.  When you are required to complete an assignment via a slideshow, you will usually have to submit an outline and/or speaker notes with your presentation as these allow you to display more robust learning by providing in-depth information and additional context about each slide.
As a CLU student, you have free access to Office 365 and the full Microsoft Office suite of programs. PowerPoint is the Microsoft program used to create slideshows. However, Google also has its own free slideshow program called Google Slides that you can also use. 
Remember, you will still need to cite your sources as part of your slideshow! 

Online Learning at CLU

Time Commitment
For each 3 credit class, you can expect to commit 11.25 - 15  hours per week during the 8-week term.  This includes both time spent in the classroom in Canvas and out-of-class student work such as reading and preparing assignments.  See the policy below as stated in the Academic Catalog:
Each course will have three major assignments, two primary and a final. Each assignment is unique with directions provided on the assignment page. This page will also include an assignment rubric. Both the assignment directions and assignment rubric will outline assignment requirements, so it's important to use both when completing assignments. 


The Dialogue discussion is due Thursday at 11:59 pm pst and the Collaboration discussion is due Sunday at 11:59 pm pst. However, the original answer to your Dialogue and Collaboration discussion questions should be posted at LEAST 24 hrs prior to the deadline. This allows for your peers to respond to your post. Students are expected to post two responses on at least two separate days in each discussion before the due date. 
Peer Response Content Requirements
Substantive responses to peers demonstrate critical thinking by expanding the scope of the topic. This can be shown by taking one of the following positions and supporting with course materials:
  • Agreeing and providing more information
  • Agreeing and providing a strategy or action steps
  • Disagreeing and providing specific evidence
  • Disagreeing and providing an alternative argument
Discussion Requirements
Content: Fully addresses all elements of the discussion question demonstrating understanding of key course concepts providing details, explanations, and examples.  Models academic writing with correct grammar, spelling, and punctuation.
Source Support: Uses course vocabulary appropriately and incorporates course material to support answers with accurate source citing.
Participation:  Student responds substantively to at least two peers to further the discussion by adding own examples, course materials, asking questions, etc.
Please refer to the Rubric for Discussion Posts for more information about the expectations for participation in the discussion boards.
Each course has overall learning outcomes which are divided into measurable, weekly subordinate learning objectives. The weekly activities (projects, discussions, papers) are designed to lead to the mastering of these learning objectives. The weekly objectives are provided at the beginning of every week.
At the end of every week, students are asked to reflect on the week’s activities, self-identify how he or she achieved the learning goals, and report on how that learning was put into action in the students’ life. This exercise is part of their mindful practice and demonstrates one of the key learning principles of the Claremont Core.™
The Weekly Reflections are not anonymous and should be completed at the end of the appropriate week.
At the end of each week, students have the opportunity to reflect on the course and evaluate their learning.  Self-reflection and journaling are part of mindful practice and offer the opportunity to chart and monitor progress.  Another benefit of spending time on the reflection each week is to develop notes that can be used for the Week 10 Learning Reflection (which is graded). When you respond to the Reflection questions, comment freely on any thoughts or behavioral changes that occur as a result of your course work. In addition, reply with any feedback on the week’s readings, objectives, discussion questions, and assignments.  This reflection piece is the foundation of the e-portfolio built through study at CLU and required for the Capstone class. 

There will be times when you may feel overwhelmed, frustrated, isolated, or tired as you complete your program of study. As such, it is essential to have a strong support network. Your support network could consist of family, friends, co-workers, and community. Their support, understanding, and continual motivation are good, of course, but they may provide you more direct assistance as well. Letting these special people in your life know what you need and how they can help you be successful in college is a conversation to have early and often. 
You are not alone on your academic journey; in addition to your network, you have everyone here at CLU cheering for you. Please reach out to your instructor, student services, the writing coach, the professional coach, or your capstone mentor if you need anything.  

Forest - Stay Focused, Be Present
Forest is an app that helps grow your time management skills. Whenever you want to focus, plant a tree. Your productivity will help your tree grow. Or, if you browse websites on your blacklist, it will wither away. 
  • Styled like a game, but with the benefit of allowing you to use your time productively
  • See your forest and get a visual sense of how well you've been using your time
  • Share trees with friends
  • Partnered with Trees for the Future and allows you to spend virtual coins you earn in Forest to plant real trees!
  • Available for Android & iPhone. Chrome extension also available.
To read more about Forest, visit (Links to an external site.)
To add the Chrome extension to your browser, click here:

CLU Catalog

Students can find a plethora of information in the CLU catalog including:
  • Academic program curriculum and requirements
  • Academic Calendar with important dates
  • University policies
  • University procedures
  • Financial aid information
  • Student expectations
The current catalog, addendums, and Veteran's Bulletin can be found at:

Student Forms and Policies

Student Resources

Financial Aid Overview
What do I need to know about Financial Aid? 
At Claremont Lincoln University, we make it a priority to keep tuition at a level that we hope will allow students to complete their education without borrowing funds. While we are proud to offer scholarship opportunities and encourage the use of employer-reimbursed tuition programs, we realize that some students require access to low-interest student loan programs. 
 Claremont Lincoln University participates in the Federal Direct Unsubsidized Student Loan program.  This is a low-interest loan made available to eligible students to assist with costs related to education.  The current interest rate is 6.6% and repayment begins six months after the borrower graduates.  Since the entire direct loan is unsubsidized, interest accrual begins once the loan is disbursed.
The Federal Direct Unsubsidized student loan is disbursed in equal disbursements over the course of the academic year.  If you are enrolled for 3 terms (Oct/Jan/April) then you will receive 3 equal loan disbursements – once per term.  If you will only enroll for 1 term, federal law mandates that your loan be disbursed in 2 disbursements for the term.
Any scholarship monies received from Claremont Lincoln University will be disbursed in equal payments across the number of terms enrolled.
Satisfactory Academic Progress (SAP)
Students are required to maintain academic progress in order to maintain eligibility for their financial aid funding.  Academic progress is monitored at the end of the April term.  At this point, students must have met the minimum GPA of 3.0 and must have successfully completed 67% of all attempted units.  Failure to maintain SAP will result in losing financial aid eligibility.
Return to Title IV – Withdrawn Student Calculation
CLU is required to perform a return to Title IV calculation for students who received financial aid funding.   This calculation requires us to determine how much of the financial aid funding was earned for the time period in which you were enrolled.  Please be aware that a complete withdrawal from your academic program prior to the 60% term completion mark may result in funds being returned to the federal government which will potentially create a balance owed to the University.
If you have not applied for financial aid, but would like to start the process, please contact the Financial Aid Office at (909) 667-4428 or   

Requesting Accommodations
Claremont Lincoln University is committed to providing support services to achieve equal access to the education experience. The Office of Student Services approves and coordinates accommodations and services for students with disabilities. Students who would like to use this resource must self-disclose by submitting a download with current documentation of their disability from a medical professional.
Students may submit their Request for Accommodations and documentation to:
Karen Kraker
(909) 667-4486

Requesting a Student ID
Would you like a CLU Student ID card?


Student ID cards are a great way to get discounts on memberships, textbooks, electronics, services,  and other things that may be useful to you. To request your student ID, send a photo of yourself in .jpg/.jpeg format to Make sure your picture is from about the shoulders up and that you're looking straight ahead with nothing in the background and no one else in the shot.
Your student ID card will be mailed to you as soon as it's ready.

Career Resources

Developing a career goal is a great way to take charge of planning your career and provides a useful tool to manage your career effectively. There are a few steps that can help determine your career goal. These include conducting a self-assessment, exploring industries and jobs, and identifying factors that are non-negotiable (e.g., geographic location, salary requirements, and health care benefits). The final step of goal setting is writing the first draft of your goal.
To prepare for this search, explore job industries by researching the type of careers that use your interests and skillset. O*Net Online and the Occupational Outlook Handbook (Links to an external site.) are both excellent web resources to assist you in your search. You may also want to look at the job boards for your area to see what careers are currently listed.
Step 1: Self-Assessment
  • What do you do well?
  • What energizes you?
  • If you knew you could not fail, what would you do?
  • What issues do others come to you for help?
  • What are some of your most significant accomplishments?
  • What is something you do where you lose track of time when you are doing it?
Step 2: Career Exploration
  • Does the career pay a salary that meets your needs?
  • Will you need any additional training or schooling?
  • Will it offer you opportunities to advance?
  • Is the career you are considering likely to exist when you are ready for a job?
Step 3: Determining Your Non-Negotiable Items
Although we may not speak them aloud, we each have things we are not willing to compromise. During this step, write out your “must-haves” for your future career. 
To help get you started, think about the minimum salary you need to have, where you want to live, and the desired work hours.
Do Not Want
Step 4: Pulling it all Together
Now that you have conducted a self-assessment, explored industries and occupations, and written down your non-negotiable items, what is your future career goal? As you enter your chosen field, you must return to and reflect on your original goal often, so having your goal written down is an essential step for future reflection. 
It may be beneficial to complete self-assessments to determine what career best aligns with your personality and goals. Thus you  are encouraged to read the MBTI Basics, then complete the following assessments:
Once you complete these self-assessments, reflect on your scores to determine if the career of your choice aligns with your goals.

Job Search and Application Writing Video Series

Tips for Writing Effective Cover Letters

OWLPurdue. (2011, Dec). Tips for writing effective cover letters [Video]. YouTube. 


Resume Writing
OWLPurdue. (2011, August). Resume writing [Video]. YouTube.
Personal Statements
OWLPurdue. (2012, May). Personal statements [Video]. YouTube.
Video Resume
OWLPurdue. (2014, June). Video resumes [Video]. YouTube.