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Affairs with you. Working together and in collaboration with students, faculty, and staff throughout the University, the departments in the division have fostered a vibrant, engaged, diverse, and inclusive learning community outside of the classroom; provided outstanding services, programs, and opportunities for student leadership development; and supported student success as well as their spiritual, physical, and emotional health and well-being. We have accomplished a great deal in the past year. A few of the highlights include the following: • Raised the profile and reach of our athletics program through an international football game victory in Dublin, Ireland; a second NCAA tournament appearance in softball; and the hiring of men’s and women’s lacrosse coaches to increase our varsity offerings to 23 sports. • Developed a new, comprehensive housing assignment process to accommodate first-year and continuing students during the Murphy Hall yearlong renovation project. • Combined the annual Homecoming and Family Weekend activities into one large communitybuilding program for students, alumni, and family members. • Enhanced overall programming focusing on diversity and inclusion through the addition of a multicultural leadership retreat, development and implementation of Safe Zone training sessions, and an enhanced Pathways to Success program. • Coordinated a campus-wide crisis management table-top exercise as well as multiple training sessions with students, staff, and faculty regarding responding to an active shooter on campus. • Increased outreach and education efforts regarding student health and well-being, stress reduction programs, and focused attention to address substance abuse. The report that follows contains the mission statements, goals, accomplishments, and assessment and evaluation information for each of the departments in student affairs. The statements of students served by the departments help capture the supportive, dynamic, integrative, and purposeful interactions that occur among staff and students in the student affairs units. I am most grateful for the many contributions staff members have made during the past year to increase student engagement, collaborate with campus and community partners, and strengthen the overall sense of community while responding to the needs of our students. The annual report is also available online at sites.jcu.edu/studentaffairs. Your feedback and comments are most appreciated. Sincerely,
Mark D. McCarthy, Ph.D. Vice President for Student Affairs
Inspired by our Jesuit Catholic mission and identity, the Office of the Vice President for Student Affairs led the division in a number of key areas. It is essential for us, in supporting JCU’s academic mission, to illustrate the value of students’ experiences with our staff and programs and to gather evidence to make continuous improvements. First, efforts were put in place to create a culture of evidence by deepening our commitment to meaningful assessment and evaluation practices. Second, through the efforts of a diverse team of colleagues, on-campus professional development programs were offered to everyone in the division. Lastly, priority was given to communicating the division’s work with undergraduate students and the greater JCU community, utilizing the best and newest of technologies. By harnessing our collective areas of expertise to focus on our strategic priorities and goals, we were able to accomplish many things, for, with, and on behalf of our students. Our success is due in large part to the collaborative efforts with faculty and staff in departments across all the divisions at JCU. May God continue to bless us in our work together in the upcoming academic year.
- Mark McCarthy, Vice President for Student Affairs
Informed by the mission, vision, and core values of John Carroll University, the Division of Student Affairs offers programs and services that foster a vibrant, diverse, and inclusive learning community as well as the development of individuals of intellect and character who will lead and serve by engaging the world around them and around the globe.
In the service of faith and the promotion of justice, we are committed to responding to social challenges and to sharing our gifts in service to the community. • Students will be aware of local, national, and global issues. • Students will participate in their communities as engaged citizens. • Students will work for positive change on the behalf of others and the community.
Informed by the Jesuit Catholic mission of the University, the Division of Student Affairs is committed to the development of students and the campus community by: • Collaborating with others to foster a vibrant, engaged, diverse, and inclusive learning community outside of the classroom. • Providing and facilitating services, programs, and opportunities for student learning and leadership development in the service of others. • Challenging students to act with integrity and compassion and to reflect on the implications of their actions on individual, communal, and global scales. • Assessing and advocating for the needs and development of students.
As men and women for others, John Carroll graduates will be reflective, collaborative change agents who identify themselves as leaders; integrate faith and reason; and understand how their gifts can meet the world’s needs. • Students will articulate their goals, values, and skills. • Students will claim their identity as leaders. • Students will live ethically and in congruence with their personal values. • Students will work collaboratively with others toward common goals.
In the spirit of “cura personalis,” we are committed to the intellectual, spiritual, emotional, and physical development of each student. • Students will show respect and responsibility for their personal health and the well-being of others. • Students will develop a personal belief system that guides their behaviors and decisions. • Students will seek help and support from others to achieve well-being and personal goals. • Students will develop and maintain satisfying interpersonal relationships.
• Strengthen the sense of community by fostering a campus climate that is inclusive and enhancing the overall safety, health, and spiritual well-being of all students. • Foster a more seamless and integrative learning environment through active collaboration with Academic Affairs and the design of programs that complement and contribute to shared learning outcomes related to diversity and inclusion, social responsibility, leadership, and holistic development. • Increase student engagement by promoting purposeful involvement with peers, faculty, staff and administrators, and community members. • Support student success through the design and delivery of high-quality services and programs.
• Fifteen professional development sessions met the diverse needs and interests of staff. Some of the topics included: - Staff Mission Retreat at Thornacres - Introduction to Islam - Marketing and Technology - Grief and Loss - Interpersonal Violence - Future Career Possibilities - Christianity and Sustainability - Year-round meetings based on the books “The Happiness Project” and “Sex and the Soul” • Community development programs were held to provide much needed time to connect outside departmental lines and build relationships. • Several meetings were held with key staff charged with leading departmental assessment and evaluation. Through these meetings, the Student Affairs Assessment Team was revitalized with updated goals and objectives. The team created a plan to assist, guide, and mentor our department leaders in developing assessment and evaluation plans to measure learning and program outcomes most critical to the success of students and their departments. • 100 percent of our departments submitted assessment and evaluation plan results and explained how they will be informing their work with students in the upcoming academic year.
DIVISIONAL LEARNING GOALS
Diversity and Inclusion
We strive for inclusive excellence, to engage in authentic dialogue with others, to respect the inherent dignity of all peoples, and to create a community where differing points of view and experience are valued as opportunities for mutual learning as we aim to prepare our students for today’s global reality. • Students will understand and value their own socio-cultural identity. • Students will engage in diverse interactions and activities with civility and respect. • Students will articulate the advantages and challenges of diversity in community and society. • Students will actively work towards creating a more inclusive community.
CAMPUS SAFETY SERVICES
Though we were understaffed for most of the fall semester, our staff addressed many challenges and operated admirably. The performance of our police supervisors, patrol officers, dispatchers, gate attendants, and shuttle drivers this past year was excellent. Their growth in performance and capacity bodes well for the future of this department. I feel privileged to work with and provide leadership to the professionals who make up this department. I believe it is equally important for me to specifically recognize Deputy Chief Brian Hurd. The contribution the Deputy Chief brings to our departmental effectiveness and the support and allegiance he affords to our comprehensive policing plan, and to me personally, cannot be overstated. The coming year will bring with it new challenges. I am confident that our staff will address these challenges effectively. They are professionals who have demonstrated a capacity to get the job done and to get it done in an appropriate manner, while always keeping the health and safety of the entire JCU community as their number one priority.
-Tim Peppard, Chief and Director
As the University’s law enforcement agency, we will endeavor to make sound and thoughtful decisions, perform in a prudent and reasonable manner, and discharge our duties to ensure and provide for the safety, security, and well-being of John Carroll University and its community.
Faculty, staff, and administrators viewed the “Shots Fired” training video and participated in an evaluation of the session. Highlights include: • 100 percent indicated increased knowledge of strategies in response to an active shooter. • 96 percent felt this program should be offered to more faculty, staff, and administrators on campus. • 96 percent felt that they now fully or somewhat have the capacity to take action in response to a shooting incident. • 89 percent felt more inclined to attend future emergency preparedness sessions.
GOALS FOR 2012-2013
• Realize and perpetuate a credible reputation by performing our University Police Officer functions in a professional, competent, and reasonable manner. • Continue progress in implementing our more comprehensive policing model. • Complete the update of all components of our self-created records management system.
POINTS OF PRIDE
Police Supervisors Balance Complex Roles
CSS officers are called upon to perform criminal, student conduct, and Title IX investigations, often simultaneously. The ability to meld these diverse responsibilities into one comprehensive process is quite uncommon to the law enforcement community and therefore, worthy of recognition.
Customer Service Is Always A Priority
Although safety and security is of most importance, Campus Safety staff members pride themselves on providing students and other JCU community members and guests with excellent customer service. Because of this, JCU Police Officers are distinctive in comparison to their peers in the public sector and compared to many, if not most, peers at other private universities. The gate attendants are a great value to the University, given all the people they help to get to the right place on campus. In addition, students are always complimentary of our shuttle drivers. The dispatch team is described as the glue that helps hold our response capability together. Here one will find many years of service, a nuanced understanding of University culture, and well-honed capability to provide quality service to our officers, the University, and its community.
“There are not enough good things that I can say about Patti Taylor and Diane Gibson in the Campus Safety Services Office. They have not only been excellent with their work, but they have embraced me and the John Carroll Community. I met Patti and Diane when I become JCUEMS treasurer in September 2011. They both welcomed me with open arms and were gracious as well as patient with me as I learned the ropes of ordering supplies and doing my part in managing the budget. I was difficult at times, but never once did they get frustrated with me. They were always prompt and consistent with emails and updates, and kept me in line when it came to completing my job. Anytime I would visit the office, it would never be just about the department. They also cared about me. When I became deputy chief of JCUEMS in December 2011, I became even more bonded to the department. Being a fulltime student and the head of an entire student organization is not an easy task, and I will give a great deal of credit to these two women for getting me through it. They were not only the two I would go to for meetings, updates, and other EMS information, but they were also my support. Anytime I was having a bad day I could easily and confidently go see them to discuss the issues. They are professional, consistent, caring, and incredibly kind. They have really helped me grow as a student and young professional here at John Carroll. They not only are gems to the CSS department, but they are the foundation that keeps it together.” - Brooke Wunderly ’13
CENTER FOR STUDENT DIVERSITY AND INCLUSION
The Center for Student Diversity and Inclusion’s (CSDI) first year in the Lombardo Student Center has improved the Center’s visibility and increased student traffic. We have had very good attendance at the Cultural Awareness Series events. For the first time at JCU, Safe Zone training was conducted for faculty, staff, and administrators. The cultural organizations had great programs that were social, educational, and well attended. These groups also provided specific support and programming for their members. Oftentimes, the cultural organizations collaborated with one another to enhance program content and increase participation.
- Danielle Carter, Director
The Center focuses on supporting historically underrepresented students to become successful and fully engaged in their educational experiences at JCU. The Center nurtures a sense of belonging for students from diverse backgrounds and encourages them to participate actively in their curricular and co-curricular learning, including campus and community organizations, leadership opportunities, and intercultural experiences. In collaboration with other University departments, the Center coordinates programs and services that foster an inclusive campus environment, promotes a welcoming and just University community, and encourages and values the contributions and perspectives of all students.
Key findings from the Pathways to Success program
• Students reported an increase in academic readiness. • Participants reported feeling most comfortable taking care of themselves in areas of stress management, sleep, and spirituality; and least comfortable in areas of mental health, physical health, and safety. Participants agreed or strongly agreed that the program was helpful in the following areas: - I met students who I will keep in touch with throughout the semester. - I made one friend or acquaintance. - I truly made a connection with faculty, staff, and administrators that I will keep in touch with during my time at JCU. - The CSDI was an important part of my transition to college. • The students who participated in the Multicultural Leadership Conference provided responses that indicated awareness of their own identities before and after the conference. Key findings from evaluations showed shifts toward participants strongly agreeing on a greater awareness of diversity issues on campus, an increase in people in the community interacting with those who are different, and a better understanding their own biases. • The CSDI sponsored 39 total programs throughout year with a total attendance of 3,202. “Last semester, Salo Rodezno agreed to meet with me so we could discuss the role of the Center for Diversity and Inclusion in the John Carroll community. He helped me understand more of what the campus had to offer and supported me in my goal of becoming an RA for the 2013-2014 academic year. I went through the process and was offered a position from the Office of Residence Life. As an RA, I feel it is essential to be aware and accepting of the many people around us, regardless of their beliefs, experiences, etc. Having a better feel for the organizations around me will allow me to use the resources available to help myself and others with our college experience. I just wanted to thank Salo for meeting with me and helping me become more knowledgeable about John Carroll’s many opportunities, which will help me be a more qualified RA and a better informed member of the JCU community. I look forward to working with him and the Center in the future.” - David Contento ’15 “I just wanted to thank you and the entire team for putting together such a beautiful event [the 2013 Multicultural Recognition Program]. My parents enjoyed and appreciated it just as I did. Everything was organized and well done. We won’t be making it for graduation so it was very nice of you all to acknowledge us seniors. Thanks again and keep up the efforts, they certainly do not go unnoticed!” - Mahum Abbas ’13
GOALS FOR 2012-2013
• Provide yearlong programming that addresses the needs of first-year students who participate in Pathways to Success (Pathways). • Implement a sophomore experience for the students who participated in Pathways. • Provide more intentional and structured support for cultural student organizations as a supplement to their primary advisors. • Collaborate with the Office of Student Activities to provide trainings with a focus on student organization development, positional leadership development, and student organization processes, protocols, and logistics.
POINTS OF PRIDE
Personal Connections Continue with Pathways Students
Salo Rodezno, program coordinator, had a minimum of three contacts with each first-year Pathways participant to monitor academic and social acclimation.
Implementation of Safe Zone Training A Success
Collaboration with academic affairs culminated in more than 144 faculty, staff, and administrators trained.
Multicultural Leadership Conference Engages Students
This collaborative conference was an interactive opportunity aimed to give students the knowledge and skills needed to help create a multicultural environment on campus.
DEPARTMENT OF ATHLETICS
The year started with a special trip to Ireland for our football team. We were able to finish second in the standings for the OAC Men’s All Sports Trophy, and we participated in the NCAA Division III Softball Championship for the second year in a row. We continue to grow our numbers of participants overall and in our community outreach efforts. Coaching changes occurred in football, women’s basketball, women’s golf, softball, and swimming. Additionally, coaches were added for both the men and women’s lacrosse teams. All of our new head and assistant coaches provide new perspective, energy, and ideas for our programs and department, and a positive outlook for the future. While much of my time has been spent on personnel and processes, our coaches and student-athletes accomplished some great things on and off the field. Laurie Massa, Senior Director
The Department of Athletics at JCU is committed to a broadbased program of competitive excellence for all studentathletes. Administrators, coaches, and staff are dedicated to supporting each student-athlete’s journey toward academic and athletic success. Recognizing this commitment, the department embraces an obligation to attract diversified students of high moral character, academic distinction, and acknowledged athletic proficiency. Influenced by Jesuit values, student-athlete development is accomplished through quality coaching, adequate resources, and an environment that fosters personal growth.
Athletes Living The Mission
• Expansion of our soccer clinic with the Center for Autism to include women’s soccer and a full gymnasium. • T-shirt sale for the victims of the Boston bombing. • Baseball’s involvement with Ronald McDonald House.
Special Events Connect Alumni Back to JCU
Events including the 30th anniversary of the McCarthy Memorial Alumni Game and Scholarship, the 40th anniversary of Baseball Celebration Weekend, and a swimming alumni gathering were especially successful with new energy and high attendance.
GOALS FOR 2012-2013
• Support initiatives for student programming by collaborating to identify effective ways to provide important information to student-athletes, potentially getting individual athletes involved in mentor roles. • Utilize Student Affairs Advisory Committee (SAAC) for feedback about initiatives including the Student-Athlete Survey, letter winner award review, and service assessment. • Refine roles of staff and Blue-Gold Club to align with priorities, to include fundraising policies with coaches. • Capitalize on new opportunities in fundraising for athletes and align priorities with targeted University and Athletics Department goals. • Explore opportunities for creating a merit salary pool for rewarding extraordinary performance and goals achieved by coaches and staff. • Enhance academic support for student-athletes. • Examine potential grants to supplement staffing or enhance programs. • Identify priority needs for staff training and continue implementation plan. • Identify new ways to communicate with the Enrollment. • Explore additional ways to streamline the exchange of prospect information using Frontrush. • Engage alumni with our programs and coaches with additional efforts to get the word out. • Increase involvement of faculty and staff in support of our student-athletes. • Involve staff in a community service activity.
Football in Dublin, Ireland
The football team and staff, along with 250 parents, alumni, and fans, travelled to Ireland to start the 2012 season. JCU defeated Saint Norbert’s College 41-3.
Blue-Gold Club Donations Result in Highest All-Time Annual Giving
Efforts were even more successful by reaching out to parents and alumni in more personal and intentional ways. Individual sport letters, timed emails with links to donate online, and a second appeal in February were all new initiatives resulting in almost 400 contributions totaling more than $63,000.
Facilities Leasing Generates Revenue
Forty different events with outside groups provided community exposure to our campus as well as revenue totaling more than $37,000.
Implementation of Varsity Lacrosse
We have set the groundwork for very competitive lacrosse programs. Both coaches have had positive interactions with prospective students and their families.
• The Student-Athlete Surveys are helpful in determining student perspectives on their coaches, challenges, and needs related to their athletic experience. • Common concerns include the improvement of facilities and scheduling conflicts. • The level of impact that coaches have on their goals and recruiting varies among teams and within teams. • The level of self-reported community service by the student-athletes still falls short of what is witnessed by our coaches and staff. • Working with the Office of Institutional Effectiveness to gather academic data comparing student-athlete academic performance to that of the general student body. “I chose to attend JCU to play college baseball, to play for Coach Thibeault, and to earn a Jesuit education. I knew I would be exposing myself to one of the best departments on campus. In my four years, I was a two-year member of the varsity baseball team, served as the marketing coordinator and treasurer of the Carroll Crazies, and worked for the Sports Information Office. Through my involvement I was able to broaden and hone skills that extended beyond the batter’s box at Schweickert Field. I was able to build my communication and problem solving skills through the events that the Carroll Crazies hosted. While working for the Sports Information Office, I strengthened my writing skills by publishing game stories and even got to broadcast live sporting events on the Internet for fans. Last but not least, my time proudly spent as a collegiate athlete instilled the importance of perseverance and teamwork. Without a doubt, the friendships that I built through my various involvements will stay with me forever.” - Patrick Fallon ’13
POINTS OF PRIDE
• Second NCAA Championship in softball. • Second Place Finishes in the OAC by baseball, men’s indoor track, men’s outdoor track, softball, and men’s soccer. • The success of our men’s programs gave us a runner-up position for the men’s All Sport Trophy in the OAC. • Mike Minjock ’13 was the national runner-up finisher in the long jump. • Emily Mapes ’15 finished ninth in the steeplechase. • Mackenzie Griffin ’13 became the first John Carroll student-athlete to be selected the DIII Academic All-American of the Year. • Alex DiPalma ’13 earned the Medalist Honor at the OAC Men’s Golf Championship.
DEPARTMENT OF RECREATION
Students play an essential role in the success of our department’s services and programs. Through the hiring of dependable, hard-working students we are able to continue our tradition of quality in all programs, wellness offerings, and facilities maintenance. We continue to look for new ways to find storage and additional student work and learning space, as well as aim toward optimal policy enforcement. We also continue to seek out new opportunities to partner with wellness and healthy-living constituents around campus and the surrounding community. In the area of Club Sports, teams recruited and retained more than 250 student-athletes, while our intramural program grew to more than 2,000 total participants (1,000 unique participants). More than 400 first-year students participated in intramurals alone. Our aquatics program continues to be popular with more group, as well as private swim lessons and special event requests for the pool. The Corbo Room and Fitness Studio were able to benefit from new treadmills, an elliptical, and eight new cycling bikes, as well as minor aesthetic updates.
- Courtney Farver, Director
To provide safe and clean facilities, quality programs, and a friendly environment to enhance the health, fitness, and wellness of students, faculty, staff, administrators, and community members, while providing a learning environment for personal growth for all students employed by the department.
Assessment and evaluation largely focused on student Building Supervisors this past year and tracking their growth through direct and indirect measures of learning. Means in which we collected information from our Building Supervisors included: • Fall 2012 Training Week journal reflections and survey. • Monthly reflections on leadership and communication. • Direct observations of Building Supervisors while working. • Group projects during fall and winter supervisor training. • Spring 2013 end-of-the-yearsupervisor reflection and survey. - A survey distributed in April 2013 to the Building Supervisors clearly identified the following five leadership skills, which were deemed most important for them to be successful in their roles: self-confidence, sense of belonging, ability to multi-task, communication skills, and leadership skills. Building Supervisors also reported that they were able to improve and see growth on all five of these skills during the past year.
GOALS FOR 2012-2013
• Implement phase two of the Intramural Swearing and Sportsmanship Initiative. • Research and implement new technology at the Recreation Desk, Corbo Room Desk, the Recreation Office, and the Graduate Assistant Office to handle membership tracking and equipment check out. • Develop a leadership program tailored for students involved in Club Sports.
POINTS OF PRIDE
Replacement of Major Equipment Moves Forward
New equipment in Corbo Room and Fitness Room. “The Department of Recreation has served me in a number of very meaningful ways. The Recreation Department has given me a great environment to work in. It has given me a job that is flexible and teaches me discipline while being in school. The intramurals section has given my friends and I numerous opportunities to play sports that we would never imagine playing on a college level. The Club Sports aspect has served me the most while being here at JCU. It has given me the opportunity to be on a wonderful team. Being on the rowing team not only introduced me to a new sport but it has introduced me to the people that have become my very best friends here at JCU. Since I joined three years ago, rowing has been my life. I honestly cannot imagine my time here at John Carroll without this team. It has taught me so much about myself and who I want to be. It has given me a way to stay in shape and work with others. It has taught me a great deal of discipline as well. Being on the team makes me work hard in school so that I can be at practice and support my team. It makes me so proud to go to a different city and compete for our school. I have so much pride wearing the John Carroll name. Being on the team has also given me the opportunity to be a leader. I have also learned how to work well with my peers. Thanks to this department I have also learned how to properly communicate as well as how to delegate tasks to make sure everything can run smoothly.” - Kayla Shelley ’14
Pool Locker Rooms renovated.
Locker room project included fresh paint, brand new lockers and benches, and a deep cleaning.
Growth in Intramural Participation Transition of students to Building Supervisors role.
The student Building Supervisors take their increased duties with great responsibility and commitment and are integral to the success of our department.
The year presented the Student Health Center (SHC) with a number of opportunities and challenges to provide students with improved services and creative health education programs. One of the biggest challenges faced was the decreased physician availability. The SHC staff did an excellent job referring students to off-campus resources to accommodate for this deficiency. The SHC van service played a key role in transporting students to these off-campus health facilities. Students were very pleased with this service. The SHC is currently in negotiations with another physician group for the upcoming academic year. In terms of programs, monthly chair massages, along with health education programs, were a hit among students and free flu shots helped to keep our students healthier through flu season. Lastly, due to the Murphy Hall renovations, the SHC has been temporarily moved behind Pacelli Hall to a mobile unit. Our staff has been partnering with the Facilities Office to plan the new wellness space in Murphy to even better meet the needs of students.
- Jan Krevh, Director
The Student Health Center at John Carroll University is committed to assisting students in their acquisition of the knowledge, attitudes, skills, and behaviors necessary for them to be self-directed health advocates in the pursuit of intellectual growth and personal development. The Student Health Center subscribes to the definition of health, which includes the attainment, maintenance, and lifelong commitment to an optimum level of wellness. This philosophy is rooted within the Jesuit educational tradition in which there is integration of learning with the development of the whole person.
• Prior to free flu shots, only 65 students got vaccines in 2010-2011. When the free flu shot program began in 20112012, 221 students received flu shots. This past year, more than 250 students were vaccinated. Given this data, when given free, students are much more likely to get vaccinated. This is good for the student, but also for the health of the whole community. In addition to the shot, students receive information about the flu and ways to keep healthy during the flu season. • The two-hour nutritional programs, running concurrently with the Wednesday evening chair massages, had an average of 13 students each time. Students appreciated the programs and stayed after to ask questions of the nutritionist. • The massage therapist reported an average of 26 students each Wednesday evening that free chair massages were offered. “The van service I received from the Student Health Center was amazing. The drivers were so nice and they went out of their way to make sure I would not be waiting long after my appointment. I am very grateful for this service.” - Josh Sefcik ’14
GOALS FOR 2012-2013
• Collaborate with Information Technology Services and the Office of Legal Counsel to make interactive health forms accessible online. • Organize male and female STD/HIV testing days each semester. • Collaborate with the Health Educator and the Peer Health Advisors to develop an STD program to educate students on living a healthy lifestyle. • Add new vendors to the Annual Wellness Fair. • Update the SHC’s policy and procedure manual.
POINTS OF PRIDE
Student Interest Grows in Nutrition Education
This year, Karin Palmer, the nutritionist, has seen a 36 percent increase in visits, with an 18 percent increase in male visits.
SHC Van Saves University Money and Satisfies Students
With a 48 percent increase in student transportation by the SHC’s van, transportation by cabs has decreased by 68 percent, saving money for the University. Students frequently express their appreciation for this service.
Monthly Massages and Health Education Programs a Hit with Students
Monthly programming of healthy living behaviors presented concurrently with the Wednesday evening chair massages have been well received by students.
Evening Administrations of Free Flu Shots Brings Eager Students
The nurses gave over 100 flu shots one evening on campus. Students were thrilled that the shots were made available at a convenient time and location for them. JCU students received these free flu shots thanks to the Student Activity Fee.
LITURGICAL MUSIC AND MUSIC ARTS
This year has once again yielded in-depth musical study, vibrant performances, diverse musical outreach, as well as exciting new endeavors and collaborations. This year we extended our outreach by taking on a collaboration with Penny Harris, Ph.D., of the Department of Sociology and Criminology, working with the Cleveland Alzheimer’s Association. The groundbreaking project, an intergenerational choir, brought together persons with early-stage Alzheimer’s disease, caregivers, and JCU students. It culminated in an April performance and resulted in an academic research paper delineating the project findings of lessening the stigma of Alzheimer’s disease and the misunderstandings about dementia by college students.
- Cynthia Caporella, Director
The mission of Liturgical Music and Musical Arts is to contribute to the mission of the University by fostering aesthetic and musical intelligences among the students, faculty, staff, administrators, and greater communities of John Carroll University.
An assessment was done of the Intergenerational Choir with the primary goals of lessening Alzheimer’s disease stigma and misunderstandings about dementia in college students. Data was collected from student participants three times during the 10-week rehearsal period, at the beginning, middle, and end of the experience. Specifically, the same questions about attitude and understanding of Alzheimer’s disease were asked at the beginning and end of the experience. The change in attitude suggested by student responses was nothing short of amazing, turning around understandings and attitudes toward persons with early-stage Alzheimer’s disease from negative or neutral to overwhelmingly positive. “As a student, I was highly involved in the Department of Liturgical Music and Musical Arts. As a singer in music ministry, the program served me in many different ways. As a member of the Chapel Ensemble and as a cantor for Mass, I was able to grow in my faith through music. This was a way for me to share in my faith with such a vibrant community that in turn fed me spiritually. In addition, I made some of the best of friends because of the comfortable, relaxing, and enjoyable atmosphere. As a member of the Schola Cantorum, I was able to grow as a vocalist. Not only were we challenged to learn difficult pieces, but we were challenged to work as a team in order to create beautiful music. We were also able to work with professional musicians as well, which enhanced our musical experience and learning. I was also fortunate enough to partake in a partnership/ internship between JCU and Saint Dominic’s Roman Catholic Parish that allowed me to gain more experience in a large church choir. Through this internship I was also able to receive a full year of voice lessons, which was an incredible experience that helped me immensely. The connections that I have made and people I have met through the program are wonderful! Lastly, I was able to take part in the Intergenerational Choir. This was one of the most life-giving experiences that I have had at John Carroll. Being able to combine music, service, and friendship all the while learning about Alzheimer’s disease was a remarkable experience. This was an important experience that impacted many people and I hope it will be continued in the future. I am thankful for my time in music ministry. It was definitely one of my favorite parts of JCU and was one of the hardest things to leave when graduating.” - Sadie Curtin ’13
GOALS FOR 2012-2013
• Complete and submit the music minor proposal. • Recruit students for music ministries and programs. • Improve overall Pep Band attendance at games and rehearsals while improving student leadership through project management.
POINTS OF PRIDE
A research project to fight the stigma of Alzheimer’s disease, build community, and better understand dementia.
Mandel Grant Award Funds Program
Music@Midday, a cross-cultural concert series, showcased the talents of musicians across several genres throughout the academic year.
Academic Paper Presentation
Cynthia Caporella served as a member of an otherwise allBelgian panel on Jesuits and the Arts at the Renaissance Society of America’s Annual International Conference this past April.
Pep Band at NCAA Division III Tournament
The Pep Band continues to serve as the official band of the basketball tournament.
Sacred Music Concert Spring 2013
The concert, titled “At the Name of Jesus,” featured John Carroll University’s Schola Cantorum and the Borromeo Seminary Choir.
OFFICE OF THE DEAN OF STUDENTS
This past year marked several notable transitions for key staff. Mary Beth Javorek became the Director of the University Counseling Center (UCC) and was kept busy providing services to students. Rev. Bernie McAniff, S.J., joined the Office of the Dean of Students staff as the Assistant Dean of Students and further developed his role in providing support to at-risk students. While the Department of Justice’s Office of Violence Against Women Grant was not renewed, we have secured permanent funding for the Violence Prevention and Action Center’s (VPAC) Program Coordinator position.
- Sherri Crahen, Dean
The mission for the Office of the Dean of Students is to enhance student learning on campus, reflective of the values and traditions inherent in the Jesuit vision of education.
One Billion Rising Supports Women at JCU and Around the World
On February 14, more than 60 JCU students, faculty, staff, and administrators joined one billion people around the world through dance to end violence against women and girls. One Billion Rising, a global activist movement, took root here on campus thanks to Amanda Rolf, program coordinator, VPAC, and the JCU Dance Ensemble.
GOALS FOR 2012-2013
• Evaluate the educational sanctions that are given to students who violate the Alcohol and Other Drugs policy. • Upgrade the conduct software and train staff accordingly. • Revise key conduct process documents. • Clarify and identify implications of the sophomore residency requirement. • Revise appeals process to allow students to submit appeals online.
Workshop Between University Departments Addresses Response to Common Student Concerns
The training focused on improving communication and using case studies to clarify referral procedures when responding to student problems, crises, and barriers to success.
• Of those who completed reflection exercises as part of the student conduct process, 10 percent of female students became repeat violators, compared to five percent of the male students. • The content of the educational sessions assigned to those who violated off-campus policies or were in the presence of a drug violation was updated and “clicker” technology was introduced. - Of those participating in these educational sessions, 80 percent indicated that they “Strongly Agree” or “Agree” that the session allowed them the opportunity to recognize the impact of their violation on the community of John Carroll, University Heights, or Shaker Heights. - Additionally, 75 percent indicated that they “Strongly Agree” or “Agree” that the session provided them with new information regarding the reality of drinking as a John Carroll student. 82 percent also indicated that they “Strongly Agree” or “Agree” that attending the session was a fair sanction in the conduct process at John Carroll. • 25 percent of first-year students were found responsible for violations of the Code of Conduct; of this number, 42 percent were women and 58 percent were men. • The rate of non-drinkers during their first semester of college has significantly increased since 2007 from 50 percent to 56 percent. • 520 virtual cards were distributed to students prior to their 21st birthdays in an effort to reduce high-risk drinking typical of this rite of passage. Parents also received accompanying letters. “Four years ago, I walked around the Lombardo Student Center trying to find a job. Janet Paradise pointed me to the Dean of Students’ Office to see if they were looking for help. I had no idea that I was walking into the best working experience I could have asked for at John Carroll. Besides the filing, fine collecting, and case preparing, I was a part of a family for four years with a group of individuals I will never forget. I was a part of Sherri Crahen and Amanda Rolf’s incredible efforts to fund a most vital part of John Carroll: The Violence Prevention and Action Center. I even got to send a birthday card to every student for his or her 21st, thanks to Megan Dzurec. It has been a blessing and an honor to spend my four years with this group of fantastic and inspiring people and I know I will be back to visit whenever I can.” - Chloe Dibbin ’13
Health Education and Promotion
Work with the Peer Health Advisors to create a tobacco-free campus.
Violence Prevention and Action Center (VPAC)
Develop a partnership between VPAC, the Cleveland Rape Crisis Center, the Domestic Violence and Child Advocacy Center, and the Department of Education and Allied Studies to educate students who are going to be teachers/counselors on the issue of teen dating violence.
Work collaboratively with the UCC and Rev. McAniff as staff transition to new positions and as new staff are hired.
POINTS OF PRIDE
Peer Health Educators Team Continues to Grow and Educate
Thirty-one students were trained this past year, compared to 12 the previous year.
Alcoholics Anonymous Available to Students and at Close Location (AA)
Rev. Bernie McAniff and Megan Dzurec collaborated to help launch a student-initiated AA group, which meets weekly at Gesu and has had consistent attendance.
Intoxication/Incapacitation Policy Enhancement
A change was made to the conduct process for students who are charged with intoxication and/or incapacitation. Prior to the process, students meet with staff to participate in Brief Motivational Interviewing (BMI). Motivational interviewing is a directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence. It is a very useful technique to use with students involved with violations of the University alcohol policy. Parental notification was also added.
OFFICE OF RESIDENCE LIFE
The past academic year was a busy, student-focused one for the Office of Residence Life. The restructuring of the office and the hiring of Eddie Carreon as the new Assistant Director allowed us to focus efforts on our core values of learning and community. The new roles in the office also provided the opportunity for greater collaboration with the Facilities Office and the re-imagining of key security and access in the residence halls. A redesigned programming model encouraged Resident Assistants (RAs) to develop inclusive and welcoming communities dedicated to fostering strong relationships. In addition, the planned renovation of Murphy Hall created excitement on campus, but it also created housing limitations that challenged us to communicate more effectively and more broadly with students and parents. Because of careful planning and collaboration, in large part, students were housed for the upcoming academic year successfully. As a whole, we are proud of the work accomplished, the continued focus on students, and the commitment to enhancing the residential experience.
- Lisa Brown, Director
The Office of Residence Life supports the University’s mission by fostering a safe, caring, and inclusive living environment that promotes holistic growth through student engagement and developmental programming.
• 82 percent felt that their residence hall provided an environment that supports academic success. Focus groups were conducted with first-year students and continuing students to learn about their experiences in the residence halls. Some key findings include: • Living in community has positively impacted their residential experience. • Learning to live with others is about compromise and advocating for personal needs with roommate(s) and others on floor. • Understanding better how to balance time for socializing and studying. • Recognizing the need to develop strong support systems. • Gaining a better understanding and knowledge about personal strengths and weaknesses. • Exploring personal boundaries and limits. “I am very grateful to be given the opportunity to be an RA for three years. Seeing former residents on campus that I have now developed strong friendships with reminds me what a rewarding experience this has been. The professional staff and fellow RAs have been great and very accommodating throughout my time here. I have developed immensely in this role, and will carry the valuable transferable skills it has taught me into my professional career as an accountant.” - Ben Rossi ’13 “Becoming an RA my sophomore year was exciting: I met so many new people and had a new family and sense of belonging. My first year was a challenge, as I was put in situations I never thought I’d have to deal with. I almost didn’t reapply [to be an RA], but then decided that I couldn’t back down and luckily had a great experience my second year as an RA. I felt like I really developed into a true leader, gained a lot of confidence, and was able to be more assertive and confrontational when needed. This confidence inspired me to pursue being an Senior Resident Assistant (SRA), so that I could share my learning experiences with my staff and hopefully help them get as much out of the job as I did. Being an SRA has given me the skills to be in charge and lead by example, an experience that has given me so much more potential than before becoming an SRA.” - Lauren Gunderman ’13
GOALS FOR 2012-2013:
• Develop a plan to manage Murphy Hall renovation. • Increase focus on community development, community learning, and community pride in the residence halls. • Develop comprehensive assessment plan. • Increase attention to residential facilities.
POINTS OF PRIDE
Commitment to and success with new programming model initiatives.
The redeveloped model gave RAs the opportunity to better meet the needs of their residents. Our staff presented 651 programs with more than 23,000 in attendance.
Residence Life Accounts on Social Media
Our office created Twitter, Facebook, and Pinterest accounts to communicate with students.
Murphy Hall community development decreases vandalism.
Staff members worked to increase their presence in the residence hall and to develop positive relationships with their residents. Their time and effort was rewarded with decreased vandalism in the spring semester.
Updated Key Procedures
Improvements included an electronic key database and better lockout procedures.
The Resident Feedback surveys allowed residents to evaluate their RA. Survey result highlights include: • 80 percent see their RA as a role model. • 86 percent feel their RA held all residents accountable for their actions. • 96 percent feel their RA was respectful of all lifestyles and personalities. • 63 percent learned about Jesuit values and ideals through participating in floor activities. • 88 percent of respondents either agree or strongly agree with the statement, “Through participating in floor activities, I’ve met people on my floor and developed relationships with them.”
OFFICE OF STUDENT ACTIVITIES
The highlight of this year for Student Activities was the collaboration with many departments and divisions to plan and implement the first combined Homecoming and Family Weekend. We look forward to refining the program for this fall in order to strengthen the sense of community and best meet the needs of the many constituents involved: students, alumni, and family members. We also look forward to implementing new evaluation measures for major campus events in order to enhance the student experience and increase student engagement.
- Lisa Ramsey, Director
The Office of Student Activities at John Carroll University offers programs and services that help to inspire students to excel in learning, leadership, and service in the region and in the world.
Key Findings of Greek Life Survey
• Members reported that the top five strengths of the JCU Greek community were: life-long friendships, leadership skills, social life, service, and group belonging. The top five weaknesses were public perceptions, lack of University and administrative support, social isolation, lack of unity, and social functions involving alcohol. • Fifty-five percent of the participants have heard faculty make positive comments about Greek Life, however, only 10 percent of those surveyed have heard faculty members encourage students to join Greek organizations.
GOALS FOR 2012-2013
• Implement the new LoboLink web portal system for student organizations. • Evaluate Student Union Programming Board major events and make changes where necessary. • Implement orientation program for newly recognized student organizations. • Implement fraternity and sorority new member program and standards system to educate new members and aid in accountability. • Restructure iLead to incorporate the Bystander Intervention program.
Program Board Survey Results
• While 39 percent of students surveyed regarding campus events have attended one to four events, 23 percent of students have attended five or more. • 39 percent of students would prefer to attend events on Thursday evenings, 30 percent preferred to attend events on Friday evenings, and only eight percent on Saturday evenings. • The top-rated type of event was off-campus events, with 32 percent of students ranking that as their top choice. The next most popular choices were hobby/crafting nights (19 percent) and musicians/novelty (11 percent). • Students reported that the top ways they hear about programs are: Weekend Wowzer (82 percent), banners in the atrium (52 percent), stall seat journals (43 percent), and word of mouth (40 percent). “Coming into college, I had expected to learn so much in my classes and from my professors. Granted, as a Boler student I have acquired a plethora of knowledge about the business world. What has surprised me the most during my time here at Carroll is that I have learned 10 times as much valuable knowledge and skills in my extra-curricular activities. As vice president of Sigma Phi Epsilon, I was essentially running a business with a budget of more than $10,000. During my time on Orientation Staff, I learned how to work with a varying degree of people, from students to parents, to even co-workers. Currently at my internship at GE, I’m using these skills. It’s funny how that works.” - Tyler McTigue ’14 “My college experience has been enriched due to my involvement in various co-curricular activities. Since stepping foot on campus freshman year, being involved has enabled me to learn leadership skills, meet new people and create positive change that will impact future generations of Blue Streaks. In retrospect, throughout my four years, I have been involved with projects and initiatives that have strengthened my organization, time management, detail orientation, cultural competency, service to others, and stress management skills, as well as teaching me how to learn from mistakes. Undoubtedly, each of these skills will allow me to take initiative, pursue excellence relentlessly, and lead through serving others.” - Curtis Walker ’13
POINTS OF PRIDE
Homecoming and Family Weekend Collaboration
First-time collaboration of two campus traditions proved to be a fun-filled weekend for families, students, and alumni as well as a good opportunity to share resources.
Streak the Vote
Through our Streak the Vote campaign, we almost doubled the number of students who registered to vote. 145 registered in 2012, up from the 76 registered in 2011.
Release of LoboLink for Student Organizations
Partnered with the Integrated Marketing and Communications staff to create LoboLink, a homegrown, no-cost student organization social and communications network.
Greek Life Leadership and Service Contributions
The Greek Leadership Retreat was resurrected this year with 35 executive board members in attendance. In addition, more than 80 fraternity and sorority leaders participated in the Cultivating Community Day sponsored by the Center for Service and Social Action.
ORIENTATION & LEADERSHIP
The 2012-2013 academic year was a period of increased visibility of and participation in leadership programs. This includes the successful expansion of the variety of students who were recognized at the annual leadership recognition program, an increase in leadership positions that were involved in the biannual LAUNCH program (Leaders Always Undertake New Challenges), and the successful transition of another student cohort into the Leadership Scholars Program (LSP). Kevin Wallace joined me as the new co-director of the LSP and also serves as the director of the Leadership Minor. Additionally, leadership programs as a whole saw an increase in student participation across levels and all programs. An exciting addition to the New Student Orientation program was the development and inclusion of a one-hour program that focused on vocation titled “Your Personal Journey.” This collaborative program provides students with the opportunity to reflect on their values, the vocations of those around them, and their personal goals, both individually and within a small group setting. This session allowed students to begin to prepare for meetings with their faculty academic advisors to select fall semester courses.
- Kyle O’Dell, Director
The Office of Orientation and Leadership Programs provides students with opportunities to enhance the knowledge and skills that will lead them to be reflective and collaborative change agents who identify themselves as leaders. The office also assists incoming students in making a successful transition to the John Carroll community by providing students with opportunities to meet other students, become familiar with the John Carroll mission, and learn about the resources available on campus.
• The main assessment project this year focused on the Tier IV Leadership Program, Leadership in Action. This advanced leadership program educates participants about ethicaldecision making utilizing a model proposed by Dr. Bruce Weinstein. Students are asked to reflect on the five tenets of the model and then draft a case study each week (five in total) that incorporates each principle into a situation that a typical college student could face. The five tenets are: 1) Do no harm; 2) Make things better; 3) Respect others; 4) Be fair; and 5) Be loving. The case studies were analyzed and it was discovered that the students were able to articulate situations in which college students might find themselves regarding the first four tenets. In regards to the principle “Be loving,” students seemed to have a more difficult time in moving beyond a more relationship-based definition of “love” to a more expansive, universal, and ethical way of addressing the concept. • In regards to orientation, the focus was on increasing student’s knowledge of JCU’s mission and Jesuit Catholic identity. When students were asked what the three main parts of the JCU mission are, 87 percent identified learning (or academics); 77 percent identified service (or helping others); and 71 percent identified leadership (or change). When asked if JCU is Jesuit, Catholic, or Jesuit and Catholic; 54 percent selected Jesuit and Catholic; 26 percent selected Jesuit; and 20 percent selected Catholic. “Over the past three years, I had the privilege of participating in five different leadership programs. These programs not only showed me how to extract helpful leadership tips and inspiration from unsuspected places, but also gave me a greater understanding of my personal strengths and weaknesses. They furthered my exploration of leadership by teaching me how to apply what I had previously learned to real-life situations. Completing these programs has transformed me into a wiser, more capable leader as well as a more self-aware person and helped me to become better connected in the JCU community. I will carry the lessons I learned during my freshman year in these leadership programs through graduation and beyond.” - Rachael Dittmar ’14
GOALS FOR 2012-2013
• Develop a system for collecting and organizing longitudinal data from leadership program participants. • Collaborate with the Department of Recreation to tie leadership skills into recreational programming. • Help the new co-director of the Leadership Scholars Program transition into the position and together review goals.
POINTS OF PRIDE
Provided Student Group-specific Leadership Programs
Collaborated with offices on campus, including the Center for Service and Social Action (CSSA) and various student organizations, to provide targeted leadership development for their respective student groups.
Ohio Freedom Tour
Successful Mandel Grant-funded program educated eight JCU students about Ohio’s role in the Underground Railroad, including visits to Ripley, a prominent city for slave crossings along the Ohio River and the National Freedom Center in Cincinnati.
Your Personal Journey
Added session to the New Student Orientation program, which provided students with the opportunity to reflect on their personal vocation and sense of calling.
UNIVERSITY COUNSELING CENTER
The 2012-2013 academic year brought opportunities for new beginnings at the University Counseling Center (UCC). The creation of the first UCC Student Advisory Committee helped us incorporate student feedback and involvement into outreach efforts and led to innovative programs such as Music4Wellness and Beyond the Blues. We again saw an increase in requests for consultations from faculty, staff, and parents, and we look forward to refining our services for these constituents. We also had the opportunity to bring new talent to our staff this year with the addition of half-time psychologist, Dr. Beena Persuad, and we look forward to the addition of Dr. Mark Onusko for the 2013-2014 year. We are confident they both will help us continue to provide high quality counseling support for our students.
- Mary Beth Javorek, Director
The mission of the University Counseling Center is to foster the growth of students within the context of the whole person - enhancing their emotional, spiritual, intellectual, and social development in order to facilitate the achievement of their academic and personal goals.
The UCC Satisfaction Survey showed that the vast majority of respondents held a positive view of the UCC and were satisfied with the counseling services they received. • 96 percent of the respondents felt that the UCC was a necessary service at the University. • 98 percent rated their overall counseling experience as positive. • 96 percent agreed that the counseling services they received met their needs, and would refer a friend to the UCC. • 87 percent agreed that counseling helped them learn new coping skills. • 83 percent felt that counseling helped them stay at, or adjust to, John Carroll. Students were also asked to write in suggestions on how to improve the UCC, and their responses were grouped into four general categories. • 42 percent asked for more counselors and/or more counseling sessions. • 19 percent suggested that the UCC do more to publicize its services. • 12 percent suggested changes to our webpage. • Students were also asked to complete the following statement: “Counseling helped me to learn____________.” - 95 percent listed positive skills they had learned through counseling. In April 2013, the University Counseling Center conducted an online student survey, which included an item where students were invited to complete the following statement: “Counseling helped me to learn __________.” Below is one of the anonymous student responses. “Counseling helped me to learn to value myself and to not always be a people pleaser. I think I learned how to stand as a confident woman and to have faith and conviction in my decisions and behavior. I have learned to accept the things I cannot change in my life, but to also have faith to make positive changes to the aspects of my life that I can determine.” - Anonymous JCU student
GOALS FOR 2012-2013
• Conduct a successful search and hire a third clinical staff member. • Re-establish working partnerships and communication with key departments both within and outside the Division of Student Affairs. • Work collaboratively with faculty in the Psychology Department on an anti-stigma campaign regarding mental health issues.
POINTS OF PRIDE
Instituted the first UCC Student Advisory Committee.
This group consisted of six undergraduate students who met regularly with our staff to provide student perspective and feedback on UCC services and assist in planning and facilitating educational outreach programs.
Anti-stigma campaign on mental health issues
Collaborated with faculty in the Psychology Department to plan, promote, and facilitate three events as part of this campaign. The events included “More Than Just the Blues: Depression Awareness” (70 students), “Body Beautiful: Eating Disorder Awareness” (85 students), and “Focus on ADHD” (70 students).
“Mindful Nation” Presentation
Congressman Tim Ryan presented scientific findings supporting the relationship between mindfulness and the reduction of stress and improved performance, using anecdotes from the military, boardrooms, Congress, and education.
Launched the Music4Wellness student playlist and website.
Diana Le, a music therapist, gave a presentation on using music to improve studying and one’s mood.
S T U D E N T A F FA I R S A N N U A L R E P O R T