ANNUAL REPORT

STUDENT AFFAIRS
2013 -2014
VICE PRESIDENT
LETTER FROM
the
Dear colleagues and friends,
I ampleased to share the 2013-2014 Division of Student Afairs annual
report with you. Working together and in collaboration with students,
faculty, and staf 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 students success as well as their physical
and emotional health and well-being.
We have accomplished a great deal in the past year. A few of the
highlights are as follows:
Achieved unprecedented success in our varsity athletic programs.
Numerous teams enjoyed success in Ohio Athletic Conference
(OAC) play with four teams (womens soccer, womens basketball,
womens cross country, and baseball) coming through with
conference titles. An additional four teams (mens basketball,
mens lacrosse, mens soccer, and womens soccer) reached the
championship game of their respective OAC Tournament. Softball
advanced to their seventh straight OAC Tournament. It was an
outstanding year to be a Blue Streak Athlete!
Completed most elements of the Comprehensive Policing
Programplan, including the arming of JCUPD ofcers and the
renaming of the department fromCampus Safety Services to the
John Carroll University Police Department (JCUPD). This multi-
phase plan has been in process since the department was certied
as an ofcial police department in 2001. Since then, many staf
and ofcers are to be recognized for their work in seeing this plan
to fruition.
Collaborated with staf fromseveral University ofces (Facilities,
Information Technology Services, Finance and Administrative
Services), and community partners (The Krill Company, Inc.,
Hasenstab Architects, Inc., Carl Walker, Inc. engineering rm) in
the successful, on-time, and under-budget renovation of Murphy
Hall. Murphy Hall is eligible to be named JCUs rst Leadership
in Energy and Environmental Design (LEED) certied building
on campus. LEED is a rating systemfor the design, construction,
operation, and maintenance of green buildings, homes, and
neighborhoods.
Managed a successful tripling of 300 rst-year students due to
the renovation of Murphy Hall. The Ofce of Residence Life Staf
implemented a targeted programaimed at the smooth transition
and retention of students in triples. The students who lived in
triples had a higher average fall semester GPA and were retained
at the same rate as their peers.
Established the CARE Teamwith faculty and staf colleagues from
the College of Arts and Sciences, Ofce of Residence Life, Boler
School of Business, Campus Ministry, ROTC, Ofce of the Registrar,
Ofce of Financial Aid, and the Department of Athletics. This past
year, the teammet regularly throughout the year to develop and
implement intervention plans for 115 students to support their
academic success, and personal and nancial needs.
The report that follows contains the mission statements, goals,
accomplishments, and assessment and evaluation information for
each of the departments in student afairs. The statements of students
served by the departments help capture the supportive, dynamic,
integrative, and purposeful interactions that occur among staf and
students in the student afairs units.
I ammost grateful for the many contributions staf members have
made to develop creative solutions to considerable challenges
presented by the Murphy Hall renovation project; to collaborate with
campus and community partners to serve students facing difcult
situations that impact their learning and development; and to
invigorate student life with exciting varsity athletic events, large-
scale and weekend social programs, a wide variety of leadership
development activities, wellness programming, and a vibrant, active
fraternity and sorority life community.
Your feedback and comments are most appreciated.
Sincerely,
MARK D. MCCARTHY, PH.D.
Vice President for Student Afairs
LEARNING GOALS
DIVISION OF STUDENT AFFAIRS
MISSION, VISION, STRATEGIC PRIORITIES
and
VISION
Informed by the Jesuit Catholic mission of the University, the
Division of Student Afairs 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 reect on the implications of their
actions on individual, communal, and global scales.
Assessing and advocating for the needs and
development of students.
STRATEGIC PRIORITIES
Strengthen the sense of community by fostering a
campus climate that is inclusive and by 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
Afairs 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, staf, administrators,
and community members.
Support student success through the design and delivery
of high quality services and programs.
The Division of Student Afairs at John Carroll University ofers programs and services that
foster the development of individuals of intellect and character who will lead and serve by
engaging the world around them and around the globe.
MISSION
DIVISION OF STUDENT AFFAIRS
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 difering points of view and experience are valued as
opportunities for mutual learning as we aimto prepare our students for
todays global reality. John Carroll graduates will demonstrate cultural
competencies that reect the value of inclusivity and diversity that is
inherent in our Jesuit Catholic character.
Students will understand and value their own socio-cultural identity.
Students will engage in respectful, diverse interactions and
civil discourse.
Students will consider multiple perspectives related to issues
and ideas.
Students will actively work towards creating a more inclusive
and welcoming community.
LEADERSHIP
As men and women for others, John Carroll graduates will be reective,
collaborative change agents who identify themselves as leaders; integrate
faith, aesthetics, and reason; and understand how their gifts can meet the
worlds needs.
Students will articulate their goals, values, and skills.
Students will claimtheir identity as leaders.
Students will live ethically and in congruence with their
personal values.
Students will work collaboratively with others toward
common goals.
HEALTHY LIFESTYLES
In the spirit of cura personalis, we are committed to the intellectual,
spiritual, emotional, and physical development of each student. As the
ability to pursue academic excellence and lifelong learning depends in part
on the well-being of the individual, John Carroll graduates will practice
healthy lifestyles grounded in mature decision making, caring for mind,
body, and spirit.
Students will showrespect and responsibility for their personal
health and the well-being of others.
Students will develop a personal belief systemthat guides their
behaviors and decisions.
Students will seek help and support fromothers to achieve
well-being and personal goals.
Students will develop and maintain satisfying interpersonal
relationships.

SOCIAL RESPONSIBILITY
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. John Carroll graduates will engage in informed political
and social action, rooted in personal responsibility as members of their
communities.
Students will be aware of local, national, and global issues.
Students will engage in service to others.
Students will participate in their communities as engaged citizens.
Students will work for positive change on the behalf of others
and the community.
STUDENT AFFAIRS
OFFICE OF THE VICE PRESIDENT
for
HIGHLIGHTS AND ACCOMPLISHMENTS
The staf in the Ofce of the Vice President for Student Afairs was able to
make progress in a number of key areas in relation to divisional strategic
priorities and student learning goals. Much of the ofces work falls into
these categories: administrative processes; technology advancements;
communicating how co-curricular/student life experiences are integral to
student learning, development, and success; professional development;
assessment and evaluation; and institutional decision making. Here are a
few highlights fromthis past year:
Through collaboration with the provost/academic vice president and
the Provosts Council, made progress in the development of shared
institutional learning outcomes.
Assured signicant presence of the work of the Division of Student
Afairs (DOSA) in the nal self-study provided to the Higher Learning
Commission.
Acquired additional resources to support the regular funding of the
coordinator for VPAC, an expanded coaching staf to support various
athletic teams, and continued Fresh Look renovations of residence
halls.
Developed and nurtured relationships with donors which hopefully
will lead to support for a variety of initiatives related to the physical,
emotional, and spiritual well-being of students.
Communicated more widely the accomplishments of the Division
of Student Afairs through the publication and distribution of the
Division of Student Afairs Annual Report.
Engaged colleagues both within and outside the division in the
inaugural Stats and Chats programto discuss a particular student
learning goal across several diferent assessment measures.
Utilizing Tableau software will allowdivisional staf to accomplish
deeper data analysis and better data visualization, resulting in a much
stronger ability to describe the relevance of the out-of-classroom
learning experience and the necessity and critical nature of student
afairs programs and services.
LOOKING AHEAD
Student Afairs provides and facilitates services, programs, and opportunities
for both afective and cognitive learning and development. The role of the
division of student afairs is to enhance the learning environment, educate
the campus community about students and their experiences, and partner
with academic colleagues to foster true learning communities. The VPSA,
along with all divisional staf members, treasure the opportunity to walk with
students through their collegiate experience and to see themleave JCU as
individuals who will excel in learning, leadership, and service in the region
and in the world.
Reviewing and updating divisional strategic priorities and student
learning outcomes by seeing where the divisions work with students
can directly support and complement the academic learning outcomes
of the institution.
Continue to build on and expand the divisions partnership with
academic afairs in an educational process that approaches the
development of the whole student with the goal of cultivating
productive citizens.
MISSION The Department of Athletics at John Carroll University is
committed to a broad-based program of competitive excellence for all
student-athletes. Administrators, coaches, and staf are dedicated to
supporting each student-athletes journey toward academic and athletic
success. Recognizing this commitment, the department embraces an
obligation to attract diversied students of high moral character, academic
distinction, and acknowledged athletic prociency. Inuenced by Jesuit
values, student-athlete development is accomplished through quality
coaching, adequate resources, and an environment that fosters personal
growth.
ATHLETICS
DEPARTMENT
of
HIGHLIGHTS AND ACCOMPLISHMENTS
SEVENTY-TWO STUDENT-ATHLETES EARN ACADEMIC
ALL-OAC HONORS
To qualify, student-athletes must be a sophomore or higher in class standing,
maintain varsity status and have a cumulative grade point average of at least 3.50.
COMPETITIVE RESULTS: TEAM AND INDIVIDUAL
SUCCESS
In a year of coaching transitions, varsity sports nished strong, with a teamin
each season (football, womens basketball, and baseball) participating in the
NCAA Championships. The year was special frommany perspectives, with teams
and individual student-athlete achievements reaching new levels as well as
improvements in specic performance across the board.
FIRST SEASON OF MENS LACROSSE
Years of planning culminated with mens lacrosse playing in the OAC
Championship game in their very rst season as a varsity sport. There is much
excitement for the womens teamto take the eld this upcoming academic year.
NEW COACHES MAKE IMMEDIATE IMPACT
Several head coaches led Blue Streak athletes to great success during their
inaugural seasons with JCU including TomArth (football), Mark Fino (swimming
and diving), Kelly Morrone (womens basketball), Jef Camp (womens golf),
Nicole Loudin (softball), and Brian Small (mens lacrosse). These men and
women have set the bar high for their student-athletes and established
expectations for success.
COMMUNITY OUTREACH
It was an extraordinary year of community outreach including alumni,
parents, outside groups using athletic and recreation facilities, Blue Gold
Club activities, and summer sport camps. Alumni events began with a large
gathering in Chicago for the football game against St. Norberts College. The
Blue Gold Club raised almost $70,000 (highest annual amount raised to date)
frommembership dues, various donations, and the very successful Pot O Blue
and Gold Party. The addition of Rory ONeil 06, 08G, assistant director of
annual giving, provided consistent support and a few changes in fundraising
processes produced very positive results. Lastly, head coaches are now more
involved with the management of summer sports camps resulting in a renewed
interest in utilizing camps for revenue and University exposure. A uniform
marketing piece has broadened advertising opportunities and increased the
number of camp participants.
DATA POINTS
The Student-Athlete Surveys are helpful in determining student perspectives
related to all aspects of their athletic experience. A total of 186 student-athletes
completed the survey. Below are some key ndings:
Student athletes express a high level of satisfaction with their teams
coaching staf.
Student athletes are overwhelmingly pleased with their academic and
overall student experience.
The most common challenges reported by JCU athletes: time demands,
scheduling conicts due to travel, practice, or competition, academic
demands fromattending class and completing coursework, physical and
mental demands of being a varsity athlete and overall stress.
Some student athletes believe these various areas need to be addressed to
improve the student athlete experience: Better practice and playing elds,
facilities, equipment, locker rooms and game day experiences especially
with more students attending competitions. In addition, there were also
concerns in regards to equity of resources between the diferent varsity
sports.
Most student athletes reported that they made friendships with someone
of a diferent race and students who are not athletes.
STUDENT QUOTE
Playing soccer at JCU shaped the person I amtoday. I learned the importance
of working hard in the classroomas well as time management in order to
succeed academically, especially during the season. I learned howto be an
efective and efcient leader and the importance of leading by example. If
I worked hard at school and every game and practice, the rest of the team
followed suit. I learned to give back to the community. I learned to be more
condent. In order to be a leader, one must condently followthrough on
ones decisions. I learned to be more understanding and exible as various
circumstances sometimes prevent one fromreaching their ultimate goal
instantly and alternative decisions must be made in order to get where one
wants to be. Finally, I learned to be persistent. After four years, the senior class
nally won the OAC regular season title despite a precarious start to the season;
persistence nally triumphed. I ama more well-rounded person today because I
was a student-athlete at this school.
- GENNY GOERGEN 14
THERE WERE
690
PARTICIPANTS
IN 23 VARSITY SPORTS
200
PARTICIPANTS
IN 11 CLUB SPORTS
AND
LOOKING AHEAD
THE DEPARTMENT HAS SET 3 MAIN AREAS AS STRATEGIC GOALS FOR THE UPCOMING YEAR:
STUDENT-ATHLETE DEVELOPMENT
Continue support of the Student Athletic Advisory Council
(SAAC) through increased communication with department
administrators and eforts to build upon the inaugural DIII
Week Celebration.
Engagement of SAAC in newService Award for a mens and
womens teamin collaboration with the Center for Service
and Social Action.
Provide programming for student-athletes, utilizing division
resources in areas of bystander intervention, alcohol and
drug education, and other health and wellness topics.
Partner with staf fromthe Center for Career Services and
TeamWork Online to provide networking opportunities for
students seeking careers in sports-related elds.
ACADEMIC EXCELLENCE
Dene opportunities for academic support for students
with deciencies.
Increase communication and collaboration between the
department and the Academic Deans Ofce to assist
student-athletes academic needs.
Support student initiatives toward priority scheduling by
helping to identify issues and process.
Continue and expand recognition of students with high
academic achievement.
ADVANCEMENT AND ENGAGEMENT
Increase communication with University Advancement
related to priorities for athletic fundraising and strategies to
provide support for operational costs and enhancements.
Continue to build on the success that Rory ONeil, assistant
director of annual giving, has had with the Blue Gold Club
and athletic alumni events.
Prioritize time and energy toward ongoing and special events,
including the Pot OBlue and Gold Party with a goal to increase
attendance and funds raised.
Maximize athletic facilities usage by increasing the number
of high school sporting events and summer sport camps
throughout the year.
Determine feasibility of utilizing TV broadcasts on Fox
in collaboration with staf fromIntegrated Marketing and
Communications.
FALL SPORTS
FOOTBALL
First-year Head Coach TomArth led JCU back
into the postseason for the rst time in 11
years and was named OAC Coach of the Year,
OhioFootball.com(OFC) Division III Coach of
the Year, and the American Football Coaches
Association (AFCA) Division III North Region
Coach of the Year.
John Carroll went 9-2 and nished the season
ranked #13 in the nal d3football.comnational
poll.
Randy Greenwood 16 and Kresimir Ivkovic
15 were named All-Americans, and the JCU
defense nished the year ranked second
nationally in total defense and scoring defense.
John Carroll defeated NCAA playof qualier St.
Norbert in Chicago in its season opener, 40-0;
defeated nationally ranked Baldwin Wallace to
win back the Cuyahoga Gold Bowl; and hosted
its rst NCAA playof game in programhistory.
VOLLEYBALL
Under the direction of second-year head coach
Laura Roddefer, John Carroll volleyball nished
the season 19-11.
The teams 19 wins were the most since 2001.
Kit OShaughnessy 17 was selected as the OAC
Freshman of the Year.
MENS SOCCER
The teamreached the OAC Championship
match for the third consecutive year and 12th
time overall.
The JCU men have played in 21 of a possible 22
OAC Tournaments.
Brian Potocnik 15 became John Carrolls rst
all-region selection in 10 years and was also
named an Academic All-American.
WOMENS SOCCER
The teamreached the OAC Womens
Championship match for the third consecutive
year, losing to eventual NCAA national
seminalist Capital University.
The Blue Streaks nished the regular season as
co-champions of the Ohio Athletic Conference;
the programs rst title since 2002.
Genny Goergen 14 was named OAC Midelder
of the Year.
MENS CROSS COUNTRY
For the third consecutive year, the Blue Streaks
nished third in the league championship meet.
John Carroll placed ve runners in the top 20
for the rst time in programhistory.
At the regional meet, JCU matched its best
showing as a programby nishing 8th at the
Great Lakes Championship.
WOMENS CROSS COUNTRY
The teamcaptured its rst OAC title since 1991
and just its second as a program. There were
ve runners in the top 10 who earned All-OAC
honors.
Dara Ford and her staf were awarded OAC
Womens Cross Country Coaching Staf of the
Year. JCU nished 12th in the region, third in
Division III at the All-Ohio Championship, and
rst at the OAC Championships.
Gabriella Kreuz 14 earned NCAA Division III All-
American status, placing 26th at the National
Championships.
WINTER SPORTS
WOMENS BASKETBALL
The teamwon the rst conference
championship of any kind in the 44-year
history of the programby capturing the regular
season co-championship of the Ohio Athletic
Conference. JCU also made its rst NCAA
Tournament appearance in programhistory and
defeated Texas Lutheran in the rst round.
The teamset school records for most wins in a
season (21); most wins in conference play (15);
and most wins to start a season (11).
The Blue Streaks authored a clean sweep of
the major awards when the 2014 All-OAC team
was announced. Kelly Morrone was named
OAC Coach of the Year, Missy Spahar 14 was
selected as the Helen Ludwig Award winner for
the Most Valuable Player in the OAC, and Katlyn
Spahar 17 picked up the OAC Freshman of the
Year award.
MENS BASKETBALL
With just one senior on its roster, the team
nished its season with a record of 18-11; a six
win improvement fromlast season.
As the #5 seed in the leagues postseason
playofs, John Carroll defeated the #8 seed,
the #4 seed and the #1 seed over a period of
four days to reach its rst OAC Tournament
Championship game since 2010.
The teamnished among the top 20 in Division
III in seven diferent statistical categories,
including points per game.
WRESTLING
The teamwon the 48th Annual RIT Invitational,
marking its third title at that tournament in the
last decade.
Daniel Mirman 16 won the Mideast Regional
at 149 pounds. Mirman, along with Terner Gott
15, represented the Blue Streaks at the NCAA
Division III Wrestling Championships.
WOMENS SWIMMING AND DIVING
The teamnished third at the OAC Swimming
and Diving Championships.
Lindsey Fano 16 won two titles and set two JCU
and conference records at the championship
meet.
MENS SWIMMING AND DIVING
Despite having only 13 healthy swimmers
and divers, rst-year head coach Mark Fino
led JCU to a third place nish at the OAC
Championships.
Nick Holvey 14 was John Carrolls rst NCAA
Division III Championship individual qualier
since 2011 as he made the cut in the 50 Free.
He also swamthe 100 Free and 100 Fly at the
NCAA Championships breaking a school record
in the 100 Fly.
TEAM HIGHLIGHTS 2013-2014
WOMENS INDOOR TRACK AND FIELD
The John Carroll womens indoor track
and eld teamnished fourth at the OAC
Championships.
Gabriella Kreuz 14 was named the Julie Zajac
Distance Athlete of the Year award winner.
Encompassing both the mens and womens
programs, 18 school records were broken over
the course of the 2014 indoor season.
MENS INDOOR TRACK AND FIELD
The John Carroll mens indoor track and eld
teamnished third at the OAC Championships.
During the course of the regular season,
John Carroll captured titles at the Denison
University Bob Shannon Invitational and the
Greater Cleveland Colleges Championship.
SPRING SPORTS
MENS LACROSSE
The teamwon its inaugural lacrosse game, 9-7,
over Concordia University of Wisconsin, on
February 15th at Don Shula Stadium. Despite
being played in single-digit temperatures,
more than 250 people attended and more
than 1,000 witnessed it watching the online
webcast.
Seven players received All-OAC honors with
Declan OGrady 17 as the lone All-OAC rst
teamhonoree. The freshmen lead the OAC
with 44 goals.
In its rst year of competition under head
coach Brian Small, JCU posted a 13-3 record
and played in their rst Ohio Athletic
Conference Tournament championship game.
BASEBALL
The teamcapped its 2014 season with its
second-ever NCAA Tournament appearance.
The Blue and Gold won their rst-ever OAC
Championship with a 6-3 win over Baldwin
Wallace. Head Coach Marc Thibeault passed
Jerry Schwieckert as the all-time leader in
career coaching wins with a 9-0 win over
Wilmington.
Jimmy Spagna 14 capped his career with the
following accolades: Third teamd3baseball.
comAll-America honors, two-time d3baseball.
comAll-Region rst team, two-time ABCA/
Rawlings All-Region rst teamand three-time
All-OAC performer.
Following an outstanding campaign in which
he set a programrecord for base hits in a
single season, catcher Chet Lauer 14 was
named to the American Baseball Coaches
Association (ABCA)/Rawlings Division III
All-American team. Lauer becomes the rst
Blue Streak baseball player to attain rst team
ABCA All-American honors.
SOFTBALL
Under rst-year coach Nicole Loudin, John
Carroll used a sweep of Marietta College
to qualify for its seventh consecutive OAC
Tournament, which is the longest current
streak in the league.
JCU defeated #5 ranked Trine University to
stop the Thunders 30-game winning streak.
Samantha Becker 14 and Rachel Byrnes 15
earned third teamAll-Central Region honors
as announced by the NFCA (National Fastpitch
Coaches Association).
Samantha Becker 14, Rachel Byrnes 15 and
Carly Simecek 17 were all named to the rst
teamon the 2014 All-Ohio Athletic Conference
softball team, while Morgan Robinson 17
achieved honorable mention.
MENS TENNIS
The teamnished the season 9-10 overall and
6-2 (tied for second) in the OAC.
The #2 doubles teamof Jad Abdul-Aal 17 and
Nick Siciliano 17 nished the season with a
record of 16-1.
Jad Abdul-Aal was named OAC Player of the
Week twice.
WOMENS TENNIS
The teamended its season with a record of
10-10, making its fourth consecutive trip to
Cincinnati for the OAC seminals.
The Blue Streaks defeated Heidelberg
5-2 in the OAC Tournament to qualify for
the seminals in Cincinnati for the fth
consecutive year.
A pair of 14-match singles winners and John
Carrolls number one singles player earned
their way onto the All-OAC Womens Tennis
Team. Katherine Devine 17 (rst teamAll-
OAC), Tracy Gibson 15 (second teamAll-OAC),
and Catherine Engel 16 (second teamAll-
OAC) picked up all-conference honors for their
stellar play.
MENS GOLF
The teamnished third in the OAC regular
season tournament and fourth in the OAC
Championship.
Casey Vancil 15 nished the OAC
Championship tied for rst. Although he lost
on the third playof hole for medalist honors,
he earned All-OAC honors as the league
runner-up.
WOMENS GOLF
The teamnished seventh in the season-
ending OAC Tournament.
Jackie Weisenberger 16 placed third at the
OAC Championship and was named second
teamAll-OAC.
WOMENS OUTDOOR TRACK AND FIELD
The teamnished sixth of 19 teams at the All-
Ohio Championships. The 4x400 relay team
won the All-Ohio title and consisted of Megan
Martinko 15, Alyssa Biedron 17, Gabriella
Kreuz 14, and Nicki Bohrer 14.
Overall, the teamnished fourth at the OAC
Championships.
JCU won conference titles in the 4x800 relay
(Kreuz 14, Haley Turner 15, Becky Rohwer 17,
and Bohrer 14), the 1500-meter run (Kreuz
14), and the 800-meter run (Bohrer 14).
MENS OUTDOOR TRACK AND FIELD
The teamplaced fourth of 19 teams at the
All-Ohio. Chuck Mule 14 won the All-Ohio title
in the 5000-meter run.
The John Carroll men nished second at
the OAC Championships for the second
consecutive year.
JCU won league titles in the 4x800 relay
(Eric Hansen 17, Dan Loya 16, Will Cameron
16, Mike Hydzik 16), the 800-meter run
(Cameron 16), and the 3,000-meter
steeplechase (Will Rial 15G).
MISSION The Center for Student Diversity and Inclusion (CSDI) focuses on
supporting historically underrepresented students to become successful and
fully engaged in their educational experiences at John Carroll University.
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, promote a welcoming and
just University community, and encourage and value the contributions and
perspectives of all students.
INCLUSION
CENTER FOR STUDENT DIVERSITY
and
HIGHLIGHTS AND ACCOMPLISHMENTS
CENTER FOR STUDENT DIVERSITY AND INCLUSION
LOUNGE RENOVATION
The CSDI Lounge, an important space for students to hang out, study, hold
organization meetings, and relax was revitalized through several remodeling
eforts. Students have praised the new upgrades and usage of the lounge has
increased.
EDUCATIONAL AND SOCIAL PROGRAMS
The Center coordinated 48 programs with more than 3,100 participants.
Some programexamples include Lunar New Year, Multicultural Leader
Workshop, Point of View FilmSeries, and author of Faithiest: How an Atheist
Found Common Ground with the Religious.
DEVELOPMENT OF INTERGROUP DIALOGUE
COURSE
Center Director, Danielle Carter, in collaboration with Liz Deegan, program
coordinator for the Center for Service and Social Action; Chris Wenzler,
assistant athletic director for communications/sports information director;
and David Wong, executive director, academic nance, are working to
implement a new course called Intergroup Dialogue: Common Ground
AR-199. This course will provide students an opportunity to dialogue with
their peers about diversity issues and to deepen their understanding of
others perspectives under the guidance of trained facilitators.
DATA POINTS
First-year students who participated in Pathways to Success, a program
ofered before the start of the fall semester that prepares students from
historically underrepresented racial and ethnic backgrounds for the high
school to college transition, reported on their programevaluations that they
strongly believed the following:
That they met faculty and staf that they will keep in touch with
during their time at JCU.
That the CSDI staf was an important part of their transition to college.
That Pathways ofered helpful information about JCU resources,
services, and programs ofered by diferent departments on campus.
In order to better gauge the nature of student visits to the CSDI Ofce, staf
asked for all student visitors to sign in to the Visitor Log upon entry. Some
interesting facts included:
There were approximately 629 student visits to the CSDI Ofce this
past year. Of those visits, there were 135 unique students.
Common reasons for visits were to socialize, utilize ofce resources,
and meet with staf.
The top three race/ethnicities reported were Black/African American,
White, and Latino.
LOOKING AHEAD
CSDI has set these strategic goals for the upcoming academic year:
Track Pathways students participation in educational, cultural, and
social activities.
Develop and implement one educational workshop and one social
programfor rst-year and second-year Pathways participants.
Collaborate with the Sociology Department and the Counseling
Center to develop Safe Zone Training Part II.
STUDENT QUOTE
I want to thank you for all of your support and guidance these past couple
of years. Ive learned an immense amount of knowledge, skills, and life
lessons through your leadership. Your time spent helping plan and coming
to support our events is greatly appreciated.
- DIANA NAOUM 14
629 | STUDENT VISITS
135 | UNIQUE STUDENTS
48
PROGRAMS
31 00
MORE THAN
PARTI CI PANTS
MISSION The mission for the Ofce of the Dean of Students (DOS) is to
enhance student learning on campus reective of the values and traditions
inherent in the Jesuit vision of education.
STUDENTS
DEAN
of
HIGHLIGHTS AND ACCOMPLISHMENTS
ESTABLISHMENT OF THE CARE TEAM
The dean of students provided leadership to establish the CARE Teamin
partnership with staf fromthe following ofces: Provost/Academic Vice
President, Academic Advising, Residence Life, Boler School of Business,
Campus Ministry, Registrar, Financial Aid, University Counseling Center, and
the Department of Athletics. The teammet weekly to develop and implement
intervention plans for 115 at-risk students that would meet their academic,
personal, and nancial needs.
GOOD SAMARITAN POLICY IMPLEMENTED
The DOS implemented a Good Samaritan Policy. The policy allows
for the elimination of disciplinary consequences, as articulated in
the Student Conduct System, for a student(s) who may be under the
inuence of alcohol or other substances, and who make(s) a good-
faith call for medical or emergency help on behalf of another student.

POLICY REVISIONS IN THE COMMUNITY
STANDARDS MANUAL
Signicant revisions were made to the Alcoholic Beverage Policy,
the Drug Policy, and the Interpersonal Violence Policy. Students are
notied of these revisions and all other University policies when the
Community Standards Manual is emailed at the beginning of the
academic year.
ASSISTANT DEAN PROVIDES PASTORAL CARE
Rev. Bernie McAnif, S.J., assistant dean of students, provided vital
pastoral care to 68 students. Not only does he provide care and
attention to students, but often to their family members and friends.
The most common reasons for student visits are for homesickness/
adjustment issues, academic concerns, grief, and personal health
issues/injury. Many students meet multiple times with Fr. Bernie for
follow-up care.
RESPONDING TO DISTRESSED STUDENTS
WORKSHOPS
The dean of students, in collaboration with the associate dean for
academic advising and student services; the director of nancial aid;
and the director of the University Counseling Center, developed and
facilitated two workshops for faculty and staf on Responding to
Distressed Students.
COLLABORATING WITH JCU DINING/ARAMARK HE
There were several positive developments with JCU Dining services
including: increasing food service options through the creation of
meal swipes at the Inn Between; expanding service hours at The Den
at Grasselli, the cofee house in the Library Commons; and promoting
the use of local vendors when making dining purchases.
DATA POINTS
Fromthe previous academic year:
* The decrease in overall conduct and alcohol violations may be due, in large
part, to the closing of Murphy Hall which previously held all rst-year students.
A study of 74 student violators of the alcohol policy was completed
to determine if they would recognize a variety of behavioral options
when making decisions in college. After meeting with the students,
Hearing Ofcers were asked to assess the students knowledge,
attitude, and sense of responsibility. Here is what was learned:
The data revealed that most students assessed were in an acceptable
range of understanding their responsibility for their actions and
diferent decisions they could make in the future.
It was also interesting that in most comparisons the men scored higher
than the women.
LOOKING AHEAD
Continue to foster collaborative relationships with Academic Afairs through
teaching Freshmen Year Seminar, AR 120, providing leadership for the CARE
Team, and developing a resource guide for faculty and staf.
Identify and recommend appropriate action steps related to Title IX and the
Campus SaVE Act federal guidelines.
Conduct a risk audit for the ofce.
STUDENT QUOTE
The Dean of Students Ofce supports students in many ways. I believe
that one of its purposes is to serve as an advocate for student concerns. It
reminds me a lot of the conduct system. The ofce works collectively with
other student leaders, R.As., and faculty members making sure that each
and every person has the right to a fair hearing, and a chance for their voice
to be heard.
- LANASIA DOUGLAS 16
24% | DECREASE IN CONDUCT VIOLATIONS
38.5% | DECREASE IN ALCOHOL VIOLATIONS
37% | INCREASE IN DRUG VIOLATIONS
MISSION The Ofce for Health Education and Promotion (HEP) supports
the John Carroll University community with health promotion that advances
wellness, student learning, and the unique JCU student experience. We
assess student health behaviors, collaborate with campus partners, and
deliver best practice prevention initiatives.
PROMOTION
HEALTH EDUCATION
and
HIGHLIGHTS AND ACCOMPLISHMENTS
COLLABORATION WITH GRASSELLI LIBRARY STAFF WITH
WELLNESS IN THE STACKS
HEP developed, implemented, and evaluated Wellness in the Stacks, which
entailed bi-monthly stress reduction events held in the Library Learning
Commons.
LARGE, ALCOHOL-FREE SOCIAL EVENTS FOR FIRST YEAR
STUDENTS
Large-scale, alcohol-free events coordinated through HEP included a
Cleveland Indians game where 356 students were in attendance and a Dave
and Busters event with more than 100 students. Both of these successful
events were strategically planned to occur within the rst six weeks of the
fall semester to immediately get students involved in alcohol-free student
activities in or around the Greater Cleveland area.
REVIEW OF GOOD SAMARITAN POLICIES LEADS TO POLICY
IMPLEMENTATION
A thorough review was conducted of evidenced-based practices and
policies to assist in getting emergency assistance to students who may have
alcohol poisoning. This review resulted in the Ofce of the Dean of Students
implementing the Good Samaritan Policy in fall 2013.
BYSTANDER INTERVENTION TRAINING WITH VIOLENCE
PREVENTION AND ACTION CENTER
The HEP coordinator collaborated with the coordinator of the Violence
Prevention and Action Center (VPAC) in facilitating Bystander Intervention
education to athletic teams and other student groups, such as Pathways
to Success participants, fraternity and sorority members, and student
organization leaders.
ADDRESSING SLEEP PROBLEMS
Over the years, JCU students have reported sleep as a major concern in the
American College Health Associations National College Health Assessment.
Given this trend, the HEP collaborated with the Student Health Center and
the University Counseling Center to plan a series of programs and events for
Blue Streak Sleep Week to ofer tips on why and how to get a good nights
rest and how it will have a positive outcome on their college success.
LOOKING AHEAD
Revise Peer Health Advocate programto further train PHEs on developing
and executing programs in residence halls and on campus, as well as staf
Resource Roomat Student Health and Wellness Center.
Spearhead campus-wide initiative to be tobacco free by August 1, 2015.
Develop course outline and materials for Peer Health Advocate Public
Health course to be ofered in fall 2015.
Transition campus fromEverFis AlcoholEdu, the rst online programfor
college students to reduce alcohol-related negative consequences, to
Campus Claritys Think About It, which prepares new college students for
the unique challenges and responsibilities of college life. Think About It
takes a harm-reduction approach that resonates with students and results
in a healthy campus culture that fosters learning and growing intellectually.
STUDENT QUOTE
As Lead Peer Health Advocate, I helped organize and facilitate bi-
weekly Wellness in the Stacks health promotion events, represented the
department in supporting tobacco-free initiatives, and updating social
media pages. Every week, I assisted in designing promotional materials,
planning for events, and constructing surveys regarding programfeedback.
Programdetails, organizational communication, and other aspects were
discussed openly with Megan Dzurec [Coordinator of HEP]. The Peer Health
Advocates have come up with a number of promising ideas for the coming
academic year.
- KASEY FOLEY 14
356
STUDENTS
CLEVELAND INDIANS
DAVE AND BUSTERS 100
STUDENTS
DATA POINTS
HEALTH EDUCATION AND PROMOTION
A study was done of students found responsible for violating either the University
alcohol or marijuana policy who, as part of their sanctions, were required to
attend an educational class. Of the 43 students who attended the class, 29 of
themcompleted a post-class survey. Two ndings were most relevant:
Almost 75%reported that they were able to recognize the signs of
someone who is intoxicated.
A similar percentage reported that they were willing to intervene if they
see someone who has had too much to drink.
in an alcohol education programthrough their connection to Residence Life,
Fraternity and Sorority Life, or other student organizations. A one-page
assessment following the presentation was given and 119 students completed it.
Relevant ndings included:
strongly agreed that they learned something about the actual
drinking rates at JCU.
of students surveyed recognize the diference between
perceptions and actual drinking rates of JCU students.
qualitatively listed a statistically accurate fact about alcohol
consumption and JCU students.
qualitatively listed Good Samaritan Policy in response to
the question The _________applies in situations involving
alcohol, other drugs, interpersonal violence, and other
situations considered dangerous by a reasonable person. This means that
no formal University disciplinary actions or sanctions will be assigned to
the reporting student(s) for minor violations relating to the incident.
It was a goal of HEP to increase the number of alcohol education programs by
25% by the end of the academic year. Programs such as Beer and Burritos and
High-Risk Drinking Prevention are ofered to Resident Assistants (oor programs),
Fraternity and Sorority Life, varsity athletic teams, and student organizations in an
efort to increase student knowledge regarding alcohol consumption among JCU
students. Students are given accurate information regarding the University policy,
alcohol poisoning, Bystander Intervention (sexual assault prevention), the Good
Samaritan Policy, and risk prevention techniques while drinking. The results of
these programmatic eforts were:
Alcohol education programming increased by 16%.
The inclusion of alcohol education through the Bystander Intervention
programs increased programming by 115%.
433
STUDENTS PARTI CI PATED
58%
64%
67%
91%
MISSION As the Universitys 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.
DEPARTMENT
JOHN CARROLL UNIVERSITY
Police
HIGHLIGHTS AND ACCOMPLISHMENTS
COMPREHENSIVE POLICING MODEL
The close completion of the comprehensive policing model with the
transition to armed JCU police ofcers was both successful and without event
after years of research, preparation, community dialogue, and departmental
capacity-building. Eforts toward this new model began in 2001.
AUTOMATED SHIFT REPORT SYSTEM
The department established a new automated shift report systemwhich
summarizes signicant activity occurring on each shift. This report is shared
within JCUPD and with designated staf both inside and outside of Student
Afairs.
PROFESSIONAL DEVELOPMENT AND OFFICER SPECIALISTS
The professional development and training of police ofcers is not only a
benet to the individual, but also to the department. As a result of these
trainings, two police ofcers have been appointed as specialists for the
department. Ofcer Chris Hendricks is a peace ofcer, rearms instructor,
and armorer and has been appointed as the departments Tactical Specialist.
Ofce Marc Butch, who created the automated shift report system, has been
appointed as the departments Technical Specialist.
DATA POINTS
Department Statistics
There were 6,599 service calls. This is a 17%increase
fromlast year.
JCU EMS took 150 calls and logged 12,000 volunteer hours.
There were 422 incident reports led compared to 470 last year;
a 12%decrease. This decrease is most likely due to the closing of
Murphy Hall.
Over 14,500 riders used the University shuttles. This is a 9%
decrease fromlast year.
In April 2014, JCUPD completed their rst survey of faculty, staf and students
regarding their perceptions of campus safety, security, and services. Results
showed the following:
The majority of JCU community members indicated considerable
satisfaction with the various services provided by JCUPD.
Community members also reported a general sense of feeling secure
on campus.
The inconvenience of the closing of the Belvoir Gate during the day
was reported as the one issue that many community members were
dissatised with throughout the year.
LOOKING AHEAD
To realize and perpetuate a credible reputation by performing University
Police Ofcer functions in a professional, component, and reasonable
manner.
To provide investigative capacity for criminal, student conduct, regulatory
compliance, and University policy matters.
To provide efective parking, shuttle, access control, and student-managed
EMS services.
STUDENT QUOTE
As I graduate fromJohn Carroll University, I nd myself thinking about
my time participating in JCUEMS. Through JCUEMS I met the JCUPD. There
are not enough positive things to say about the ofcers in this department;
they are professionals who are always willing to help by any means
necessary. And, speaking of helping, Patty and Diane are rock stars. The
relationships I built and the memories I have with the ofcers and staf
of JCUPD have been an important part of my John Carroll experience
kindnesses and memories I will never forget. They are a great group who
truly care about John Carroll University.
- ABBY GLASS 14
MISSION The mission of Liturgical Music and Musical Arts (LMMA)
is to contribute to the mission of the University by fostering aesthetic
and musical intelligences among the students, faculty, staf, and greater
communities of John Carroll University.
MUSICAL ARTS
LITURGICAL MUSIC
and
HIGHLIGHTS AND ACCOMPLISHMENTS
INTERGENERATIONAL CHOIR RESEARCH PUBLISHED
Last years performance resulted in an academic research paper delineating
the project ndings of lessening the stigma of Alzheimers disease and
the misunderstandings about dementia in college students that achieved
publication this spring 2014. The article, titled An Intergenerational Choir
Formed to Lessen Alzheimers Disease Stigma in College Students and
Decrease the Social Isolation of People with Alzheimers Disease and Their
Family Members: A Pilot Study can be found in the American Journal of
Alzheimers Disease and Other Dementias.
PROPOSED MUSIC MINOR
Signicant work continued on the proposed music minor with Maryclaire
Moroney, Ph.D., and Peter Kvidera, Ph.D., as well as a committee of faculty
including Marc Lynn, Ph.D.; Pamela Mason, Ph.D.; Valentino Lassiter, D.Min.;
Leslie Curtis, Ph.D.; Sheila McGinn, Ph.D.; and Christopher Sheil, Ph.D. The
work culminated in a nished proposal this past spring. It will be presented
to the Committee on Academic Policies for review in fall 2014. This work
could substantially add to the presence of the arts on campus.
CAPORELLA SERVES AS CONFERENCE MUSIC DIRECTOR
Cynthia Caporella, Ph.D., director of LMMA, served as the music director for
the national Campus Ministry Leadership Institute conference held here at
John Carroll.
VOICE CLASS OFFERED FOR CREDIT
This year was the rst time the voice class was ofered for credit. Interest was
so high that two sections were lled.
DATA POINTS
Between 2008 and 2011, Pep Band participation dropped 17%, from79% to
62%, leading to negative consequences on performance and morale. The
band director and department director began tracking participation numbers
as a way to hold members accountable. Other initiatives were implemented
to increase and sustain member participation in events. The rst was to
raise students awareness of the decreasing participation rates and the
corresponding negative efects by sharing the statistics regularly with group
members. This was followed up by discussions with members about their
responsibility in creating a Pep Band culture committed to the health and
well-being of the group. The other initiative was to use the NCAA Division
III Basketball Championship weekend in Salem, Virginia, as a reward for
members meeting participation goals. These eforts have been in place since
2012 and participation has steadily increased up to 72%.
LOOKING AHEAD
Submit the music minor proposal to the Committee on Academic Policies in
fall 2014.
Through musical outreach to the community the ofce continues to align
itself with JCUs Jesuit, Catholic mission and identity.
Develop a comprehensive recruitment and retention plan for student
participation in liturgical music and musical arts programs.

STUDENT QUOTE
During the past four years as a student at John Carroll University I was
highly involved in the department of Liturgical Music and Musical Arts.
As a member of the chapel ensemble and as a cantor for Mass, I was
able to nd and growin my faith through music. As a member of both
the Schola Cantorumand the Cecelia Singers, I was able to growas a
musician, vocalist, and teammember. Lastly, I was able to take part in the
Intergenerational Choir which was one of the most life-giving experiences
that I have had at John Carroll. Being able to combine music, service, and
friendship, all while learning about Alzheimers disease, was a remarkable
experience. Participating in the department of Liturgical Music and Musical
Arts was denitely one of my favorite parts of John Carroll University and
was one of the hardest things to leave when graduating.
- HILARY FROELICH 14
72%
INCREASE
2012
MISSION New student and transfer orientation sessions assist 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. Our leadership programs provide students with
opportunities to enhance the knowledge and skills that will lead them to be
reective, collaborative, change agents who identify themselves as leaders.
COMMUTER PROGRAMS
ORIENTATION, LEADERSHIP,
and
HIGHLIGHTS AND ACCOMPLISHMENTS
PROVIDING ORIENTATION TO LARGE FRESHMAN CLASS,
TRANSFERS AND THEIR FAMILIES
Programoferings in 2013 focused on successfully welcoming a very large
number of students to campus (792 rst-year students, 135 transfer students,
and 1,172 parents) and allowing themto experience personalized attention
and care fromfaculty, staf, and student leaders. The ofce staf is looking
forward to continued opportunities to engage new students and their family
members in meaningful, interactive ways that will highlight JCUs Jesuit,
Catholic mission and identity.
Increased Programming for Growing Number of Commuter Students
The ofce provided 34 commuter student programs with 740 total
participants. Programs ofered included trips to explore Cleveland,
Wednesday Drop-ins, and Finals Week Pit Stop in the Commuter Lounge.
DATA POINTS
As a result of participating in JCU orientation (New Student Orientation or
Transfer Orientation) programs, students were asked if they could identify
the three main components (learning, leadership, and service) of the JCU
mission statement.
Over 50%of the students were able to identify each of the three main
components.
There were a variety of other responses provided, but the most
popular incorrect answers reported were respect and faith.
Students who hold positional leadership roles directly afliated with
a University department and/or supervisor are required to participate
in leadership training called LAUNCH (Leaders Always Undertake New
CHallenges). One of the LAUNCH sessions, STAR Power, seemed particularly
impactful. STAR Power is a powerful learning simulation that is meant to
demonstrate how systems of oppression are experienced in society.
Participants completed a programevaluation. One interesting nding
was that:
96%of students were able to articulate two diferent ways to utilize
their positional privilege to assist others. It appears that LAUNCH
overall and possibly Star Power in particular, was efective in assisting
students to articulate this particular learning outcome.
Tier 1 leadership programs focus on students increasing their self-awareness
which better prepare themfor future leadership experiences. These programs
are mainly geared toward rst-and second-year students and are ofered
each fall semester. Tier 2 leadership programs focus on the experiences of
students as members of various groups and how they can inuence change
as a group member. This programis also geared towards rst-and second-
year students. It was found that nearly 80% of Tier 1 participants persisted to
Tier 2.
LOOKING AHEAD
Convene a campus-wide meeting to discuss issues and services relevant to
the matriculation and ongoing success of transfer students.
Develop an electronic message to distribute to rst-year students after the
rst six weeks of the fall semester, providing a list of experiences that they
should consider engaging in if they have not already done so.
Increase the number of rst-year students of color who participate in
leadership development programs.
Help to successfully transition a new co-director of the Leadership
Scholarship Programand continue to build on the programs success.
Develop a follow-up leadership development piece for LAUNCH
participants after they have transitioned into their leadership roles.
STUDENT QUOTE
Being a part of the leadership programs at John Carroll was the most
rewarding aspect of my involvement on campus. If it werent for the tiers
of leadership development programs and the projects and seminars I
completed as a member of the Leadership Scholars program, I would have
had a one-dimensional student experience. The leadership programs at
JCU inspired me to reect on my strengths, become more self-aware, and
to learn howbest to apply the qualities I possess to leadership situations. I
feel that the programs not only allowed me to discover the awesome things
my peers were doing on campus but were benecial in inspiring me to do
more with my time at Carroll and to expand my interests. The leadership
programs at JCU are truly interdisciplinary and mesh well with many of
the academic programs on campus (specically in the arts and sciences). I
cant (nor do I want to) imagine what my JCU experience would have been
like if I hadnt been involved in the leadership programs available; they
mean that much to me.
- CHELSEA NEUBECKER 14
792 | FIRST-YEAR STUDENTS
135 | TRANSFER STUDENTS
1172 | PARENTS
740
PARTI CI PANTS
34
COMMUTER
PROGRAMS
MISSION To provide safe and clean facilities, quality programs, and
a friendly environment to enhance the health, tness, and wellness of
students, faculty, staf, and community members, while providing a
learning environment for personal growth for all students employed by the
department.
RECREATION
HIGHLIGHTS AND ACCOMPLISHMENTS
STUDENT EMPLOYEES CRITICAL TO DEPARTMENTAL
FUNCTIONS AND CLIENT SATISFACTION
This past year continued to be the Year of the Recreation Student Staf! From
patrons commenting on their helpfulness, to faculty calling to thank them
for their extra care and attention, to the athletic and recreation full-time staf
consistently noting the great care and concern they gave to their work; the
student staf members are critical to the efcient, safe, and dutiful operations
of all facilities, programs, and services.
CORBO ROOM TASK FORCE
In collaboration with several members of the University community, the
director is heading up the Corbo RoomTask Force to address necessary
improvements. Members of this task force include the executive director
of purchasing and auxiliary services; the vice president for nance and
administrative services; the Student Union vice president for business afairs;
the housekeeping manager; and the manager of facilities services. Since it
started last spring, the following progress has been made: several new cardio
machines, some new pieces of gymequipment, and new carpeting and fresh
paint in the Corbo Room.
PROGRAM COLLABORATIONS AND SERVICE TO COMMUNITY
The department partnered with the coordinator of Health Education and
Promotion and assisted with the Wellness in the Stacks at the Library
Commons. In addition, an increased presence and partnership with the
associate director of the Center for Service and Social Action, allowed for
greater student staf volunteer opportunities with programs such as Through
the Eyes of a Child, Danies Day, Refugee Services One-day Camps, and
various other outreach programs for at-risk Cleveland populations (in terms
of introducing themto topics of tness, wellness, and self-care.
DATA POINTS
Throughout the year, club sport presidents continued their leadership
reections by completing Leadership Check-in Evaluations. These surveys
provide reection opportunities for club leaders in relation to their teams
performance, interactions, and group development. Club leaders reported
that their leadership style directly related to the success of their program,
teamparticipation rates, and overall goal-achievement.
There are 11 club sports with 200 student participants.
There are 150 student staf members who assist in all recreational
operations.
In 2013-2014 there were 2,019 student participants in intramural
sports with 1,595 male and 424 females.
LOOKING AHEAD
Through the use of new technology, improve the efciency and
efectiveness of departmental operations.
Create a student advisory group to assist with the evaluation of
departmental programs and services.
Expand the departments student staf leadership development model.
STUDENT QUOTE
In terms of employment, applying to the Rec Department was the best
decision I have made at JCU. The amount of people I have gotten to know
has been invaluable to my time here at JCU. I always sell the Rec Center
as The best place to work at JCU, hands down. Working in the gymand
providing an area for relaxation and mental release for students, patrons,
and employees, bring me great pride. The efort the Rec supervisor staf
continues to make to bring all of our employees together and provide a
great facility for our students is one I take great pride and care in. Finally,
I have learned a whole newside of myself. I have learned many skills
essential to managing employees and in a customer service environment,
two areas I had no experience in when I was rst hired by the department.
I have developed my personal leadership style to best motivate our
employees and get theminvolved and excited in their work beyond merely
making a paycheck every fewweeks.
- PJ HIDO 15
MISSION The core elements of the ORL are community and learning. We
believe in building strong communities where students are connected and
engaged in learning that lasts a lifetime.
RESIDENCE LIFE
HIGHLIGHTS AND ACCOMPLISHMENTS
TRIPLING ROOMS AN OVERALL POSITIVE EXPERIENCE
With nearly 300 students in triple rooms at the beginning of the fall
semester, the ORL staf spent a signicant amount of time ensuring that
students had a positive experience. The continuous communication with
students, detailed roommate agreements, intentional mediations and the
personal interactions by the RAs and professional staf resulted in a positive
overall experience for the residents. Interestingly, the students who lived in
triples had a higher rst semester GPA than their peers and were retained at
a rate consistent with other students.

RESIDENT ASSISTANT PROGRAMMING
The RAs developed strong communities through programming based around
learning domains of self-awareness, responsible and healthy living, social
engagement, and community appreciation. In total, the RAs completed:
The impact of their eforts was tremendous. The total combined attendance
at all programs was 11,815.
SOCIAL MEDIA KEEPS STUDENTS INFORMED OF
MURPHY RENOVATIONS
During the renovation of Murphy Hall the ORL staf communicated the
exciting progress with students. #NewMUR and the ORL Facebook page
were used to post weekly photos about changes happening in the building.
In collaboration with the Department of Facilities, tours were ofered to
many student groups including The Carroll News staf, Student Union, the
ORL Advisory Board, the RA Advisory Board, and other students interested
in living in Murphy post-renovation. Tours were also ofered to faculty and
staf members, prospective students, and alumni in order to broaden the
excitement across campus.
FESTIVE ATMOSPHERE CREATED FOR FIRST-YEAR
MOVE-IN DAY
Under the leadership of the assistant director of residence life for housing
operations and the housing coordinator, the ORL a new process for rst-year
student move-in was implemented to create a festive and welcoming
atmosphere for new students and their families. Specialized move-in routes
were developed to ease trafc ow to and around campus. An ice cream
truck and photo booth was made available to provide fun breaks for students
and families. Move-in was made even more successful due to the many JCU
staf and faculty who volunteered to help throughout the day.
SOCIAL COHORT-BASED RESIDENCE HALLS
In order to support the developmental needs of residential students and
to continue to create positive, learning-centered residential communities,
plans were made to move to social cohort-based residence halls for the
2014-2015 academic year. This move was also necessitated by the renovation
of Murphy and the decision to house juniors and seniors there instead of
rst-year students. During the 2014-2015 academic year, the experience
of the students will be assessed and the data will be used to informfuture
housing decisions. Another major housing change was the assignment
of all sorority and fraternity oors to Hamlin Hall. By assigning all Greek-
letter organizations to one residential building, the ORL hopes to create
an environment that better supports campus-wide Greek unity while also
supporting the uniqueness of each organization. All other buildings were
assigned as follows:
LOOKING AHEAD
Assessing cohort living experience.
Reviewing resident assistant position.
Strengthening partnerships with JCUPD and the Department of Athletics.
Reviewing roommate agreement and roomchange processes.
Balancing the internal expectations of the ORL in relationship to the
expectations of external stakeholders.
309 | ACTIVE PROGRAMS
125 | CAMPUS PROGRAMS
142 | PASSIVE PROGRAMS
615 | COMMUNITY DEVELOPMENT ACTIVITIES
FIRST-YEAR STUDENTS:
CAMPION, DOLAN, AND PACELLI HALLS
SOPHOMORES:
BERNET, MILLOR, AND SUTOWSKI HALL
JUNIORS AND SENIORS:
MURPHY HALL, HOUSES ON MIRAMAR AND
MILFORD ROADS, AND DUPLEXES ON
WARRENSVILLE CENTER ROAD
DATA POINTS
RAs not returning to staf were invited to complete an online Pre-exit
Interview and then participate in an In-person Exit Interview with
the assistant director of residence life. Eighteen RAs were invited to
participate and 13 completed the Pre-Exit Interview and the In-person
Exit Interview. The major ndings of these interviews were:
In addition to this question, the former RAs, regardless of how long
they served in their position, cited several examples of why they valued
their RA experience, identied areas of personal growth, and articulated
characteristics of an ideal supervisor. Here are a few examples:
Engaging in meaningful work with diverse groups of individuals.
Learning their boundaries and limitations; honing active listening
skills; the opportunity to pay forward the blessings they once
received.
Being empathetic with people; responding to difcult situations
calmly and condently; working cohesively on a team;
appropriately asking for help.
Treat all staf members fairly; get to knowstaf members
personally; take time to develop staf as a professional; give
ongoing critical and positive feedback.
The Resident Feedback Survey, created by the ORL, is administered every
November to gather feedback fromresidents about RA performance
and residents perception of their community. There were a total 513
respondents. Listed below are some of the key ndings fromthe survey.
PROGRAMMING
attended oor programs.
attended one to two program(s).
attended three to four programs.
believe the quantity of programs is either
excellent or good.
believe the quality of programs is either
excellent or good.
either agree or strongly agree that by attending programs,
they have met people on the oor and developed relationships
with them.
either agree or strongly agree that by attending programs,
they have learned about diferent resources on campus.
86%
57%
35%
76%
9 13
RAs said that they frequently speak about or
cite their RA position when applying for other
positions (i.e. part-time or full-time employment,
summer jobs, internships, other student
leadership positions, graduate schools).
former RAs said that they frequently did this and
four of themsaid occasionally. These responses
seemto suggest that the RAs may and/or do place
a value on their RA experience as they can use
their experiences and relate themto the world
of work and securing plans for their continued
professional and/or academic development.
OUT OF
85%
82%
87%
RESIDENT ASSISTANTS
Respondents were asked to assess their RA in 17 performance areas.
The percentages represent responses of either Agree or Strongly
Agree to what degree respondents agree with these statements:

My RA uses appropriate language and tone
when communicating.
My RA follows the same rules and policies residents
are expected to follow.
My RA is respectful of all lifestyles and personalities.
My RA helps to maintain a clean and safe environment
in our community.
My RA is available and accessible to residents.
I feel that my RA is approachable and I would feel
comfortable going to my RA.
Overall, the survey provided good evaluative data for RAs. It also provided
information about the impact of programming ofered by RAs. This data was
used to review and revise the Residential Programming Model. It was also
helpful in revising RA expectations and training.
STUDENT QUOTE
The largest impact that living on campus has had for
me thus far is learning howto be more independent,
more responsible, and more mature. Living on campus
is the perfect environment for all students to get their
feet wet and feel what it is like to be less supervised.
Also, other than fortifying my skills of independence and
responsibility, living on campus has created a superb
network of close friends. For a rst-year student, all they
want to do is nd a group of friends, and living in a tight
community on their oor will denitely speed up the
process.
So far, all of the connection I have made and skills that
I have acquired here while living on campus has been
very valuable to me. These experiences - meeting new
people, appreciating diversity, resolving conicts, and
having fun - have truly transformed me. I was lucky
enough to have a great teamof two RAs who really
made my experience better. With themas my role
models, along with the experiences I have accumulated,
I will be a RA for Campion Hall with the newrst-year
students. I hope I can help facilitate the same sense of
community and help themgain what I have gained in my
rst year living on campus.
My JCU experience would not have even been close to
being this great and this fun if I had not lived on campus.
I strongly recommend it if one can aford it. I learned a
lot in such a short period of time and I knowthat others
would say the same.
- BRIAN HOLLER 17
92%
91%
91%
89%
88%
87%
MISSION The Ofce of Student Activities (OSA) aims to enhance
the overall educational experience for students through participation in
programs and activities which improve student cooperation and leadership
while preparing them to be responsible advocates and citizens.
ACTIVITIES
STUDENT
HIGHLIGHTS AND ACCOMPLISHMENTS
WINTER FORMAL DANCE ALCOHOL-FREE
The Student Union Programming Board (SUPB) hosted a very popular campus
tradition, the Winter Formal Dance. The event attracted nearly 400 students
to the Muldoon Atriumof the Dolan Science Center and for the rst time, the
event was alcohol-free.

SORORITY COMMUNITY GROWS
For the past three years, the number of women joining a sorority has been
steadily increasing. This has led to healthy membership numbers for the
sororities and a stronger, more positive impact on JCUs campus culture.
CARROLLCAN ADVISED BY OSA
The OSA assisted in the creation and promotion of CarrollCAN, (Carroll
Cancer Advocacy Network), an organization dedicated to raising money and
awareness and lending a hand to those whose lives are afected by cancer.
ONLINE TRAINING USED FOR STUDENT LEADERS, ORGANIZATIONS AND
ADVISORS
The OSA launched online training modules and quizzes for newly recognized
student organizations as well as for the annual re-registration process for all
student organizations.
DATA POINTS
About 262 students across a total of 13 SUPB and Late Night events were
surveyed to see if attending these social programs would help themfeel more
connected to the JCU community. The results indicated that across all 13 events,
or agreed that their participation in the activity made themfeel more
connected to the JCU community:
The overall attendance at social programs sponsored by student
organizations advised by the OSA has increased 4%fromlast year.
The attendance at SUPBs events increased by 18%fromlast year
(6,900 to 8,437).
Attendance at Late Night programs decreased by 27%fromlast year.
Based on the data above, the OSA will be working to improve Late Night
programming. Here are two initiatives they will implement:
Develop a group of students to assist the OSA and the graduate
assistant with the planning and implementation of Late Night
programming.
Launch one large-scale Late Night event on campus per semester
with support fromstaf across the entire Division of Student Afairs.
LOOKING AHEAD
Implement one large scale Late Night programper semester with
collaboration fromvarious Division of Student Afairs departments.
Recruit and develop a teamof student leaders to assist with the planning,
promotion, and implementation of Late Night programming events
sponsored.
Implement the plan developed by the Greek Standards Committee
in 2013-2014.
STUDENT QUOTE
The Environmental Issues Group (EIG) has been busy this year developing
programs benecial to the promotion of sustainability as well as relevant
and engaging for student involvement. Some of the many accomplishments
include organizing a beach cleanup at Edgewater with the Alliance for the
Great Lakes, maintaining a bike co-op programfor students to borrowa
bike for free, and teaming up with Environment Ohio to collect over 200
signatures on campus petitioning for a federal limit of carbon emissions. By
organizing these programs and initiatives, EIG members have learned how
to coordinate and collaborate with others, both on campus and of campus.
Specically, the guidance ofered by the Ofce of Student Activities (OSA)
played an instrumental role in EIGs successes and learning experiences.
Everyone in OSA has been so kind and caring while helping EIG, with
assistance ranging fromstrategic planning support to operational support to
nancial support. Examples include leadership development programs such
as iLead, routes for advertising, as well as funding opportunities. Overall,
OSAs presence has allowed for EIG to thrive in its accomplishments.
- NICOLE SIMONOVIC 16
82%
OF RESPONDENTS STRONGLY AGREED
MISSION The Student Health Center (SHC) 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 denition of health which
includes the attainment, maintenance, and lifelong commitment to
an optimum level of wellness. This philosophy is rooted in the Jesuit
educational tradition in which there is integration of learning with the
development of the whole person.
HEALTH CENTER
STUDENT
HIGHLIGHTS AND ACCOMPLISHMENTS
STUDENT HEALTH CHECK-IN FORM TO SCREEN FOR
UNHEALTHY BEHAVIORS
All Health Center staf members were trained in brief motivational
interviewing (BMI) techniques. As a result of this training, a Student
Health Check-in Formwas developed to use with students at intake. The
students formis then reviewed by a trained staf member who will screen
for unhealthy behaviors with alcohol, illegal drugs, mental health issues,
sexually transmitted infections (STI), or interpersonal relationships. When
an unhealthy behavior is identied, information and other resources will be
shared with the student to assist themin obtaining optimumwellness.
STUDENT HEALTH CENTER VISITS UP DESPITE MOVE
Although the SHC was in a mobile unit due to the renovation of Murphy Hall,
the staf was able to maintain all services and actually saw an increase in the
number of student visits compared to last year (3,133 visits in 2013-2014 and
3,071 in 2012-2013).
STI AND HIV TESTING
For the third year in a row, the SHC was able to provide STI and HIV testing
and education each semester free of charge. This year, 84 students took
advantage of this service. Condential testing along with free treatment is
needed and greatly appreciated by the students who participate.
FREE FLU SHOTS FOR STUDENTS
Free u shots were given again this year to 246 students. Students reported
their appreciation for the free u shots and also were pleased with the
additional evening hours in the Schott Atriumof the D.J. Lombardo Student
Center.
DATA POINTS
Student Health Center facts
One of the many ways the SHC assists students in reducing stress and
anxiety is by providing chair massages in the Student Center Atrium.
Comparing the last two academic years (2012-2013 to 2013-2014):
There was a 170.3%increase in the number of students who
participated in chair massages when a second day was added weekly.
Chair massages are usually ofered at the same time as other wellness
education programs and anecdotal feedback fromstudents during
these programs have been very positive. In addition to being ofered
twice a week, location and hours varied in order to reach a wider
variety of students.
LOOKING AHEAD
Explore options for providing better physician coverage for students.
Explore options for obtaining an electronic medical record program.
STUDENT QUOTE
I was an exchange student at John Carroll for the last semester. During
my stay, I had a great experience with the Student Health Center on
campus. The people at the Student Health Center, especially Jan and Pat,
were very friendly and helpful. The Health Center supported me with
everything possible on campus and provided me, in addition, a shuttle
service to appointments which could not be done on campus. I amvery
thankful for their service; they represent the John Carroll spirit in a
special way!
- ANNE SCHNITTKE 18
3133 | VISITS
1228 | UNIQUE INDIVIDUALS
536 | PHYSICIAN VISITS
270 | VAN RUNS
185 | NUTRITIONAL VISITS
168 | TB TESTING
103 | SENT TO AREA HEALTH CENTERS
93 | TRAVEL CLINIC VISITS
84 | STI/HIV SCREENING VISITIS
25 | GYNECOLOGICAL VISITS
170.3%
INCREASE
MISSION The mission of the University Counseling Center (UCC) 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.
COUNSELING CENTER
UNIVERSITY
HIGHLIGHTS AND ACCOMPLISHMENTS
EXPANDED PSYCHIATRY SERVICES
The UCC successfully negotiated an agreement with University Hospitals
and Case Western Reserve Medical Center to expand its services through the
placement of a psychiatry resident for the next ve years.
OUTREACH PROGRAMS
Developed and presented 28 programs for the campus community on key
issues of concern for todays college students. Highlights included:
Hooking Up: Whats the Catch (Trends in Sexuality) done in
collaboration with Student Activities, the Violence Prevention and
Action Center, Campus Ministry, and Health Education and Promotion
Life Without ED (Eating Disorder Recovery)
Several Learning Commons workshops on issues such as stress and
biofeedback
Presentation to faculty and staf on Howto Help Distressed Students
and Student Development
In collaboration with Health Education and Promotion, presented to
the Student Afairs committee of the Board of Directors on Mental
Health Issues Among our Students
DEVELOPMENT OF OFF-CAMPUS REFERRAL NETWORK
The Centers of-campus referral network was strengthened by partnering
with Psychological and Behavioral Consultants, ADHD coach Saul Tucker, and
Windsor Laurelwood Hospital. In addition, the UCC worked jointly with the
Center for Career Services to provide training opportunities for a doctoral
intern who provided additional clinical coverage.
DATA POINTS
Increased attention has been given in the past few years to the issues of
psychological well-being and distress levels among college students. The
UCC conducted a brief faculty survey to better understand the types of
concerns they were observing in the academic setting, their familiarity with
UCC services, and their interest in learning more about how to intervene with
distressed students. All JCU faculty members were sent an online survey.
22% of full-time faculty completed the survey and 6.5% of part-time faculty
completed the survey. Heres a summary of key ndings:
Data conrmed that faculty observed a signicant number of
instances where students were expressing some formof distress
(47.3%observed students crying in their class/ofce, 26.3%observed
a student expressing inappropriate anger, 35%had a student disclose
personal information, verbally or in written form, which caused them
to be concerned about that students well-being, 12.3%experienced a
student who expressed thoughts of suicide, and 75.4%had a student
request academic adjustments due to a personal crisis).
The majority (79%) of faculty felt they had the knowledge and skills
necessary to efectively respond to a student in distress and felt that
intervening was appropriate in their role as faculty (74%). The vast
majority (95%) expressed interest in receiving additional information
or training in howto respond to a student in distress.
A majority of the faculty members who responded were familiar with
the UCC services (16%very familiar, 47%moderately familiar, and
33%somewhat familiar) and had referred a student to the UCC (74%).
Fifty-six percent had consulted with the UCC regarding a student of
concern.
It was encouraging to learn that many faculty members are aware of the
Centers services and had referred students for help. However, additional
eforts to market the UCCs services may be needed with part-time and
adjunct faculty, new faculty, and the faculty in the Boler School of Business.
Based on the rate of interactions with distressed students reported by faculty,
it seems that additional support and resources may be needed to help faculty
when dealing directly with students in distress. Also, faculty expressed
interest in the development of a faculty resource guide, departmental
presentations, or online trainings that would assist themin dealing with
students in distress. The UCC hopes to work collaboratively with various
academic departments to develop such resources in the future.
LOOKING AHEAD
Train new part-time clinical staf member, graduate assistant, doctoral
intern, and psychiatry resident.
Transition frompaper client electronic records using secure and afordable
software called TitaniumSchedule.
Launch the Relaxation Station project in the Learning Commons. This
collaborative efort with the library staf aims to provide students access
to various stress reduction activities including biofeedback, meditation,
relaxation music, and more.
STUDENT QUOTE
This internship experience has fully met my expectations. The counseling
center has a very comfortable and supportive climate and I would tell
future interns to relax and enjoy the great learning experience.
- JEANNE TAYLOR PCC-S DOCTORAL INTERN
MISSION The Violence Prevention and Action Center (VPAC) strives to ofer
an immediate and supportive response to incidents of interpersonal violence
to any John Carroll student and to promote awareness and prevention of these
incidents on campus.
ACTION CENTER
VIOLENCE PREVENTION
and
HIGHLIGHTS AND ACCOMPLISHMENTS
NEW COORDINATOR JOINS JCU COMMUNITY
The Division of Student Afairs welcomed the new Coordinator of VPAC,
Stephanie Cerula. The coordinators job is to increase awareness of
interpersonal violence by providing programming and trainings on healthy
relationships, relationship violence, stalking, and sexual assault. The
coordinator provides support services to students and provides consultation
with students, faculty, and staf regarding interpersonal violence.
INCREASE IN ADVOCACY ACCOMPANIMENT AND
INTERPERSONAL VIOLENCE EDUCATION
Since last year there was a 24% increase in the number of students (24 in 2012-
2013; 30 in 2013-2014) who experienced interpersonal violence and received
advocacy support services fromthe VPAC. VPAC has become a well-known
resource for John Carroll students due to programming eforts that focus on
reaching student leaders, athletes, and fraternity and sorority members, along
with collaborations with faculty through their academic departments. These
outreach eforts aimto familiarize campus constituents about interpersonal
violence, the Centers resources, and educational programming and trainings.
TAKE BACK THE NIGHT EVENT
The coordinator collaborated with Dr. Namrata Mitras Philosophy of Love and
Sex class and the Cleveland Rape Crisis Center in planning JCUs Take Back the
Night Event. In addition, Bystander Intervention Training (BIT) was provided
for student-athletes through collaboration with the coordinator of health
education and promotion, and the assistant director of JCUPD.
VPAC AND OTHER OFFICES OFFER SERIES ON COLLEGIATE
HOOK-UP CULTURE
Multiple ofces in Student Afairs along with Susan Long, Ph.D., fromthe
Department of Sociology and Criminology, and Writer in Residence, Rev.
Donald Cozzens fromthe Department of Theology and Religious Studies,
collaborated on a programseries to discuss todays collegiate hook-up culture.
DATA POINTS
Data was collected in fall 2013 and spring 2014 through completion of program
assessments following Bystander Intervention Training (BIT). There were
532 respondents which include students fromathletic teams, leadership
organizations, a sorority, and the general student population.
Out of the 532 BIT participants surveyed:

or agreed that they are willing to intervene if they saw
someone being sexually assaulted.

or agreed that they are willing to intervene if they sawsomeone
drinking too much.
Out of the 315 student-athletes surveyed:
99%strongly agreed or agreed that they are willing to intervene if they
sawsomeone being sexually assaulted.
98%strongly agreed or agreed that they are willing to intervene if they
sawsomeone drinking too much.
Other key ndings:
The data revealed that students who received BIT felt condent
intervening in situations involving high-risk drinking and potential
sexual assaults.
Another nding was that students were surprised that their peers are
victims of sexual assault at John Carroll University due to the campus
size and community environment.
Finally, students increased their awareness of howthey can respond to
anothers alcohol intoxication.
LOOKING AHEAD
Work collaboratively with members of the Violence Prevention and Response
Task Force to develop and implement needed changes to ensure compliance
with Title IX and the Campus Sexual Violence Elimination Act.
Create a peer education group which educates the campus on interpersonal
violence and train 10 students.
Increase on-campus and community participation in Take Back the Night.
Update campus initiatives to reect new changes fromthe White House Task
Force Against Sexual Assault.
STUDENT QUOTE
As co-president of Take Back the Night I thoroughly enjoyed working with
VPAC. Stephanie and I were a great tag teamin advertising and planning
the event. We created a committee for each section of the event which had
a diferent task. All of the members of the Take Back the Night organization
were passionate about ending sexual violence on our campus, and pointing
survivors to the right resources our University ofers. Our event not only
brought awareness to those unaware about VPAC on campus, but also gave
closure and a sense of community to students. This event would not have
been possible without the centers involvement. I truly believe this event has
impacted and helped students for life.
- BRYNN DOHERTY 15
99.6%
STRONGLY AGREED
98.8%
STRONGLY AGREED
John Carroll University will graduate individuals of intellect and character who lead and serve by engaging
the world around them and around the globe.
VISION
CORE VALUES
The Universitys core values include a commitment to
learning in order to create:
An environment of inquiry which embraces Jesuit
Catholic education as a search for truth where faith and
reason complement each other in learning. In pursuit of
our educational mission, the University welcomes the
perspectives and participation in our mission of faculty, staf,
students, and alumni, of all faiths and of no faith.
A rigorous approach to scholarship that instills in our
graduates the knowledge, eloquence, sensitivity, and
commitment to embrace and to live humane values.
A campus committed to the intellectual, spiritual, emotional,
and physical development of each student.
An inclusive community where difering points of viewand
experience are valued as opportunities for mutual learning.
A culture of service and excellence that permeates every
programand ofce.
A commitment to sharing our gifts in service to each other
and the community.
A campus that responds to demographic, economic, and
social challenges.
An appreciation that our personal and collective choices can
build a more just world.
STRATEGIC INITIATIVES:
The following initiatives are essential to the University
being recognized as a center of learning and service:
Create a diverse community of faculty, staf, alumni, and
friends dedicated to advancing the Universitys vision,
mission, and core values.
Create a learning community of outstanding teacher-scholars
characterized by the commitment to student achievement.
Create a talented cohort of service-oriented staf committed
to achieving and being recognized as a center of learning and
service.
Recruit, enroll, retain, and graduate a talented, diverse
student body prepared for todays global reality and
committed to learning, leadership, and service that will
engage the world.
Secure resources necessary to foster an extraordinary
learning experience and promote John Carrolls mission as a
Jesuit Catholic university.
Assist in responding to demographic, economic, and social
challenges in our region in order to support investment and
employment opportunities and build condence in our
shared future.
MISSION: AS A JESUIT CATHOLIC UNIVERSITY, JOHN CARROLL
INSPIRES INDIVIDUALS TO EXCEL IN LEARNING, LEADERSHIP,
AND SERVICE IN THE REGION AND IN THE WORLD.