Professional Documents
Culture Documents
Dear Colleagues and Friends, I am pleased to share the 2012-2013 annual report for the Division of Student 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 mens and womens 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,
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 JCUs 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 divisions 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.
MISSION STATEMENT
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.
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. 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.
VISION
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.
Leadership
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 worlds 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.
Healthy Lifestyles
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.
STRATEGIC PRIORITIES
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.
DATA POINTS
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.
MISSION STATEMENT
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.
DATA POINTS
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.
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.
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
MISSION STATEMENT
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.
DATA POINTS
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 Carrolls 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 wont 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
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.
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 Mens 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, womens basketball, womens golf, softball, and swimming. Additionally, coaches were added for both the men and womens 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
MISSION STATEMENT
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-athletes 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.
DATA POINTS
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 batters 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
Student-Athlete Successes
Second NCAA Championship in softball. Second Place Finishes in the OAC by baseball, mens indoor track, mens outdoor track, softball, and mens soccer. The success of our mens programs gave us a runner-up position for the mens 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 Mens Golf Championship.
DEPARTMENT OF RECREATION
Students play an essential role in the success of our departments 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.
MISSION STATEMENT
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.
DATA POINTS
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.
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
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.
MISSION STATEMENT
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.
DATA POINTS
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
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.
MISSION STATEMENT
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.
DATA POINTS
An assessment was done of the Intergenerational Choir with the primary goals of lessening Alzheimers 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 Alzheimers 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 Alzheimers 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 Dominics 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 Alzheimers 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
POINTS OF PRIDE
Intergenerational Choir
A research project to fight the stigma of Alzheimers disease, build community, and better understand dementia.
MISSION STATEMENT
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.
DATA POINTS
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 Rolfs 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
Staffing
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.
MISSION STATEMENT
The Office of Residence Life supports the Universitys 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 Id have to deal with. I almost didnt reapply [to be an RA], but then decided that I couldnt 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
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.
DATA POINTS
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, Ive met people on my floor and developed relationships with them.
MISSION STATEMENT
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.
DATA POINTS
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.
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.
MISSION STATEMENT
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.
DATA POINTS
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 students knowledge of JCUs 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
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.
MISSION STATEMENT
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.
DATA POINTS
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
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.
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