2015

2016

STUDENT AFFAIRS

ANNUALREPORT

Dear Colleagues and Friends,

I am pleased to share the 2015-16 Division of

collaborate with campus and community partners

Student Affairs annual report with you.

to serve students facing difficult situations that

Working together, and in collaboration with

have an impact on their learning and development;

students, faculty, and staff throughout the

(2) organize and promote a wide variety of

University, the departments in the division have

leadership development activities, exciting

fostered a vibrant, engaged, diverse, and inclusive

varsity, intramural, and club sporting events, late

learning community outside the classroom;

night and weekend social programs, wellness

provided outstanding services, programs, and

and bystander intervention programming, and an

opportunities for student leadership development;

active fraternity and sorority life; and (3) welcome

and supported students academic and personal

and engage all students through residential life

success as well as their physical and emotional

communities and commuter programming.

health and well-being.

This report contains the mission statements,
highlights and accomplishments, performance
indicators and assessment results, and the 2016-17
goals for each of the departments in student

The annual report is also available online at

sites.jcu.edu/studentaffairs.
Your feedback and comments are most appreciated.
Sincerely,

affairs. The statements provided by the students

help capture the supportive, dynamic, integrative,
and purposeful interactions that occur among
staff and students.

LETTER FROM the

VICE PRESIDENT

I am most grateful for the many contributions

Mark D. McCarthy, Ph.D.

made by divisional staff members to: (1)

Vice President for Student Affairs

VISION
Informed by the Jesuit Catholic mission of the University, the Division
of Student Affairs is committed to helping develop students and the
campus community by:
collaborating with others to foster a vibrant, engaged, diverse, and
inclusive learning community outside the classroom;
providing and facilitating services, programs, and opportunities for
student learning and leadership development by serving others;
challenging students to act with integrity and compassion and
reflect on the implications of their actions on individual, communal,
and global scales; and
assessing, and advocating for, student needs and development.

OFFICE OF THE VICE PRESIDENT

FOR STUDENT AFFAIRS

MISSION, VISION, and

HIGHLIGHTS

MISSION

The Division of Student Affairs at John Carroll University offers programs

and services that foster the development of individuals of intellect and
character who will lead and serve by engaging the world.

PERSONNEL
The Vice President of Student
Affairs (VPSA) coordinated the
search for a new Police Department
Director/Chief of Police following
the retirement of Tim Peppard
in March 2016. Brian Hurd was
selected to serve as the new Chief
of Police, and Ross Carbone was
promoted to Assistant Director/
Deputy Chief. In addition, Colleen
Treml, General Counsel, and the
VPSA coordinated the selection
processes for a full-time Title IX
Coordinator and part-time Title IX
Investigator. These searches resulted
in appointing David Sipusic and
Kendra Svilar, respectively. The
VPSA also is coordinating the search
process for a new Assistant Vice
President /Executive Director of
Career Services.

INSTITUTIONAL
PLANNING AND
ACCREDITATION
In addition to the VSPA, the
Senior Director of Athletics and
Assistant to the VPSA serve on
the University Strategic Planning
Group (USPG). In conjunction with
the other faculty, staff, and student
members of USPG, a new strategic
plan, Promise and Prominence, was
developed and approved. Goals,
objectives, and tactics related
to experiential learning; student
thriving; intercultural dialogue and
inclusive excellence; and improved
collaboration, technology, and
strategic alliances

OFFICE OF THE VICE PRESIDENT FOR STUDENT AFFAIRS

HIGHLIGHTS

THERE WERE

have been informed by the

engagement of student affairs
representatives serving on USPG and
its goal groups.
The VPSA also served as chair of
the writing group for the Higher
Learning Commission Notice
Report related to Criterion 5. This
entailed the collection of evidence
supporting institutional progress
related to strategic planning,
community engagement and morale,
and institutional effectiveness.

CO-CURRICULAR
ASSESSMENT
Working closely with the Student
Affairs Communications Coordinator,
a Graduate Assistant, and
assessment leaders from various
student affairs departments, the
VPSA established a framework
for the assessment of student
learning in co-curricular areas.
This framework is aligned with the
Universitys Learning Goals related
to intellect, character, leadership,
and service. The VPSA Graduate
Assistant worked with the Office
of Institutional Effectiveness and
Student Affairs departments
to analyze data from the 2011
Freshman Survey and the 2015
(HERI) Your First College Year and
College Senior Surveys, the 2016

STUDENT ADVOCACY
AND SUPPORT
In response to student activism
related to the experiences of
students of color at JCU and
nationwide, the VPSA worked
closely with the President, Provost,
and Assistant Provost for Diversity
and Inclusion to engage student
leadership of the African American
Alliance (AAA) in constructive
dialogue through a series of monthly
meetings. These meetings provided
an important opportunity to listen
carefully to student concerns
and respond to a list of demands
provided by AAA related to
campus life, the curriculum, and the
institutions response to acts of bias,
intolerance, and racism on campus.

AND

ADDITIONALLY

PARTICIPANTS

STUDENTS

1,394

1,350

IN 92 STUDENT ORGANIZATIONS IN
FALL 2015. A TOTAL OF 45% WHEN COMPARED
TO THE TOTAL STUDENT POPULATION.

IN 93 STUDENT ORGANIZATIONS IN
SPRING 2016. A TOTAL OF 46% WHEN COMPARED
TO THE TOTAL STUDENT POPULATION.

PARTICIPANTS

National College Health Assessment

as well as departmental surveys
from the offices of Residence
Life and Student Engagement.
Additionally, the Communications
Coordinator worked with the
staff in Student Engagement and
Information Technology Services
to implement and customize the
Heartland software system to gain
the ability to track participant data
for student programs and events
and create a process to gather
student organization and student
leader information throughout
the Division of Student Affairs.
With additional refinement, these
efforts will allow us to identify
and quantify participant data for
student engagement in co-curricular
activities.

240

WERE EMPLOYED IN STUDENT AFFAIRS

IN 2015-2016. (50 RESIDENT ASSISTANTS,
12 ORIENTATION STAFF, 178 IN OTHER AREAS)

HIGHLIGHTS AND ACCOMPLISHMENTS

OAC Championships and Recognitions
For the second year in a row, our mens athletic teams
earned the Ohio Athletic Conference (OAC) Mens All
Sport Trophy for excellence throughout mens sports.
The mens basketball, mens lacrosse and mens and
womens tennis teams won OAC Championships and
participated in NCAA tournaments.
Additionally, the coaching staffs named OAC
Coaches of the Year include:

WOMENS SWIMMING AND DIVING

Mark Fino, Head coach
Lewis Fellinger, Head Diving Coach
Jessica Bruns, Assistant Coach
Eric Shuman, Graduate Assistant

MENS LACROSSE
Chris Cooper, Head Coach
Ian Farley, Assistant Coach
Michael Dorn, Graduate Assistant

MENS TENNIS AND WOMENS TENNIS

Shaun Keenan, Head Coach
Dr. Leslie Curtis, Assistant Coach

Head Coaching Changes

DEPARTMENT of

ATHLETICS

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 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.

The Athletics Department selected three new head

coaches for mens lacrosse (Chris Cooper), womens
volleyball (Michele Benoit), and cheerleading
(Brittany Wiley). Each of these coaches brings a
proven track record, collegiate coaching experience,
and a commitment to student academic and
personal success to JCU.

3rd Annual DIII Week a Success

With the launch of a fresh and creative marketing
campaign, For the Love of the Game, DIII week
kicked off the first week of April. The schedule of
events began with a Take Me Out to the Ball Game
gathering in Schott Dining Hall, followed by the
John Carroll versus Case Western Reserve baseball

game at Schweickert Field. Several other special

events and speakers joined the festivities, including
Tim Wierman, a sport-specific nutritionist who gave a
presentation about what to eat to compete well.
Students also participated in the Streaks to the
Max philanthropic event to benefit The Max Cure
Foundation, a national childhood cancer foundation
created in 2008 with the purpose of funding
childhood cancer research and providing financial
assistance to families. The event, which raised more
than $13,000, included a 24-hour swim-a-thon, during
which students were able to show their support
by swimming from April 8 through the last day of
DIII Week, April 9.
The week would not have been possible without the
various campus collaborations with Alumni Relations,
the Student-Athlete Advisory Committee, Blue and
Gold Club, and Integrated Marketing Communications.
More than 245 students, along with 18 alumni athletes,
participated in the weeklong event.

Upgrades to Recruitment and Athlete

Management Software
The recent upgrade of Front Rush, an athletic
software program to manage athlete recruitment
and management, will significantly improve
departmental operations.
Front Rush allows coaches to personalize their email
communication and keep closer tabs on interactions
with students. It also includes:
a scouting app that allows coaches to document
potential recruit information while they are
attending an event and create a custom rating of
student-athletes; and
compliance that allows coaches and departments
to run reports, manage NCAA and University
required forms, track potential violations, collect
practice logs, arrange official visits, and connect
with current student-athletes.
The software upgrade will provide seamless
communication between staff and student-athletes,
in addition to many other features that will greatly
improve administrative processes.

WON 2 OAC

STAFF OF
THE YEAR
AWARDS

WON 2 OAC

COACH OF
THE YEAR
AWARDS

ATHLETICS

STRATEGIC GOALS 16-17

Support campus diversity and inclusion initiatives by
engaging with key people who lead these initiatives through
their daily responsibilities. Using Terry Mills, Ph.D., who
presents workshops titled Diversity and Inclusion in the
Workplace can additionally benefit the athletic supervisors
and managers. Additional efforts to identify minority
candidates through the athletic hiring process as well as
using minority and women staff members and students to
provide leadership and perspective can bolster our support.
Participate in an in-depth department program review that
supports the Universitys cost-benefit analysis. Implement a
coaches advisory group to help inform decision making and
retrieve data sets that will assist with this process. Increase
collaborations with the Title IX department, business office,
advancement division, and various coaches and staff to help
develop the process and subsequent course of action.

BLUE GOLD CLUB

500 $100,000
DONORS

CONTRIBUTIONS

$26,680

NET REVENUE RAISED FROM THE POT

OF BLUE AND GOLD EVENT

$88,000

FUNDED UPGRADE TO THE

SHULA WEIGHT ROOM

STUDENT PERSPECTIVE
When transferring to JCU the second semester
of my freshmen year, I had many anxieties about
going off to a new school for the second time within
a year. However, this anxiety subsided when I met my coach,
Mike Marich, and the rest of the girls on the womens soccer
team. They welcomed me with open arms and made me feel
at home here at John Carroll. Being a student-athlete at JCU,
both on the field and working for the athletic department for
three years, has truly taught me how to work alongside others
and cooperate to reach a common goal. JCU has not only
provided me with a team to play on and a school to attend,
but most importantly a community and memories that I will
never forget.
- Dana Roman 18

HIGHLIGHTS AND ACCOMPLISHMENTS

Support for Students Engaged in Campus Activism

Cultural Awareness Series Success

College students throughout the country called attention to the

mistreatment and marginalization of people of color and other
oppressed groups in the United States higher education system. John
Carroll was no exception. Allies, African American Alliance, Students
for Social Justice, and the Latin American Student Association
faced obstacles as they navigated a sometimes hostile campus
climate in their programming, scholarship, and student activism.
CSDI supported all students during this time by advising students;
facilitating community meetings; and providing refuge for students,
staff, and faculty. The departments mission, vision, and goals were
strengthened during this challenging time, and the need to continue
its work was made clear.

The Dr. Shirley S. Seaton Cultural Awareness Series was

created to illuminate various cultural perspectives to
sharpen an understanding of the ways in which we are all
interconnected. The events included in this series provided
opportunities to engage the campus community in learning
outside the classroom. The series drew 675 attendees
compared to 394 the previous year. The programs provided a
wide array of talented speakers including:
Isabel Wilkerson, an author who won the Pulitzer Prize
for her work as Chicago Bureau Chief of The New York
Times, making her the first black woman in the history
of American journalism to win a Pulitzer Prize and the
first African-American to win for individual reporting;
Arun Gandhi, an Indian-American, sociopolitical
activist and author who is the fifth grandson of
Mohandas K. Mahatma Gandhi; and
Eric Deggans, a journalist, author, pundit, and public
speaker who is National Public Radios first full time
TV critic.

EDUCATIONAL DIVERSITY PROGRAMS:

STUDENT AND STAFF PARTICIPATION

FALL 2015

SPRING 2016

40 2,724

31 1,504

EVENTS

CENTER FOR STUDENT

DIVERSITY
INCLUSION

and

The Center for Student Diversity and Inclusion (CSDI) develops programs
to educate the entire campus community about issues of diversity,
inclusion, and multiculturalism. Additionally, we provide services and support for students from
historically underrepresented populations.

PARTICIPANTS

EVENTS

STRATEGIC GOALS 16-17

Continue developing a working relationship with the Office of
Institutional Diversity and Inclusion by establishing a monthly
meeting to discuss collaboration opportunities during the
academic school year.
Develop and implement a peer mentoring program for students
from historically underrepresented populations.
Provide management of the Intergroup Dialogue program while
continuing to explore a dialogue model that fits the University.

PARTICIPANTS

Informational Film Screening

In collaboration with the Violence Prevention and Action
Center, Department of Women and Gender Studies,
Department of Sociology and Criminology, Psychology
Department, and Grasselli Library, the CSDI sponsored
three film screenings focusing on social justice and global
issues, to which more than 350 students attended. Films
included were:
The Hunting Ground, which addresses sexual
assault on college campuses and the need for more
accountability of all parties involved;
Poverty, Inc., which looks at the rise and potential
catastrophic results of the multibillion dollar poverty
industry and the dire need for change; and
The Mask You Live In, which follows young boys and
men as they struggle to stay true to themselves while
negotiating Americas definition of masculinity.

STUDENT PERSPECTIVE
Everyone makes a difference. Its something
people always say, but I never believe it. Until
I started college, I felt the exact opposite.
However, I learned the importance of just being a member.
Sure, as a leader, you are the face of a movement or
organization. But as a member, you offer support and
provide a sense of reliability with others. Members serve
as bridges connecting outsiders, allowing them to see the
vision and hear your voice.
-Cultural Leadership Workshop participant,
January 2016

HIGHLIGHTS AND ACCOMPLISHMENTS

Debut of Mental Health First Aid Training
In collaboration with Recovery Resources, the DOS conducted
John Carrolls first Mental Health First Aid training. Individual
training sessions were offered for 27 students and 59 faculty and
staff. Recovery Resources is one of the most well-established
and comprehensive providers of behavioral health care in
Northeast Ohio specializing in a broad continuum of care,
including education and prevention, outpatient treatment, and
other supportive services. Its Mental Health First Aid training
consists of an eight-hour course that teaches participants ways
to assist someone who is developing a mental health problem
or experiencing a mental health crisis. This allows participants to
identify, understand, and respond to signs of mental illness and
substance use disorders.

Results from the postsession evaluation indicated that:

DEAN of

81.5%

felt they could recognize or correct

misconceptions about mental health
and mental illness as they encounter it
in the future.

74%

felt they were able to assist a person

who might be dealing with a mental
health problem or crisis to connect with
community, peer, or personal support.

50%

STUDENTS
The mission of the Dean of Students Office (DOS) is to enhance student
learning on campus reflective of the values and traditions inherent in the
Jesuit vision of education. To better serve and educate students, the DOS is a leader in assuring the
effective facilitation and management of services and programs. The DOS assists the vice president
in leading and directing the Division of Student Affairs. This includes strategic planning, divisional
communication, professional development, and educational initiatives.

100%

felt they could recognize the signs

or symptoms that someone might be
dealing with a mental health problem
or crisis.
of student participants would
recommend this course to other
students.

Interpersonal Violence Prevention and Response

The DOS expanded training for the University Hearing Board
on hearing board procedures, Title IX, relationship violence,
stalking, harassment, the JCUPD investigation process, and
understanding trauma. Additionally, the Associate Dean of
Students participated in weekly meetings with the Title IX
Coordinator, JCUPD, and Chair of the Sexual Harassment
Board to coordinate investigations and case management.

Withdrawal and Leave of Absence Policy Revised

Partnering with staff from the Registrars Office, Financial
Aid, and Academic Advising, the DOS finalized the
Withdrawal and Leave of Absence policy, which went into
effect January 2016. The policy addresses the requirements of
a student who decides to discontinue his or her enrollment. It
also provides clarification about relevant terminology and the
administrative forms to be completed.

Conduct Violation Reduction

There were several notable reductions of conduct violations
involving intoxication by a minor, possession of alcohol,
and being in the presence of alcohol. During the past eight
years, the Health Education and Wellness staff has placed
significant emphasis on alcohol education for freshmen in
addition to addressing the risks of high-risk drinking for all
students. A marketing campaign was launched throughout
the entire academic year, with the goals of dispelling myths
about drinking and providing factual information about
alcohol use. The reduction rates are:

45%
24%
33%

DECREASE
intoxication by a minor
(31 in 2014-2015; 17 in 2015-2016)

DECREASE
posession of alcohol
(62 in 2014-2015; 47 in 2015-2016)

DECREASE
being in the presence of alcohol
(63 in 2014-2015; 42 in 2015-2016)

Summary of conduct violations:

19%

32%
51%

DEAN OF STUDENTS

decrease of student status change

because of conduct violations (i.e.
University probation, suspension)
since 2014-2015. 32.5% decrease
since 2011-2012.
decrease of alcohol violations since
2014-2015. 45% decrease since
2011-2012.
increase of drug violations from
2014-2015 to 2015-2016, with
an overall decrease of 26% from
2011-2012

12%

decrease of other violations,

including vandalism/property
damage and off campus behavior
compared to a 40.30% overall
decrease from 2011-2012

21%

decrease of total violations from

2014-2015 to 2015-2016 and a
22.6% decrease from 2011-2012

STRATEGIC GOALS 16-17

Increase education about interpersonal violence by
developing prevention education, with the goal of
expanding students understanding of the definition
of consent per the University Interpersonal Violence
Policy as well as fostering a collaborative relationship
between the DOS and the Title IX Office.
Form a collaborative relationship with the leadership
of fraternities and sororities to establish appropriate
procedures for student conduct policy violations.

STUDENT PERSPECTIVE
I have always felt welcomed every time
I have walked into the Dean of Students
Office, enabling me to build a relationship
with everyone and inevitably making it easier for me
to properly fulfill my duties. I am truly appreciative
that, over time, the relationship between the Dean
of Students Office and the entire Student Union
Hearing Board (SUHB) has transcended to one that is
not solely formal. The Dean of Students Office truly
cares about us, not just as students working with and
for them, but also as individuals. I am thankful for
everything the office has done for the SUHB and look
forward to working with them next year.
- Patrick Bucyana, 17

HIGHLIGHTS AND ACCOMPLISHMENTS

AS A RESULT OF FUNDRAISING DURING

Greeks Commitment to Academic

Excellence Shines
One of the pillars of all international and national
Greek organizations is the commitment to academic
excellence and achievement. Consistent with
previous years, the all-Greek grade point average
(GPA) continues to be above the all-student GPA.
Additionally, 26 of the 122 students who presented
their research during JCUs annual Celebration of
Scholarship were Greek organization members.
Celebration of Scholarship is held each spring as a
campuswide event that showcases the scholarship,

GREEK WEEK, FRATERNITIES AND

SORORITIES RAISED MORE THAN $3,400
FOR THE CLEVELAND-BASED NONPROFIT
ORGANIZATI ON PROJE CT YESS

creative activity, and intellectual achievement of the

John Carroll community.

FRATERNITIES

3.24

3.31

3.15

2015-2016 AVERAGE GREEK GPA NUMBERS

STRATEGIC GOALS 16-17

FRATERNITY and
SORORITY LIFE
John Carroll Universitys fraternities and sororities strive to support
the University mission by cultivating the development of scholarship,
leadership, service, and character. By adhering to the Jesuit Catholic mission and heritage, fraternities
and sororities will foster respect and integrity with the entire campus, Greater Cleveland, and the world.

Provide leadership development opportunities that prepare

fraternity and sorority members to lead in their individual
organizations, the Panhellenic and Interfraternity Councils,
and the greater JCU community.
Create a fraternity and sorority life community committed
to JCUs Jesuit Catholic mission and identity and its
common interfraternal mission and values.
Promote holistic membership development opportunities to

4
ORGANIZATIONS

147
FRATERNITY MEMBERS

SORORITIES

5
ORGANIZATIONS

324
SORORITY MEMBERS

CELEBRATION
OF SCHOLARSHIP

24%

of presenters were Greek

affiliated

Fraternity and Sorority Leaders Recognized

Many fraternity and sorority leaders were honored
at this years Leadership Recognition Reception.
Of the 24 finalists for Outstanding Student
Leader and Leadership Legacy Awards, 42% were
fraternity and sorority members. Three of the five
Leadership Legacy Award winners were Greek
Alexandra Bernitt (Kappa Alpha Theta), Daniel
Volpe (Sigma Phi Epsilon), and Jaslyn Ivey (Kappa
Kappa Gamma). Additionally, 22% of students
who completed all four tiers of the Leadership
Development Program were members of a Greek
organization. Two of the 11 seniors graduating
with the Leadership Development minor also were

26 29
26 Greek students gave 29
scholarship presentations

FRATERNITY & SORORITY LIFE

members Brandon Parr (Sigma Phi Epsilon) and

Christian Brandestas (Sigma Phi Epsilon).

Greeks Raise Funds for Project YESS

As a result of fundraising during Greek Week,
fraternities and sororities raised more than $3,400
for the Cleveland-based nonprofit organization
Project YESS. Project YESS helps youths develop
their capacity to create positive change in themselves
and their neighborhoods through quality arts

42%

of 2016 outstanding student

leadership and legacy awards
were received by Greek students

3 of 5

leadership legacy awards

were given to fraternity and
sorority members

and service-learning programs that encourage

empowerment, self-efficacy, improved positive
decision-making skills, leadership, and civic
responsibility.

STRATEGIC GOALS 16-17

Provide leadership development opportunities that prepare
fraternity and sorority members to lead in their individual
organizations, the Panhellenic and Interfraternity Councils,
and the greater JCU community.
Create a fraternity and sorority life community committed
to JCUs Jesuit Catholic mission and identity and its
common interfraternal mission and values.
Promote holistic membership development opportunities to
enrich student learning and the overall student experience.

HIGHLIGHTS AND ACCOMPLISHMENTS

Peer Health Advocate Program Enhancements
Peer Health Advocates (PHA) are students committed to
promoting healthy choices and lifestyles through educating
and empowering themselves and their peers about various
health-related topics. The Office of Health Promotion and
Wellness (HPW) worked collaboratively with the Violence
Prevention and Action Center to enhance the PHA program
through the development and implementation of the
AR274 course for PHA, a two-credit hour-long course
offered in the fall of 2015. Twelve students completed
the course and became Certified Peer Educators through
BACCHUS, a nationally recognized peer education program
sponsored by the National Association of Student Personnel
Administrators. Students were trained for core skills that
will make them better leaders, role models, activists, and
team members.

Health Education Outreach Programming

HEALTH PROMOTION and

WELLNESS

More than 1,800 students participated in Health Promotion

and Wellness programming within the residence halls and on
campus, an increase of 105 students compared to the 2014-15
school year. Programs included Beer and Burritos and other
alcohol awareness presentations that provided opportunities
for students to engage in conversation about alcohol use,
high-risk drinking, perception of others drinking behavior
at JCU, and responsible alcohol consumption. Wellness in
the Stacks, wellness programming in the Grasselli Library,
continues to provide students with stress-relieving activities,
such as Pinterest painting, bamboo plant construction, and
aromatherapy. Program evaluations were administered to
all student participants to measure student satisfaction and
developmental and learning outcomes.

99%

The mission of the Office for Health Promotion and Wellness is to support

the difference between

perceptions and actual
drinking rates of JCU students

John Carroll University with health promotion that advances wellness,

student learning, and the JCU student experience. We assess student health behaviors, collaborate with
campus partners, and deliver best practice prevention initiatives.

of students surveyed recognize

87%

indicated they strongly

agreed or agreed they were
able to find stress relief from
attending the Wellness in the
Stacks program

50%

of JCU students self-identified as

nondrinkers in each of the past 7 years

Evolution of Alcohol Education

HPW continues to educate John Carroll students about
high-risk drinking, effects of alcohol on the whole person,
and myths about drinking on college campuses. With the
need to continue to tailor these trainings to an ever-changing
student population, the office has redeveloped the approach
to informing the campus about these issues and using
techniques that have proven to be effective.
AlcoholEdu an interactive, online program designed
to inform students about the effects of alcohol on the
body, mind, perceptions, and behaviors approached its
ninth year of being conducted on campus. In fall 2015,
779 incoming students completed the training, with a
compliance of 94%. Prior to participating in AlcoholEdu,
70% of the incoming students identified themselves
as high-risk drinkers and saw no need to change their
drinking habits. However, after completing the program,
77% of those students indicated their readiness to change.
ScreenU was developed by the Higher Education Center
for Alcohol and Drug Misuse Prevention and Recovery
at The Ohio State University. ScreenU is a web-based
method that administers screening, brief intervention,
and referral to treatment to college students. ScreenU
identifies students who are misusing alcohol, marijuana,
or prescription drugs and provides feedback and
strategies to reduce their risk for experiencing negative
consequences from that use. Ninety JCU students
participated in this program.

AM ON G T HE 70 % O F H I G H - R I S K
DRINKERS WHO SAW NO NEED TO
CHANGE THE WAY THEY DRINK BEFORE
TAKING THE ALCOHOLEDU PROGRAM,
77% OF THOSE STUDENTS INDICATED
T HEIR R EAD IN ES S TO C H A N G E
AFTER COMPLETING THE COURSE.

DATA POINTS
AlcoholEdu Survey Results:

85%

HEALTH PROMOTION AND WELLNESS

said AlcoholEdu prepared them

to prevent an alcohol overdose

89%

said AlcoholEdu prepared them

to help someone who may have
alcohol poisoning

86%

said AlcoholEdu helped them

establish a plan ahead of time
to make responsible decisions
about drinking

60%

of participants changed their

perceptions of others drinking
behavior

37%

said, Since my arrival at JCU,

I have intervened with a friend
or peer to help him/her avoid
a risky behavior (potential
alcohol intoxication or
poisoning, sexual assault, drug
overdose, or another healthrelated behavior).

STRATEGIC GOALS 16-17

Work collaboratively with the Office of Governmental
and Community Relations and Student Union to
establish a tobacco-free plan for the JCU campus.
Implement ScreenU (or other small group social
norms effort) for athletic teams, Greek communities,
and other students groups to provide students
normative feedback about alcohol use, attitudes,
and behaviors in a small group setting.
Elevate high-risk drinking prevention efforts through
the development of a campuswide alcohol task force.
In collaboration with Residence Life, develop
preventive education materials for students living
off campus to foster healthy behaviors in the greater
JCU community.

STUDENT PERSPECTIVE
This year the Peer Health Advocates have
given me a way to be involved on campus
that is fun, educational, and aligns with
my passion for public health. Additionally, working
with the bystander intervention program has been an
amazing experience. I feel this program was a way for
me to help change the entire campus culture of John
Carroll and to make it an even safer place to go to
school.
- 2016-17 Peer Health Advocate

HIGHLIGHTS AND ACCOMPLISHMENTS

In addition to completing successful searches to
appoint a new JCUPD Police Chief and Deputy Chief,
this years accomplishments include:

Outreach Initiatives Aim to Improve

Communication, Credibility, and Trust
The number of formal and informal outreach efforts
with students, staff, and faculty have increased
under the direction of new Police Chief Brian Hurd
and his staff. Examples include meetings with a
number of multicultural student organizations to
hear about their campus experience as well as
the Student Union and the Residence Life and
Facilities Committee regarding changes in parking
assignments. Additionally, Chief Hurd collaborated
with Garry Homany, Director of Risk Management
and Regulatory Affairs, to design and implement
presentations for faculty and staff about critical
incident response procedures related to active
shooter incidents.

Improved Policies and Practices Related

to Public Records and Title IX Response
Based on new Ohio State law, JCUPD engaged
with the Office of Legal Affairs and the Office of
Governmental Relations and Community Affairs
to institute new practices and protocols related to
police records now categorized as public records.
Additionally, JCUPDs capacity to respond to
and investigate violations of the Interpersonal
Violence Policy has been enhanced through the
participation of:

JCU POLICE
DEPARTMENT
The mission of the John Carroll University Police Department (JCUPD)
is to provide for the safety, security, and well-being of JCU students
and the broader JCU community.

three JCUPD Title IX investigators in the

ATIXA training
the trauma-informed Title IX training provided
for all JCUPD officers
the completion of the UHPD Memorandum
of Understanding
the implementation of the protocol between
JCUPD and the DOS for Title IX matters
greater clarification of the role of the officers
responding to a Title IX related allegation,
their understanding of interim measures,
safety concerns, and connecting people with
support resources.

JCUEMS Responders Participate in New

Training Course
This year, JCUEMS responded to 91 campus incidents
and logged 4,000 volunteer hours. In August 2015,
a newly condensed three-week training course was
offered by the Cleveland Clinic for EMS students.

The next training course is expected to begin in the

spring of 2017 as a semester-long evening class.
Staff is confident the proposed course change will
increase the number of students completing the
certification test.

DATA POINTS
Top three non-criminal reports:
23
Illness transport
15

Auto accident property damage only

14

Injury transport

125

NON-CRIMINAL
REPORTS

31% decrease from 2014-15

Top three criminal reports:

50
Theft
26

Underage Alcohol Offenses

25

Criminal Mischief/Damaging/Endangering

165

CRIMINAL
REPORTS

10% decrease from 2014-15

STRATEGIC GOALS 16-17

Engage the entire department to participate in a SWOT
analysis and create a departmental strategic plan that
aligns with the new University Strategic Plan.
In collaboration with other departments, expand safety
programming with additional programs tailored for
constituent groups.
Create a training and development plan for each member
of the department.

STUDENT PERSPECTIVE
Based on my experiences, I believe theres
not a single department on campus that
cares more about students well-being
and perspectives than the JCUPD. Ive always been
treated with respect and have felt my opinions and
the student perspective were taken seriously and
valued by the JCUPD.
Benjamin Goodman, 18

HIGHLIGHTS AND ACCOMPLISHMENTS

DATA POINTS

The John Carroll Trio Plus One Performs

Quartet for the End of Time

During the past year, student participation in the

major vocal and instrumental groups was:

In collaboration with the Department of Theology

and Religious Studies, LMMA offered a performance
of the Quartet for the End of Time. The piece
was written by French Catholic composer Olivier
Messiaen while imprisoned in a concentration camp.
With three other prisoners, it premiered January 15,
1941, in the freezing rain before 400 fellow prisoners
and their guards. The music was inspired by
Messiaens reflection on the text of Revelation 10:1-7,
which concludes that there should be time no
longer; but ... the mystery of God should be finished.

New Curricular and Co-Curricular Musical

Opportunities for Students
LMMA added three new classes (Class Voice,
Classroom Guitar, and Wind Ensemble) for the new
core curriculums fine arts requirement for a total
of eight musical fine arts courses. Additionally,
members of the Cleveland Classical Guitar Society
became JCU Artists in Residence, offering an
international master class series and several recital
opportunities for interested students.

Student Participation
With the increase of performing and instructional
opportunities, student participation in credit and
noncredit music activities has increased to 100
students a semester. These activities and courses
include: Schola Cantorum, Chapel Ensemble,
Woodwind Ensemble, Jazz Ensemble, Pep Band,
Class Voice, and Class Guitar. Students also have
expressed interest in adding a string ensemble.

LITURGICAL MUSIC and

MUSICAL ARTS
Liturgical Music and Musical Arts (LMMA) contributes to the mission of the
University by fostering aesthetic and musical intelligences and appreciation
among the students, faculty, staff and greater communities of John Carroll.

STRATEGIC GOALS 16-17

Create applied music offerings for academic credit.
Develop an orientation program for new adjunct
music faculty.
Collaborate with Dr. Phil Metres, Professor of English, to
develop and perform a presentation of poetry and music.
This program has the potential to become a part of the
Cuyahoga Community College Scholars Program that
facilitates students becoming humanities scholars at JCU.

FALL 2015 PARTICIPATION

[34] VOCAL:
SCHOLA CANTORUM AND CHAPEL
ENSEMBLE

[43] INSTRUMENTAL:
PEP BAND, JAZZ ENSEMBLE, AND
WOODWIND ENSEMBLE

[24] MUSIC CLASSES:

CLASS VOICE, CLASSROOM GUITAR, AND
DIRECTED INSTRUMENTAL

SPRING 2016 PARTICIPATION

[26] VOCAL:
SCHOLA CANTORUM AND CHAPEL
ENSEMBLE

[38] INSTRUMENTAL:
PEP BAND, JAZZ ENSEMBLE, AND
WOODWIND ENSEMBLE

[26] MUSIC CLASSES:

CLASS VOICE AND CLASSROOM GUITAR

STUDENT PERSPECTIVE
For four years, John Carroll has not only
been my school, but it has been my home.
It became my home because of all the people
I met and the activities I participated in. The musical
programs at John Carroll helped me to be an active part
of the community, and they led me to some of my best
friends at the school. These programs allowed me to
continue singing and showed me what singing can do
for the community. For these reasons, I believe the
music programs at John Carroll are a valuable attribute
to the school.
- Karissa Manko, 16

HIGHLIGHTS AND ACCOMPLISHMENTS

DATA POINTS

Collaborative Work Groups Enhance Student Programs

and Communication

LEADERSHIP TIER PROGRAM PARTICIPATION

The Programming Work Group was developed to increase

awareness and coordinate the scheduling of programming
throughout campus as well as increase collaboration in
these efforts. The Leadership Development Work Group
was created to increase communication among campus
professionals who work with student leaders and identify
opportunities for collaboration, innovation, and assessment
of leadership outcomes. A student programming group,
including leaders from multicultural organizations, SUPB, and
Student Union, also was established to coordinate and fund
programs that focus on inclusive excellence and engagement.

Student Access to Leadership Opportunities Key

to Improved Participation Rates
Participation in Tier 3 leadership programming increased in
the fall semester as a result of a changed policy decision to
increase student access to this program.

200%
THE OFFICE OF

STUDENT
ENGAGEMENT
Guided by John Carrolls mission, vision, and core values, the Office
of Student Engagement (OSE) contributes to the achievement of
the University Learning Goals. This is done through collaborations with student, experiential, and
academic units to promote purposeful involvement and learning opportunities that:
advance student development and leadership capacity;
support students in pursuit of their passions;
connect students to campus resources and initiatives;
enhance creative competence and the aesthetic spirit on campus; and
increase the overall sense of a welcoming community at John Carroll.

INCREASE in Tier 3
leadership programming participation.

Ninety-Eight Percent of AR 120 Students Retained

from Fall 2015 to Spring 2016
Seventy-four of the 75 students enrolled in AR 120:
Purpose and Place: Exploring Campus, Community and
Self returned to JCU for the spring semester. AR 120 is
a one-credit course designed to help freshmen with the
transition to college and promote their engagement in all
facets of their educational experience.

STRATEGIC GOALS 16-17

Develop and implement a Student Union Academy to
develop candidates to vie for SU senate and executive
positions.
Develop at least one leadership program to offer to
students who have completed all four tiers of the leadership
development sequence.
Establish a commuter student advisory board to create a
regular feedback mechanism for these students.

186 231
2014-2015

2015-2016

LEADERSHIP RECOGNITION TIER 4 HONOREES

25 51
2014-2015

2015-2016

STUDENT UNION PROGRAMMING BOARD COUNTS

2014-2015

2015-2016

46 3,132
PROGRAMS

ATTENDEES

49 3,720
PROGRAMS

ATTENDEES

STUDENT PERSPECTIVE
The Tier Leadership Development Program
allowed me to learn how to work and grow with
people. It enhanced my strengths and taught me
the importance of ethical decision making. While
strengthening each person involved in the program, Tier also
bonded me with many students I may have never met. This
programalong with LAUNCH (Leaders Always Undertake
New Challenges), the Leadership Development minor, and
events held by the Office of Student Engagementhave
helped me develop into the leader I am today. I cannot
imagine my John Carroll experience without them.
- Tori Williams, 18

HIGHLIGHTS AND ACCOMPLISHMENTS

Technology Enhancements for Greater Operational
Efficiency
To better meet the often high volume of constituents that
use the recreation facilities, the department identified a
more streamlined way of administering the day-to-day
operations. With the help of the Information Technology
Services, the Communications Coordinator for Student
Affairs, Card Reader Office, and Purchasing and Auxiliary
Services, the Recreation Department was able to obtain an
electronic equipment and facility access system. This system
allows the recreation staff the ability to better maintain the
checking in and out of equipment and the reservation of
equipment, as well as a more efficient process of granting
users access to various recreation facility areas, such as the
Corbo fitness room. The full implementation of this system,
including hardware, training, and inventory structure setup, is
scheduled to be completed by the end of summer 2016 and
fully operational when the students return in the fall of 2016.

36%

Increase of total female participants

in female and co-ed intramurals

Increased Intramural Sport Participation

A concerted effort to build a variety of offerings to
women this year resulted in a 36% increase of total female
participants in female and co-ed programs. Additionally,
our intramural programs reached one-third of the JCU
student population, a total of 1,018 individuals in 2015-2016
versus 901 in 2014-2015, which is a 12% increase of unique
participants.

DEPARTMENTof
RECREATION

STUDENT PERSPECTIVE

The Recreation Department is committed to providing safe and

I learned so much by working in the

Recreation Department and acquired
many skills that were very useful to
me during my time at Carroll. My communication
skills improved because the job required me to
interact with people of all levels, including students,
professors, alumni, fitness instructors, and coaches.
I made connections by meeting new people every
day and created relationships with these individuals,
which made my experience at John Carroll that
much more meaningful.

clean facilities, quality programs, and a friendly environment all for

- Taylor Tercek 16

the purpose of enhancing the health, fitness, and wellness of the John Carroll campus community.
In fulfilling this role, the department also strives to provide a learning environment for personal
growth for all students it employs.

Off the Playing Field Dedication

John Carroll University is home to more than 200 club
student-athletes and coaches who are not only dedicated
to growth within their respective sport, but also understand
the importance of service to the community. Throughout the
year, all club teams participated in a lunch-serving program
at St. Malachis. The lifeguard and WSI staff also gave back by
participating in volunteer campaigns, such as the DIII weeks
Swim-A-Thon. During the Annual Club Sports Banquet on
May 6, the John Carroll Rowing Team was recognized for having
the most community service hours (164).

DATA POINTS
Intramural Sports 2015-2016
Type

Total
Participants

% of Total
Participants

Unique
Participants

% of Unique
Participants

All Members

2,224

100%

1,018

100%

Male

1,656

74.46%

691

67.88%

Female

568

25.54%

327

32.12%

Intramural Sports 2014-2015

Type

Total
Participants

% of Total
Participants

Unique
Participants

% of Unique
Participants

All Members

1,963

100%

901

100%

Male

1,620

82.53%

693

76.91%

Female

343

17.47%

208

23.09%

STRATEGIC GOALS 16-17

Intentionally grow and expand pending technology resources
within the Recreation Department, specifically via equipment
checkout, member check-in, facility and equipment
reservations, report generating, and daily communication with
the staff.
Continue to build the departmental leadership training model
through all facets of student staff by increasing the quality
of options offered to all students, whether as part of the
Recreation staff, Intramurals, Club Sports leadership positions,
Aquatics, or Fitness staff.
Explore, research, and implement a tiered or leveled
recognition and rewards system for the Club Sports programs,
which could lead to a system of prime practice times and
additional resources.

HIGHLIGHTS AND ACCOMPLISHMENTS

Safety Week 2016
In collaboration with JCUPD, University Heights Fire
Department, University Heights Police Department,
Environmental Safety/Risk Management, Facilities,
Violence Prevention and Action Center (VPAC),
and Health Promotion and Wellness, the ORL
implemented Safety Week in early fall 2015. The week
focused on daily safety topics, including fire safety,
personal safety, alcohol awareness, and personal
responsibility. More than 100 students participated
in the events. Positive feedback will inform
programming for Safety Week 2016.

Fraternity and Sorority Community

Living Redesign
This past academic year there was an increased
focus on the residential experience for fraternities
and sororities living in Hamlin Hall. The Community
Coordinator position was redeveloped as a part of
this effort to include a more collaborative connection
to the primary fraternity and sorority advisor.
Additionally, the housing process was adapted
to better meet the unique timelines for these
organizations. Formalized training was provided by
the ORL for organizational housing chairpersons as
well as a streamlined process created for national
consultant visits and significant project requests for
floor community improvements.

Resident Assistant Achievement

Resident Assistants (RAs) are no strangers to adversity
and fatigue. Their dedication to addressing varied
resident needs throughout the school year is more than
admirable. It is easy to forget they are also students
with their own obligations, which makes their academic
achievements even more impressive. For the fall 2015
semester, the RAs earned a mean GPA of 3.41, a median
GPA of 3.5 and three RAs achieved a perfect 4.0.

2016 Resident Student Satisfaction Survey results

indicated that:

68%

of students reported an increased

sense of belonging to the campus
community

71%

of students reported a greater

ability to solve problems

74%

of students reported an enhanced

ability to live cooperatively with
others

73%

of students indicated feeling

accepted by other students

73%

of students reported a greater

opportunity to meet other students

63%

of students reported they benefited

from interacting with students who
were different than them

65%

of students reported a greater

ability to balance academic, social,
and work commitment

70%

of students are very or extremely

likely to recommend living on
campus to a new students

Residence Halls are Always Open

RESIDENCE
LIFE
Inspired by our institutions Jesuit identity, the Office of Residence
Life (ORL) at John Carroll University creates inclusive living-learning
environments. We educate students to embrace their identities as engaged learners, develop
meaningful relationships, and appreciate community.

Eight hundred and fifteen (47% percent of our overall

on campus population) students arrived early on
campus in August 2015 for participation in fall sports
and as leaders in organizations and events such
as Streak Week and the Cleveland Neighborhood
Project. Additionally, the residence halls remain open
during all breaks except a portion of winter break.
Three hundred and forty-five students stayed on
campus for fall break; 155 for Thanksgiving break;
455 for winter break; 406 for spring break; and 318
for Easter break. Keeping the residence halls open
during break periods allows us to best support the
involvement of our students and the many states,
regions, and countries from which they hail.

STRATEGIC GOALS 16-17

Enhance education and response to issues related to
community living and the student experience. Beginning

Residence Hall Programming 2015-2016:

PROGRAMS

472

with the review of departmental policies and practices

related to sustainability and ecojustice. Followed by the
exploration of the psychology of vandalism to inform
response plans, including the development of a more visible
community response to problems of hate and bias.
Expand knowledge of and competency in academic
processes and procedures to better inform future
collaborations by training professional staff to understand
the new integrative curriculum and its impact on student
learning. Engaging with Rebecca Drenovsky, Ph.D., to
develop a STEM residential learning group for fall 2017

ATTENDANCE 3,882
COMMUNITY
DEVELOPMENT
ACTIVITIES (CDAs)

596

CDAs are smaller, more intentional outreach efforts

with a targeted resident or group of residents to
create more personal connections with them.

beginning with conversations with key academic programs

to explore possible additional residential learning groups in
the fall 2017 or 2018.

RESIDENCE LIFE

Review of structure and staffing in ORL beginning with

the Area Coordinator position to refine as needed in
response to FLSA. We pursue this goal to assess learning,
effectiveness, and satisfaction by developing specific
outcomes, assessment plans, and goals for the housing
selection process, the RA position, and the summer and
office assistant positions.

STUDENT PERSPECTIVE
As my first year comes to an end, I can proudly say
it was a phenomenal experience. Although I got
in my fair share of trouble, I slowly learned that it
just wasnt worth it. To be honest, I was a hassle. I was rude
and disrespectful. Through multiple meetings with my Area
Coordinator, Nakiya Findley, we came to solutions about how
to control my behavior, and I couldnt thank her enough. She
taught me that I need to surround myself with positive people
who respect everyone. Without the help of Nakiya and the
RAs, I dont think Id be living in Campion still. Im thankful
for their help because it impacted my life and career choices.
Im excited for next year to blossom and hopefully turn into a
respectful man of Carroll.
-Gavin Borkowski, 19

HIGHLIGHTS AND ACCOMPLISHMENTS

New Intake Procedures Screen
for Unhealthy Behaviors
For the first time this year, staff used a new checkin form that included questions specific to highrisk drinking, illegal drug use, depression, sexually
transmitted diseases, and interpersonal violence.
When unhealthy behaviors are identified, staff apply
Brief Motivational Interviewing (BMI) techniques
with the student. BMI is a client-centered, directive
method for enhancing intrinsic motivation to change
by exploring and resolving ambivalence. More than
1,100 students were screened, and when necessary,
were referred to other medical or mental health
resources.

Going Paperless: Center to Implement Medicat

Set to launch fall 2016, Medicat, JCUs first electronic
health record management system, will offer
students and health center staff:
electronic health records (EHR);

STUDENT HEALTH CENTER VISITS

2014-2015 2015-2016 % Decrease

Client visits

3,451 3,168* 8.2%

Unique individuals 1,320

1,110**

16%

Note: The decrease in total client visits from 2014-2015 to

2015-2016 is due in part to a warmer than average winter
and a mild flu season.

STRATEGIC GOALS 16-17

Implement Medicat, a medical record software program and train
the health center staff to use it with confidence and ease.
Revise and reinstate the Student Health and Wellness Center
satisfaction survey monthly to evaluate services and providers.

electronic prescribing of controlled substances;

paperless immunization compliance;
syndromic clinical protocol management; and
college health EHR template clearinghouse.

HIV/STD Clinics Double

STUDENT HEALTH and

WELLNESS CENTER
The Student Health and Wellness Center provides John Carroll University
with a comprehensive approach to optimum health and wellness. This
is achieved by encompassing skill-building and individual capacities in each unique student while
recognizing the impact of social and environmental conditions. A healthy JCU campus is fostered
through primary care treatment, education, and evidence-based prevention. This philosophy is rooted
in the Jesuit educational tradition, which integrates learning and developing mature decision-making
that helps promote students to become self-directed health advocates.

Twice as many HIV/STD clinics were offered this

year compared to the previous year. Clinics provide
free, confidential testing and management and, by
offering them frequently and on campus, remove
perceived barriers to services.

Speakers Raise Autism Awareness

The center welcomed authors and speakers Sandy
and David Petrovic to campus to share their
personal story with autism. The mother and son
are co-authors of Expect A Miracle: A Mother/Son
Asperger Journey of Determination and Triumph.
As stated in their book, Sandy and David travel the
country telling their story to educate and inspire the
typical worlds understanding, appreciation, and
acceptance of those with autism. Seventy-five JCU
community members attended.

STUDENT PERSPECTIVE
As a student worker, Ive had the pleasure of
getting to know the nurses more personally.
Through interaction with them, Im also able to
learn from them. Their compassion for the students and
dedication to John Carroll is apparent through their actions
and work. As a sick student away from home, I always
feel comforted when going to the health center for help.
Kindness, compassion, and knowledge are three words Id
use to describe the staff. I have enjoyed my time spent
working there.
- Michaela Gladieux, 17

HIGHLIGHTS AND ACCOMPLISHMENTS

DATA POINTS

In addition to completing searches resulting in

the appointment of a new director and fulland part-time staff counselor positions, other
accomplishments include:

Most common reasons students visited the UCC

in 2015-2016:

Increase in Outreach Initiatives

97%

of visits are related to personal issues such as

relationships, family, and other emotional factors

25%

of visits are related to educational issues such as

study skills, time management, and procrastination

15%

are related to career issues such as major or career

choice and planning for the future

To increase awareness of mental health topics,

reduce stigma of mental health concerns, and
increase resilience in students, UCC staff increased
the number of outreach programming, psychoeducation, and prevention efforts for the entire JCU
community. The newest outreach initiative, a weekly,
drop-in meditation group held in the Relaxation
Room, was also successful.
Outreach programs: 22.7% increase (22 in
2014-2015; 27 in 2015-2016)

65%

Relaxation room sign-ins: 113% increase (200

in 2014-2015; 426 in 2015-2016)

of students receiving counseling reported

experiencing lower levels of stress

Weekly drop-in meditation group: 23 sessions

Transition to Electronic Medical Records

and Scheduling System
The Titanium system has been completely
implemented and is used for 100% of all intake
paperwork, appointment scheduling, and record
maintaining for all clients.

UNIVERSITY
COUNSELING CENTER
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 to facilitate
the achievement of their academic and personal goals.

12%

INCREASE OF STUDENTS
SEEKING COUNSELING
SERVICES FROM 2014-2015
TO 2015-2016*

40% increase since 2012-2013

*(253 students in 2014-2015, 285 in 2015-2016)

STRATEGIC GOALS 16-17

Increase outreach programming, particularly for students

who might be underrepresented on campus or more at risk.
Examples include collaborating more with students and
staff of the Center for Student Diversity and Inclusion as
well as International Services.

Expand our gatekeeper training on campus through the

implementation of Kognito at-risk training. This program is
an empirically supported best practice training for students,
staff, and faculty about how to recognize signs of distress,
communicate with concerned students, and refer them to
campus resources.

Number of Students Served Significantly

Increases
In line with national trends, there was a 12% increase
of the number of students seeking counseling
services compared to the previous academic year.
Compared to three years ago, there was a 40%
increase. Also, continued increase in the complexity
and severity of student concerns (over 20% of
students seeking UCC counseling reported having
suicidal ideation in the past 12 months; 8% reported
previous mental health hospitalization; 25% reported
taking psychiatric medication prior to going to the
UCC).

STUDENT PERSPECTIVE
I gained a greater understanding of myself,
my roles on campus, and my anxiety. I have
applied this knowledge to my daily life in
that I feel like I have a clearer path moving forward.
This awareness has helped me make decisions about
school and the future that have relieved the pressure
I put on myself to succeed.
Anonymous

HIGHLIGHTS AND ACCOMPLISHMENTS

Increase in Student Response
to Interpersonal Violence

68% 233%

In the fall of 2015, the VPAC, in collaboration with

staff, faculty, and students, provided 85 violence
prevention, interpersonal violence, and health
promotion education sessions. In the spring of
2016, there were 14 VPAC programs, ranging from
understanding healthy relationships to bystander
intervention training. Participants for these 99

99 8,044
PROGRAMS

PARTICIPANTS

programs totaled more than 8,000. These statistics

demonstrate the depth and breadth of student
engagement at JCU regarding violence prevention.

STRATEGIC GOALS 16-17

Enhance athlete and leader training on campus by developing

Domestic Violence Awareness

Programming Expansion

methods of skill-building, comprehensive, and developmental

approaches to reducing interpersonal violence.

Domestic violence affects everyone. This type of

violence has devastating consequences, such as

Hire a graduate assistant who will receive training about violence

physical injury and psychological trauma. To bring

prevention programming and outreach initiatives, allowing the

awareness to JCU, the VPAC expanded its outreach

department to expand its reach throughout campus.

about this important topic. In October, a poster

campaign kicked off Domestic Violence Awareness
Month. The Purple Light Nights campaign included

Provide individual counseling and advocacy services to survivors

and secondary survivors of interpersonal violence.

the use of posters that displayed factual information

about domestic violence. Various staff and faculty
offices agreed to display string of purple lights to
represent the national color of domestic violence.
Following the awareness campaign, a John Carroll

VIOLENCE PREVENTION and

ACTION CENTER

alumna who is a survivor of domestic violence was

brought to campus to present her story. Domestic
Violence Awareness Month closed with artistic
performances by individual students in a show titled
Healing in Motion. Students displayed an array of
talents including dancing, music, singing, and poetry
reading. After the performances, JCU students led
a reflection about campus violence and provided
confidential resources.

STUDENT PERSPECTIVE
My involvement with the Violence Prevention
and Action Center has shaped my experience at
John Carroll more than any other department
Ive been involved with. Stephanie Cerula has
created a supportive and inclusive environment for all victims,
survivors, and advocates, myself included. Her work goes
beyond the counseling center because it affects the culture in
our campus. As a Peer Health Advocate working with VPAC,
Im able to talk to students about healthy relationships, sexual
practices, interpersonal violence, and many other topics. This
is something I wouldnt have been able to do at the beginning of
my freshman year.
- Amy Kato, 18 Peer Health Advocate

The Violence Prevention and Action Center (VPAC) strives to promote

the awareness and prevention of interpersonal violence and provide an
immediate and supportive response to all incidents relating to interpersonal violence on campus.