JCU Student Affairs Annual Report

2014
2015
STUDENT AFFAIRS
ANNUALREPORT
LETTER FROM the
VICE PRESIDENT
Dear colleagues and friends,

I am pleased to share the 2014-2015 Division of Student
Affairs annual report 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 students success as well as
their physical and emotional health and well-being.
We have accomplished a great deal in the past year. A few of
the highlights are as follows:
Celebrated the opening of the newly renovated
Murphy Hall in August. Activities included the campus
community as well as alumni welcoming nearly
300 students to their new home. The renovation of
Murphy Hall earned JCUs first LEED (Leadership in
Energy and Environmental Design) Silver certification
for sustainable features in its design, construction,
and operation.
Achieved spots in the NCAA Championship
competitions in four team sports (Womens
Basketball, Mens Basketball, Mens Tennis, and
Football) along with eight individual student athletes
who qualified for NCAA Championships in cross
country, track and field, and wrestling. Eighty-three
student-athletes were awarded with Academic AllOAC honors and seven students with All-American
honors. In addition, our mens varsity teams earned
the prestigious OAC Mens All-Sports Trophy for the
fifth time in program history.
Expanded the reach of our training efforts related
to interpersonal violence to include over 630 rising
sophomores who were trained on basic principles
of bystander intervention techniques. This was
accomplished through the combined talents of
several student affairs departments (Dean of
Students Office, Violence Prevention and Action
Center, Health Promotion and Wellness, Residence
Life, and the divisional Communications Coordinator)
along with community partners Recovery Resources
and the Cleveland Rape Crisis Center. The training
session Catalyst Program: Building a Safe
Community, One Person at a Time was shared as a
model program with the 28 U.S. Jesuit colleges and
universities at the national JASPA (Jesuit Association
of Student Personnel Administrators) Institute held in
San Francisco in July, 2015.
Introduced HealthSpot, the first campus-based virtual

doctor kiosk in the country in our newly renovated
Student Health and Wellness Center. This initiative,
coupled with new physician service hours provided
by a team of doctors from a Cleveland Clinic Internal
Medicine practice resulted in a 40% increase in
student visits with physicians and a 10% increase in
overall student usage of the Center.
Collaborated with academic affairs to develop
A Guide to Responding to Students in Distress;
co-coordinated the Leadership Scholars Program;
served as instructors in AR120, FYS, Intergroup
Dialogue, Public Health and Counseling courses;
and established internship opportunities in student
affairs units.
The report that follows contains the mission statements,
accomplishments, assessment and evaluation information,
and 2015-16 goals 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.
I am most grateful for the many contributions staff members
made to prepare for the reopening of Murphy Hall; to
collaborate with campus and community partners to serve
students facing difficult situations that have an impact on
their learning and development; and to invigorate student
life with exciting varsity, intramural, and club athletic events,
late night and weekend social programs, a wide variety of
leadership development activities, wellness and bystander
intervention programming, and a vibrant, active fraternity
and sorority life community.
The annual report is also available online at sites.jcu.edu/
studentaffairs.
Your feedback and comments are most appreciated.
Sincerely,
MARK D. MCCARTHY, PH.D.

Vice President for Student Affairs
DIVISION OF STUDENT AFFAIRS
MISSION, VISION,
STRATEGIC PRIORITIES and
LEARNING GOALS
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 around them and around the globe.
VISION
STRATEGIC PRIORITIES
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:
Strengthen the sense of community by

fostering a campus climate that is inclusive and
by enhancing the overall safety, health, and
spiritual well-being of all students.
Collaborating with others to foster a

vibrant, engaged, diverse, and inclusive
learning community outside of the
classroom.
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.
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.
Increase student engagement by promoting

purposeful involvement with peers, faculty,
staff, administrators, and community members.
Support student success through the design
and delivery of high quality services and
programs.
SUPPORTING JCUS UNIVERSITY LEARNING GOALS

The Division of Student Affairs supports the University Learning Goals by providing and facilitating services,
programs, and opportunities for both affective and cognitive learning and development. Our role on campus is
to enhance the learning environment, educate the campus community about students and their experiences,
and partner with academic colleagues to foster true learning communities. We do this in an educational process
that approaches the development of the whole student with the goal of cultivating productive citizens.
LEARNING GOALS
UNIVERSITY LEARNING GOALS

PREAMBLE: The vision of Jesuit higher education for the twenty-first century is to graduate individuals with a well-educated solidarity
who are contemplatives in actionmorally responsible, aware of the fundamental challenges facing the modern world, with a depth of
knowledge and strength of character to work creatively and compassionately for a more just and humane society. Within this vision, a
John Carroll education is distinguished by respect and care for the whole person (cura personalis), innovative teaching, and integrated
learning across the entire student experience. A commitment to excellence and academic rigor animates our way of proceeding
graduating individuals of intellect and character who lead and serve by engaging the world around them and around the globe.
We express this commitment in terms of the following four

university learning goals informed by our Jesuit, Catholic heritage:
INTELLECT
CHARACTER
LEADERSHIP
SERVICE
John Carroll students will be

transformed by an integrative
curriculum, in-depth study
within their program(s) of
study, and applied learning to
fully realize their potential to
enrich the world. To achieve
this level of engaged learning,
our students will:
John Carroll students will

develop a holistic awareness
of self and others, acting with
integrity and moral purpose
for the good of society.
Amidst a diverse community
of learners and inspired by the
Ignatian tradition of finding
God in all things, our students
will:

recognize themselves as
agents of positive change with
and for others. Integrating
faith and reason to meet the
worlds needs through ethical
leadership, our students will:

advocate for social justice
through responsible service in
their local, national, and global
communities. Informed by
our collective faith traditions,
prepared by scholarship, and
in solidarity with the poor and
the marginalized, our students
will:
Develop habits of critical

analysis and aesthetic
appreciation
Understand the religious
dimensions of human
experience
Demonstrate an integrative
knowledge of human and
natural worlds
Cultivate a habit of
reflection
Understand, value, and
respect their own and
others talents, unique
characteristics, and sociocultural identities
Communicate skillfully in
multiple forms of expression
Develop a personal belief

system that is inspired by
Ignatian values such as
rigor, generosity, gratitude,
inclusivity, solidarity, and a
desire for the greater good
Demonstrate a capacity to
engage in respectful civil
discourse
Practice mature decision

making and care for the
whole person
Apply creative and

innovative thinking
Act competently in a global

and diverse world
Claim their identities as

discerning leaders
Apply a framework for
examining ethical dilemmas
Employ leadership and
collaborative skills
Live responsibly in accord
with their personal belief
system
Understand and promote

social justice
Work actively toward
creating a more inclusive,
welcoming, and just
community
Serve in their communities
as engaged citizens and
advocates
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.
HIGHLIGHTS AND ACCOMPLISHMENTS

Womens Lacrosse Celebrates Inaugural
Season as Official Varsity Sport
Womens lacrosse finished its first season with a record of
10-5, second in the Ohio Athletic Conference (OAC), losing to
Baldwin Wallace in the conference semifinals. The team also
won the first Team Service Award, a new collaboration with
the Center for Service and Social Action.
Students Benefit from Sports-related

On-line Career Network
Teamwork Online, a global sports network which connects
over three million sports enthusiasts with executives and
professionals at over 800 sports teams and venues, was
launched in partnership with the Center for Career Services
in September 2014. As of April 2015 there were 244 JCU
students enrolled in the program and seven students landed
an internship or a full-time job as a result of their networking
through this valuable resource.
Coaching Accolades for Volleyball,

and Mens Tennis
Two coaches received OAC Honors for bringing their programs
to new heights this season. Laura Rodeffer was named
Volleyball Coach of the Year, with the team finishing 23-7 and
playing in their first OAC Championship match since 1995.
Shaun Keenan, Mens Tennis coach, was named Mens Coach of
the Year. Keenan led the team to its first NCAA Championship
appearance, beating Franciscan University of Stuebenville in
the first round after winning the OAC Championship.
Wrestling Staff Honors and Changes

With over 200 former wrestlers, football players, and
friends at his last wrestling home match, JCU honored and
celebrated the culmination of Kerry Volkmanns 28 year
coaching career. Following in his footsteps as the next Head
Coach of Wrestling is JCU alumnus Mark Hawald 05 a former
JCU All-American, NCAA Post-graduate Scholarship winner
and successful collegiate coach at Mount Union University
and Case Western Reserve University.
DATA POINTS
This year 682 total athletic participants were reported to the
NCAA compared to 637 in 2013-2014, a 7% increase.
STUDENT AND ALUMNI ENGAGEMENT
20 7,500
EVENTS
PARTICIPANTS
44
BASEBALL
23
WOMENS
SOCCER
18
MENS
BASKETBALL
20
SOFTBALL
12
WOMENS
BASKETBALL
15
MENS
SWIMMING
24
MENS CROSS
COUNTRY
22
WOMENS
SWIMMING
20
WOMENS CROSS
COUNTRY
16
WOMENS
TENNIS
166
FOOTBALL
53
MENS
TRACK-INDOOR
13
MENS GOLF
34
WOMENS
TRACK-INDOOR
WOMENS GOLF
51
MENS
TRACK-OUTDOOR
41
MENS
LACROSSE
30
WOMENS
TRACK-OUTDOOR
17
WOMENS
LACROSSE
20
VOLLEYBALL
44
MENS
SOCCER
20
WRESTLING
The Athletic Department sponsored over 20 student and

alumni engagement events throughout the year totaling
over 7,500 participants, not including attendance at home
varsity competitions. Activities included the Homecoming
and Family Weekend Football game, the Joshua M. Bernot
04 Golf Outing, the 1994 Football Reunion, the Academic
Achievement Banquet, and the Senior Athlete Send-Off.
Senior athlete exit interviews were conducted in the spring by
the Senior Director of Athletics and Recreation, Laurie Massa,
to determine their overall satisfaction with their academic,
athletic, and co-curricular experiences. A random sampling
of 42 seniors from different sports, hometowns, and starters
versus non-starters were emailed interview invitations
yielding a total of 11 students agreeing to participate. Here
were common themes from students responses:
ATHLETICS
What did you learn as a result of your participation in

varsity athletics?
Academics was the first priority; very challenging as a
varsity athlete
Value of holistic development; the need to get
involved in co-curricular learning experiences
Time management skills
Critical importance of teammate friendships and
relationships with coaching staff
Development of healthy coping skills and resiliency by
mediating conflicts and/or adversity in sport, school, or
personal life
Leadership skills
Identity development (who I am, who I want to be,
and what I value)
What were some of your challenges as a varsity athlete?
Frustration of not winning
Coaching transitions
Team leadership struggles
Balancing responsibilities
Scheduling
LOOKING AHEAD
Furthering Student Development and Engagement by:
Communicating and refining the process around the
Team Service Award.
Utilizing Student Athletic Advisory Committee
meetings to record service activity, share information
about service experiences, enhance communication
among athletes, and to get feedback on departmental
decision-making.
Exploring new and improved ways to obtain feedback
about the student-athlete experience.
Utilizing social media in a more intentional way to
engage students in support of our programs.
Developing and Implementing Advancement and

Alumni Engagement strategies by:
Working towards more efficient exchange of
information regarding athletic related gifts to include
follow-up with donors.
Capitalizing on opportunities both on campus and
on the road to gather alumni, parents, and donors in
support of our teams.
Implementing a spending plan for Blue Gold funds
targeting specific program needs and the goal of
recognizing program success and student-athletes.
Expanding upon the senior student-athlete social with
additional contact and potential awards program.
682
PARTICIPANTS IN 23 ATHLETIC SPORTS.
Furthering academic excellence and student success by:

Continuing to identify and communicate new and refine existing
academic support mechanisms for students.
Working collaboratively with the advising office, faculty
representative, and registrars office to refine communication
with and among student-athletes in relation to eligibility and
scheduling issues.
Implementing the first phase of the Faculty Mentor Program.
Participating in university and departmental strategic planning

efforts by:
Conducting a cost-benefit analysis in conjunction with the
Strategic Budgeting Task-Force which identifies the value of
student-athletes and programs for admissions, advancement,
and student life.
Continuing to work towards securing the necessary resources for
continued success by attracting qualified student-athletes who will
thrive at JCU and external support through engaged alumni, friends,
and sponsorships.
Continuing to identify and communicate priority needs for
student success, program excellence, department functionality,
and retention of students and staff.
STUDENT PERSPECTIVE
In my final years, I could not be more excited about
the future of student-athletes at John Carroll. From
a football perspective, people like Tom Arth, Brian
Cochran, Brandon Staley, Matthew Feeney, D.J. Debick and
Ryan Gravel are people I had the pleasure of working with and
who have proven how vital they are to our university, beyond
football. With more time and energy being invested in our
athletic programs recently, results have followed along quickly.
In a hotbed for extremely high quality individuals, Northeast
Ohio is a competitive area for colleges to compete for studentathletes. If I had one message for the administration at John
Carroll as a proud graduate enthused about the direction of
our school, it would read: Strike while the iron is hot! In a
continued investment in our programs and more importantly,
our student-athletes, results will reciprocate the process. I
really believe in the message John Carroll has to offer. As
someone who also had the opportunity of being a work study
student in the athletic department, I am confident that our
coaches and athletic staff are a living example of that message
and we should be proud! I hope other students experiences can
continue to blossom beyond what I know now. I am enthralled
to see John Carroll athletics continue to grow!
- Marty Gibbons 15, Football
CENTER FOR STUDENT
DIVERSITY
INCLUSION
and
The Center for Student Diversity and Inclusion develops programs to

educate the entire campus community on issues of diversity, inclusion
and multiculturalism. At the same time, we provide services and support for students from historically
underrepresented populations.
DATA POINTS
Responding to Student Concerns

Regarding Police Violence
Twenty-five student leaders, representing five Cultural Student

Organizations attended a leadership development workshop. The
leaders were asked to complete a survey to assess their learning
which reflected a 28% response rate. The data revealed that the
workshop increased students awareness, skills, and knowledge
of being a cultural student, leading a cultural organization, and
their role on campus. Although the response rate was lower than
desired, it does appear that the training had a positive impact on
participants. It is our intention to offer this training annually to
Cultural Organization Leaders.
The death of Tamir Rice on November 23, 2014 and other

African American males across the country, brought many
concerned students to the CSDI (The Center for Student
Diversity and Inclusion) staff to discuss their fear, anger, and
frustrations. The conversations reminded staff that many
of our students of color, particularly men, feel unsafe both
on-and off-campus, simply because of their race. In response,
the CSDI staff developed a number of programs to promote a
space for dialogue, prayer, and action. Examples of programs
included: Emergency Community Meeting, Campus Vigil for
Ferguson, PBSs Every Mothers Son Point of View Film, Black
and Blue: A Discussion on the American Justice System, and
Moment of Silence for Lives Lost Due to Police Brutality.
Hosted annual conference for Ohio Consortium of

Multicultural Centers in Higher Education
This past May, John Carroll welcomed multicultural center
professionals from sixteen colleges in Ohio for an annual
conference. The theme was "The Changing Landscape of
Diversity in Higher Education." The consortiums mission
is to partner with and enhance our work in diversity for
the benefit of our institutions and our respective local
communities. The goal of the conference was to identify,
explore, and discuss information about current trends and
shifts in serving and meeting the educational, cultural, and
social needs of diverse student populations.
Educational Programs and Participation Data

The CSDI staff coordinated 32 programs with more than 2,800
participants. Some examples include Safe Zone Training,
Student of Color Retreat, Loteria (Mexican Bingo), The N
Word Dialogue, and the annual Celebrate Diversity Week.
The CSDI staff also facilitated a number of student and staff
training programs on issues of diversity and inclusion for six
Residence Life professional staff, 49 Resident Assistants, 38
Cultural Student Leaders, and eight Peer Health Advocates.
Implementation of Intergroup Dialogue:

Common Ground AR195
Twenty-five students (14, fall and 11, spring) participated
in two offerings of the inaugural Intergroup Dialogue
course this past year. The course was developed to provide
students an opportunity to dialogue with their peers about
diversity issues and to deepen their understanding of others
perspectives under the guidance of trained facilitators.
32 2,800
PROGRAMS
PARTICIPANTS
CSDI staff were invited by the Office of Residence Life to provide

diversity and inclusion education to Resident Assistants (RAs) during
their annual August training. Forty-nine RAs participated in the
training. Prior to the training the RAs completed a pre-assessment
questionnaire and immediately after, they completed a postassessment questionnaire. All 49 RAs completed both pre and post
assessments. Results indicated that the RAs had a better awareness
and appreciation for issues of diversity and inclusion at JCU.
RAs completed diversity

and inclusion Training.
The training introduced the RAs to the CSDI staff which led to many
different program collaborations throughout the year. In addition,
the Residence Life professional staff also requested additional
diversity and inclusion training and education as part of their
ongoing professional development.
Streak Week
During Streak Week, 540 first year students watched a theatrical
performance, Blink, portraying acts of intolerance that have
occurred on our very own campus. Every student completed an
assessment immediately following the performance and a question
and answer session by a student panel was conducted. Here were
some of the key findings:
93%
of participants agreed or strongly agreed that Blink

increased their awareness of diversity
and multicultural issues.
78%

challenged them to reflect on their own identities.
92%
agreed or strongly agreed that they learned at least

one thing they will use in their interaction with others.
87%
agreed or strongly agreed that Blink challenged

them to reflect on their own biases.
94%

helped them to have a greater appreciation for the
value of diversity.
DIVERSITY & INCLUSION
20
Multicultural Retreat
PARTICIPANTS
The fall 2014 Multicultural Retreat was designed to provide a

safe space for students from underrepresented populations
to address their social, cultural, and spiritual developement.
Twenty students participated and 50% of them completed
an on-line survey a few days after they returned to campus.
Survey results revealed the following:
100%
of the participants responded that they agreed

or strongly agreed that the retreat:
provided them an opportunity to learn
something about themselves.
provided them the opportunity to get to know
other students better.
90%
of participants responded that they agreed or

strongly agreed that the retreat:
provided a better understanding of bias
incidents on campus.
provided tools that would help them address
bias and discrimination on campus.
helped them learn at least one thing to improve
their interactions with others.
LOOKING AHEAD
CSDI has set these strategic goals for the upcoming
academic year:
Work with the Office of Institutional Diversity and
Inclusion to co-sponsor an event.
Develop a marketing plan to increase the
participation of students in the Intergroup Dialogue
course; with the goal of enrolling a minimum of ten
students per section.
Compare the retention rate from the first to second
year and the 6-year graduation rate for students from
Evaluate the Pathways to Success program and
implement changes to improve the orientation
experience for first-year students from
STUDENT PERSPECTIVE
Knowing that we all have the power to make
a difference when it comes to combating
discrimination, bias, and injustice is a
powerful thought. In my organization, we all can hold
each other accountable for our words and actions. I
know personally that Rhapsody Blue would like to be an
advocate for social justice around campus.
- Brian Holler 17 Vice President and Financial Officer,
Rhapsody Blue
Because the national organization we are affiliated
with (Pencils of Promise as well) works on improving
access to quality education internationally, one of the
things I thought about from these activities is that in
our [group] meetings, discussions, and activities it is
important to frame [what we do] in terms of issues of
social justice rather than assisting in providing charity
to those less fortunate. It is about empowerment rather
than pity.
- Melissa Fower, President for Pencils of Promise
Some of the attitudes towards oppression or lack of
awareness [about it] utterly frighten me as a cultural
leader on campus. For this to be a University that claims
their students to be men and women for others, some
of our own leaders lack empathy and knowledge. My
goal is to stop these attitudes and educate JCUs campus
through our programming.
-Mercedes Lewis, President for African American
Alliance
DEAN of
STUDENTS
The primary purpose of the Dean of Students Office is to enhance student
learning on campus reflective of the values and traditions inherent in the
Jesuit vision of education. In order to better serve and educate students, the Dean of Students is a
leader in assuring the effective facilitation and management of both services and programs.

Addressing Title IX and Campus SaVE Act
Through weekly meetings with the JCU Police Department
(JCUPD), the Violence Prevention and Action Center
Coordinator (VPAC), the Associate Dean of Students, and the
Title IX Coordinator, there has been increased communication
regarding Title IX procedures and practices. The Dean of
Students Office (DOS) has seen an increase in the number
of students reporting incidents of interpersonal violence,
leading to resolution through the conduct process. Two
significant changes to the conduct process include: allowing
parents and attorneys to serve as advisors and having the
VPAC Coordinator serve as a confidential reporter.
Supporting Student Success with

Academic Colleagues
Through collaborative efforts and the implementation of
best practices, the DOS was able to accomplish a number
of projects and goals to support student success. Fr. Bernie
McAniff, S.J. continued to teach Freshman Year Seminar and
AR 120: Purpose and Place: Exploring Campus, Community
and Self. Dr. Sherri Crahen continued to serve as Chair of the
CARE Team and collaborated with Dr. Maryclaire Moroney,
Assistant Provost for Academic Advising and Student
Success, and Dr. Anne Kugler, Associate Academic Vice
President for Faculty Development and Summer Programs
to create the Guide to Responding to Students in Distress
as well as a one page reference titled Supporting Student
Success Network.
EMT Pilot Training Program

Collaborations at JCU and with the Cleveland Clinic resulted
in an on-campus EMT Training for students. The DOS worked
with JCUPD, JCU EMS, Dr. Kathy Lee, Director, Pre-Health
Professions Program, Cleveland Clinic EMS, and Dr. George
Lewindowski, Physician in Residence, to develop a pilot
program providing EMT training to students interested in
serving as volunteers with JCU EMS. Prior to school starting in
August 2015, an intensive 150 hour three week course will be
offered to 14 pre-identified students. Depending on the pilot
programs success, consideration will be given in the future to
offer students academic credit for this training.
638
Sophomores completed
Bystander Intervention Training
Bystander Intervention Training Provided to

638 Rising Sophomores
The DOS partnered with Recovery Resources, Cleveland Rape
Crisis Center, Office of Residence Life, VPAC Coordinator,
Health Educator, and Communications Coordinator to
implement bystander intervention training to 638 rising
sophomores prior to their participation in the housing lottery.
2874 54
MASSES
STUDENTS ATTENDED
OUTREACH SERVICES
Providing compassionate and timely pastoral care to students
in need is at the heart of Fr. Bernie McAniffs work as the
Assistant Dean of Students. This past year, Fr. Bernies
personal meetings with students have increased by 20% from
99 in 2013-2014 to 125 in 2014-2015. Additionally, Fr. Bernie
celebrated 54 Masses attended by 2874 students; revived the
Knights of Columbus, a 30 member student organization,
and was recognized as Advisor of the Year for his efforts by
Student Union. Sadly, four JCU students passed away since
June 2014. Fr. Bernie provided pastoral counseling for each of
these students families and JCU friends as well as for students
who were hospitalized with serious health conditions.
39%
DECREASE
in drug violations.
DATA POINTS
Conduct Violation Overview
From the previous academic year, there was a 27% overall
increase in conduct violations. Despite a downward trend over
the past several years in alcohol violations, this year saw a
19% increase. Whereas last year saw a 37% increase in drug
violations, this year showed a 39% decrease. There was an
increase in violations of the Interpersonal Violence Policy (9
violations in 2013-2014 and 16 violations in 2014-2015). The
DOS believes this increase in reporting and violations is largely
due to the hiring of a Title IX Coordinator and two significant
changes to the conduct process: allowing parents and
DEAN OF STUDENTS
STUDENT
CONDUCT
VIOLATIONS
STUDENT PERSPECTIVE
14
39
attorneys to serve as advisors during the hearing process and

having the VPAC Coordinator serve as a confidential reporter.
Fifty-three students (39 men, 14 women) found responsible
for student conduct violations were asked to complete a
reflection exercise as part of their sanctions. The reflection
questions were aimed to measure three learning goals.
Student violators will:
1) Acknowledge that their actions impact the
community
2) Recognize that they have options available to them
when making decisions about their behavior;
3) Act in accordance with the universitys expectations
for their behavior.
Here were the key findings:
73.5%
of respondents took
responsibility for
their actions.
64%
of respondents
clearly defined
who influenced
their decision.
79%
clearly identified
who was impacted
by their behavior.
71%
85%
were able to articulate

the character of the
person they are trying
to become.
respondents did not
have another violation
after submitting the
reflection.
LOOKING AHEAD
Continue to identify and recommend appropriate
action steps related to Title IX and the federal
guidelines within the Campus SaVE Act.
Develop and implement the DOS Risk Audit
Action Plan.
Foster relationships and work collaboratively
with new academic leaders to identify and
remove obstacles from students ability to thrive
academically and socially at John Carroll.
It feels like yesterday that I was just

starting and here I am having my
last day of work and classes for my
freshman year. I just wanted to thank the Dean
of Students Office for allowing me to work
with such a great group of individuals. Each
time I go into work I am excited to see what the
day holds. I appreciate all the time, effort, and
patience the staff in the Office have put into
teaching me. I cannot wait to work again with
you all next year!
- Toren Bakula 18, Work Study employee
FRATERNITY and
SORORITY LIFE
John Carroll Universitys fraternity and sorority community strives
to support the University mission by cultivating the development of
scholarship, leadership, service, character and values in its members. By adhering to the Jesuit, Catholic
tradition, the fraternity and sorority community fosters respect, honesty, and integrity among the
campus community, the Greater Cleveland region and around the world.

Revitalizing Inter-Fraternity Council through
Engaged Leaders
The main goal this past year was to attract, elect, and
develop engaged fraternity leaders to commit to the
redevelopment of the Inter-Fraternity Council (IFC). IFC is
the governing body of the four inter/national fraternities
here at John Carroll. Prior to elections, the Fraternity
Sorority Advisor (FSA) engaged fraternity leaders in many
conversations regarding the need to revitalize IFC on campus
and how it can have a positive impact on the growth,
strength, and reputation of their community.
New IFC executive board officers were elected for 2015. Their
leadership, positive attitude, commitment to IFC and to interfraternal brotherhood, synergy and accountability has been
key in the rebirth of IFC. They have accomplished many goals
in just the few months they have been in office such as:
IFC by-laws were completely updated through an
inter-fraternal and representative committee.
IFC executive board members engaged fraternity
leaders in a discussion on the mission and vision of
IFC and what role each fraternity and member holds
in its success.
Addressed the need for fraternities to go beyond
philanthropy to service by partnering with Clevelands
Domestic Violence and Childs Advocacy Center.
IFC made inroads with all the chapters in terms of
changing the emphasis of doing only what is best for
my fraternity to doing what is best for all fraternities
and/or Greek community.
Sororities Improve Governance within

Panhellenic Association
The JCU College Panhellenic Association is the governing
body of the five inter/national sororities here at JCU: Chi
Omega, Gamma Phi Beta, Kappa Alpha Theta, Kappa
Delta and Kappa Kappa Gamma. This past year the FSA
provided significant advising and education to chapter and
Panhellenic leaders on the proper operations of a Panhellenic
Association. Outgoing and incoming Panhellenic executive
board officers exhibited great enthusiasm, patience and
adaptability through some changes to improve democratic
processes, learn about NPC unanimous agreements, policies
and best practices and how their own national organizations
support and are connected to NPC.
505
333
172
FRATERNITY AND SORORITY MEMBERS

Greek Week Refocuses on University
and Fraternal Mission and Values
The fraternity and sorority community members were
challenged to reflect on the purpose of Greek Week based
on the common values stated in JCUs and fraternity and
sorority lifes mission statements: leadership, character,
academic excellence, service, and friendship. Based on
these reflections, it was determined that past behaviors
during Greek Week, more often than not, did not support
mission and values of fraternity and sorority life nor JCUs.
To restore integrity to the community and to align Greek
Week events with the values of our fraternal and JCU
community; significant changes were made.
Changes made included:
significantly reduce the number of events and
days of competitive events.
plan activities that showcase the values of inter/
national fraternities and sororities.
no overall winners of Greek Week.
General feedback from fraternity and sorority members
was that they really enjoyed Greek Week. Many
commented on how they didnt feel stressed out
or too exhausted to participate fully in their normal
responsibilities such as going to class, turning in class
assignments, taking tests, going to work, fulfilling service
hours, working in the lab, etc. They also commented on
how fun and laid back events seemed to be and how
the lack of focus on competition allowed for all members
to not get entangled in disagreements as in years past.
Resolution of Risk Management Concerns

at Off-Campus Establishment
The FSA worked with the Office of Legal Affairs, Student
Activities, and the JCUPD to address risk management
issues related to social events at a popular, local
establishment at which alcohol is served. Through
collective efforts the establishment agreed to resolve
our concerns and to follow all of JCUs risk management
policies for student events with alcohol. A new contract
is currently being drafted for any student organization
seeking to hold an event with alcohol at this location.
FRATERNITY & SORORITY
DATA POINTS
142
SORORITIES
Greek participants in
bystander intervention training.
65 CHI OMEGA
66 GAMMA PHI BETA
68 KAPPA ALPHA THETA
69 KAPPA DELTA
65 KAPPA KAPPA GAMMA
FRATERNITIES
40
LOOKING AHEAD
Provide leadership development opportunities that
prepare fraternity and sorority members to lead in
their individual organizations, the Panhellenic and
Interfraternity Councils as well as the greater JCU
community.
Create a fraternity and sorority community committed
to JCUs Jesuit and Catholic mission and identity and
to their common interfraternal mission and values.
Educate fraternity and sorority members,
especially key organizational leaders, in areas of
risk management and liability to promote holistic
membership development.
BETA THETA PI
32 DELTA TAU DELTA

35 LAMBDA CHI ALPHA
65 SIGMA PHI EPSILON
PARTICIPATION DATA
A total of 142 fraternity and sorority members
participated in bystander intervention training
hosted by the Violence Prevention and Action
Center, Health Promotion and Wellness and
the JCU Police Department.
Total number of participants who participated
in Lip Sync: Over 1,100.
Greek Week raised $3,500 for the Greater
Cleveland Fisher House Campaign.
STUDENT PERSPECTIVE
Working closely with our advisor, I have been
able to accomplish great things. With her
knowledge of Greek and Student Affairs, she has
been very helpful in providing information for us as student
leaders and John Carroll students overall. I learn something
new every day from her! She teaches me how to strengthen
my leadership skills as well as how to be a better student. I
know whenever I have a question about anything, she will be
there for me. She has really taught me how to hone in on my
skills and excel at my position.
This department is so important to me because I live and
breathe Greek Life being President of Panhellenic. The
department has taught me to not only care about myself and
my own sorority but take a step back and appreciate each
of the chapters, what they have to offer, and each of their
members opinions. Hopefully, we can continue to grow our
community and our presence on campus to create a positive
image of fraternity and sorority life.
- Alexandra Bernitt 16, President, Panhellenic Association
$3,500
RAISED FOR THE GREATER

CLEVELAND FISHER HOUSE.
HEALTH PROMOTION and
WELLNESS
The mission of the Office for Health Promotion and Wellness is to support
the John Carroll University community with health promotion that
advances wellness, student learning and the unique JCU student experience. We assess student health
behaviors, collaborate with campus partners, and deliver best practice prevention initiatives.

Participated in Bystander intervention Training
of Rising Sophomores
The Health Promotion and Wellness coordinator collaborated
with the Violence Prevention and Action Center Coordinator,
Residence Life, Dean of Students, and Recovery Resources
to educate 638 rising sophomores on bystander intervention.
This training was made mandatory for all rising sophomores
as a part of the 2015-2016 housing selection process.
Provided Brief Alcohol Screening and Intervention

for College Students (BASICS)
The goal of BASICS is to reduce risky behaviors and harmful
consequences of alcohol abuse. Based on an interview with
and questionnaires filled out by the student regarding their
drinking behaviors, objective feedback is provided by a
trained BASICS professional. This program is offered to JCU
students who either violate the Student Code of Conduct or
want to explore their alcohol and drug use. This year, a total
of 51 students were referred for this intervention, resulting in
a 150% increase from the 2013-2014 year. Of those students
who received BASICS interventions:
92%
58%
54%
33%
100%
exceeded the number of alcoholic drinks

consumed the last time they partied or
socialized compared to the overall JCU
student population.*
overestimated the amount of alcohol
that a typical JCU student consumes.*
did something they later regretted,
50% forgot where they were or what
they did, and 25% got in trouble with
the police within the last 12 months as a
consequence of drinking.
felt overwhelmed by all they had to do
and 25% felt sad within the past 2 weeks.
of those seen were referred to on-campus
resources including the University
Counseling Center, Violence Prevention
and Action Center, and/or academic deans.
*(compared to NCHA data, 2013)
23
Peer Health Advocates (PHAs)

were trained this past academic year.
Peer Health Advocate Program Expanded

to Better Meet Student Needs
The coordinator trained 23 Peer Health Advocates (PHAs)
this past academic year. The training focused on program
development and execution as well as the skills, knowledge,
and attitudes necessary to be an effective peer advocate.
PHAs facilitate programs for and with students in the
residence halls, student organizations, classrooms, athletic
teams, and more. They also staff the Resource Room at the
Student Health and Wellness Center. Additional expectations
for PHAs include:
Executing interactive, positive, fun, and nonjudgmental programming.
Creating awareness of health topics affecting JCU
students through such means as posters, social media
campaigns, newsletters, Carroll News editorials, public
service announcements, one-on-one interactions,
tabling at health education initiatives, and general
availability for program participation.
Helping students find long-term and appropriate
on and off-campus resources to support healthy
behaviors by making referrals for at-risk students
to the appropriate professionals. These resources
included Health Education, Residence Life, Counseling
Center, Health Services, Violence Prevention Action
Center, JCU Police Department, etc.
Participating in ongoing training on a wide variety
of health and wellness topics and assist with the
facilitation of bi-weekly Wellness in the Stacks
programming in the Library Learning Commons.
Approval of AR274: A Peer Health Advocate Seminar

This past spring, JCUs Public Health Committee officially
approved AR 274. It will be offered for the first time in fall
2015. This course was specifically developed to provide an
academic anchor to the leadership training and development
of the Peer Health Advocates and to provide them the
necessary resources, skills, and information to assist their
peers in a successful undergraduate experience. Students will
learn about various health topics affecting college students,
as well as program design and implementation.
HEALTH AND WELLNESS
DATA POINTS
What We Know: Data on First-Year Students
Alcohol Consumption
We have completed our eighth year of collecting information
regarding alcohol consumption of first-year students through
AlcoholEdu. AlcoholEdu incorporates the latest evidencebased prevention methods to create a highly personalized,
on-line education user experience that inspires students to
reflect on and consider changing their drinking behaviors.
Pre and post-exams and behavioral surveys are administered;
a total of three surveys. At John Carroll, it is mandatory for all
first-year students to complete this training.
This year there was a 99% response rate. This excellent
compliance rate can be attributed to increased communication
with the students, non-completion sanctions, and collaboration
with Resident Assistants. Here are some key findings about our
first-year students alcohol consumption:
The rate of high risk drinkers has decreased since
beginning this analysis in 2007. The rate of nondrinkers has increased by 3% since 2007.
Our first-year non-drinking students exceed those
reported by other Jesuit colleges and universities.
Additionally, rates of light/moderate and high-risk
drinkers are lower than surveyed Jesuit counterparts.
After completing the entire AlcoholEdu training, 88%
of students reported that the course prepared them
to make responsible decisions about drinking.
Impact of Alcohol Education Classes

This past year, 65 students were sanctioned to take an
alcohol education class due to violations of the Universitys
alcohol policy. These classes included an emphasis on
bystander intervention as well as the Good Samaritan
Policy. Students were asked to complete an assessment
after participating in the class. With 51 of the 65 students
completing the assessment, the response rate was 79%. Here
are two of the main findings from this assessment:
1,700
students were presented with

various health education programs.
Health and Wellness Programs

Various health education programs were presented to nearly
1,700 students. Our alcohol awareness presentations are very
popular and highly requested by Resident Assistants and
student organizations. Over 300 students participated in
alcohol awareness presentations and completed assessments
afterward. Here are some of the findings:
94%
strongly agree or agree that they learned

something about how frequently the average
the JCU student drinks.
99%
of students surveyed recognize the difference

between perceptions and actual drinking rates
of JCU students.
79%
listed the Good Samaritan Policy as a

correct response to identifying the name
of a specific policy.
Wellness in the Stacks

students participated in Wellness in the Stacks
programming within the Library Learning
Commons. Students participated in Pinterest
painting, bamboo plant construction, henna
tattoos, making heart-healthy trail mix,
aromatherapy, therapy dogs, and others and were provided
with stress-relief information. When asked on a short survey
within the last 12 months, how would you rate the overall level
of stress you have experienced, 29% indicated tremendous or
more than average stress. While 91% felt less stressed after
attending stress-free/Wellness in the Stacks events.
OVER
LOOKING AHEAD
73%
strongly agree that they can recognize the

signs of someone who is intoxicated.
Revise the BASICS health assessment for students who

violate the marijuana/other drug policy to better meet
their needs.
71%
strongly agree that they are willing to

intervene if they see someone who has had
too much to drink.
Expand health promotion program offerings through

the implementation of initiatives developed solely by
Peer Health Advocates as a result of their coursework in
AR 274: Peer Health Advocate Seminar.
Develop a comprehensive program to reduce alcoholrelated incidents off-campus in collaboration with
Residence Life.
Increase fraternity and sorority members knowledge of
high-risk drinking through risk reduction efforts.
JCU POLICE
DEPARTMENT
The core purpose of the John Carroll University Police Department is to
ensure and provide for the safety, security, and well-being of students
and the broader community. To achieve our core purpose we must be recognized as a credible
organization. Demonstrative advocacy for JCUs University Learning Goals and adherence to our values
are necessary for this recognition to be realized and perpetuated.

Staff Display Adaptability with Increased
Departmental Expectations and Staff Changes
This year brought significant challenges, some new and some
persistent, that truly pushed the JCU Police Department
(JCUPD) to its capacity. Similar to years past, JCUPD has
experienced significant officer turnover with six resignations
and two newly hired officers. Many police departments, even
for larger municipalities, are dealing with a decrease in the
number and qualifications of job applicants. The department
is working closely with Human Resources to recruit, hire, and
train well qualified individuals.
Other challenges include the increased number of
background checks requested by students and university
employees. This is a time consuming process for the front
office staff and was the fifth most frequent duty recorded
by the JCUPD this academic year. Lastly, given the federal
guidelines within the Campus SaVE Act and Title IX, JCUPD
has new demands and expectations that also require much
investigative time and reporting.
Despite these challenges, the entire staff has responded with
the highest level of professionalism, collaboration, and vigor.
It will be important for JCUPD to continue to reconsider
processes and departmental responsibilities in order to
respond as effectively as possible to these challenges.
$450,000
IN REVENUE
was generated through the

sale of parking permits and
issuance of citations.
Department Exceeds Revenue Expectations

Parking Manager, Patti Taylor devoted a great deal of
time and effort into providing the Police Officers with
valuable information to assist with the identification of
parking violations. Approximately $450,000 in revenue
was generated through the sale of parking permits and
issuance of citations. This is an increase of 8.9% from the
previous year.
DATA POINTS
9,674
to JCUPD. Compared to last year, this

is a 47% increase in calls, largely due
to adding new duties to the call list.
In 2013-2014, there was only a 17%
increase in calls.
The top five reasons and their frequencies are as follows:

1,747
Admittance into room/facility
1,690
Building check
1,078
Non-secured area
754
Maintenance concern
594
Background checks/Fingerprints
Criminal reports totaled 183 with the top reports listed as:
32
Underage Persons Offenses (Alcohol)
32
Theft
22
Criminal mischief
Non-criminal reports totaled 180 with the top reports listed as:
47
Illness Transport
27
Auto Accident - Property Damage Only
18
Property - Lost/Missing
LOOKING AHEAD
Improve our training and capacity to perform
reporting and investigative functions related to
Title IX and interpersonal violence concerns.
Enhance marketing and education regarding
JCUPD services to more fully realize and perpetuate
the credibility of the organization as a police
department serving all members of the JCU
community.
Transition our current Incident Report form to an
Access database to enhance the tracking of incidents
and reporting functions.
Review processes and responsibilities in light
of expectations and work force capacity.
Identify and implement specialty areas for
our three sergeants.
LITURGICAL MUSIC and

MUSICAL ARTS
Liturgical Music and Musical Arts 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 University.
DATA POINTS
Choral and Instrumental Performances
During the past year student participation in the major vocal

and instrumental groups was as follows:
The annual choral and instrumental performances at JCU

were once again highlights of the department, including the
Annual Sacred Music Concert in the fall and the Jazz Band
Concert in the spring. Most especially, the third and final
performance of the Intergenerational Choir was a superb
finale to the collaborative project between the Cleveland
Alzheimers Association, the academic department of
Criminology and Sociology and student affairs Liturgical
Music and Musical Arts (LMMA). The choir, a combination of
people with early-stage Alzheimers disease, their caregivers
and our students, gave a presentation of five songs under the
direction of Dr. Cynthia Caporella, LMMA Director, at the 25th
annual Alzheimers disease educational event.
The collaboration was also the end of a three-year research
project with goals of fighting the stigma of Alzheimers
disease and developing community amongst its participants.
Drs. Harris and Caporella had one article published in
2014 regarding this project and a new article is underway
thanks to the funding of a JCU Summer Faculty Research
Fellowship.
Music and Prayer Collaboration Transforms Crowd

during Ignatian Heritage Week
The collaborative planning efforts between LMMA and
Campus Ministry resulted in a lunch time program titled:
Music, Prayer, and Reflection in the Jesuit Tradition:
Caring for the Earth. The image for the week surrounded
sustainability and carried with it a vision of caring for Gods
creation. Specifically, the service joined readings around
this image with four pieces of music, two of which were
contemporary pieces written by two local composers on the
faculty of the Cleveland Institute of Music. One of the pieces
was a descriptive piece of a brook located east of Cleveland
that is supported by the Cleveland Museum of Natural
History. A third piece, from the movie The Mission, offered
a Jesuit connection in film media. Many community members
in attendance described the experience as transformative.
Assessment plans developed for music courses

In preparation for the inclusion of one credit Fine Arts
courses in the integrative core curriculum, assessment
plans were developed and approved for courses in applied
music. Rubrics were developed for each of the courses in
conjunction with the Core Director and the Associate Dean of
Arts and Sciences for the Humanities. The Director of LMMA
is in the process of identifying instructors to teach the new
course offerings in music. These new applied courses include
wind ensemble, brass ensemble, string ensemble, applied
guitar, and applied voice.
28
SCHOLA
CANTORUM
30
PEP BAND
25
CHAPEL
ENSEMBLE
16
JAZZ BAND
LOOKING AHEAD
Offering the first ever JCU Applied Music Courses
available to the entire student body in spring 2016.
Equipping the music room to offer digital performances
from online venues for the study of musical styles,
performance techniques, and comparative analysis.
Working with the staff in the Office of Student
Engagement to expand opportunities for students to
experience fine arts performances offered throughout
Cleveland.
Hiring and orienting a new Coordinator of the JCU Pep Band.
STUDENT PERSPECTIVE
I participated in Schola Cantorum and Chapel
Choir. I had the opportunity to de-stress for a
few hours a week, which was very important
since I had challenging coursework and multiple parttime jobs and internships. This helped me to focus on
spiritual and emotional wellness as well as academic
success. I was also able to build strong relationships with
my fellow singers. I believe that making music together
brings people closer in a way that few other activities
can and I certainly saw that in my experiences at JCU.
The music department has important connections to
JCUs mission, values, and Jesuit identity. Though I
am not Catholic, some of the pieces we learned helped
me learn about Jesuit and Christian history and my
participation in chapel choir kept me actively engaged in
the liturgy. Additionally, allowing students to participate
in extracurricular activities they enjoy is in keeping with
cura personalis by encouraging students to develop in
all aspects of their lives, not just academically.
- Megan Boyk 15, Schola Cantorum and Chapel Choir
THE OFFICE OF
ORIENTATION
LEADERSHIP
and
The Office of Orientation and Leadership assists incoming students

and their families in making a successful transition to the John Carroll
Community and provides students with opportunities to enhance their knowledge and skills in order to
become ethical, reflective, and collaborative leaders and change agents.

Creation of the LP 198: LAUNCH Credited Course
LAUNCH (Leaders Always Undertake New Challenges), is
a 1-3 credit course covering various topics related to the
methods or content of leadership not typically covered
in regular course offerings such as mission, diversity and
inclusion, ethical leadership, and the building of personal
strengths. In addition, students receive core leadership
training necessary for success in prominent leadership
positions on campus.
Commuter Student Section Added to AR120: Purpose

and Place - Exploring Campus, Community, and Self
AR120 is a course designed to assist first-year students with
the transition to college and to promote their engagement
in all facets of their educational experience. The commuter
section of this course addressed challenges related to
commuting to campus, getting connected to JCU resources,
road safety, and more. A highlight regarding this particular
section is that it was held in a nontraditional classroom
setting in the newly renovated commuter lounge.
66%
INCREASE in commuter
service program participation.
Commuter Student Programs

and Participation Increase
In the year 2013-2014, 36 commuter service programs
were offered with 740 total participants. This year 41
programs were provided to 1,229 total participants. The
results show a 66% increase in overall commuter service
program participation with a 13% increase in total programs
offered. Among those programs offered, students were
able to attend a Cleveland Indians baseball game, Cleveland
Cavaliers basketball game, and several movie viewings.
Program invitations were also sent to transfer students to
participate, which had partial impact on the participation
increase.
41 1,229
PROGRAMS
PARTICIPANTS
Drawn to Leadership Program Reaches Different

Student Demographic
The Drawn to Leadership Program was targeted to JCU
Fantasy Gaming Club members. This program offered a
different perspective to learn about leadership development
by focusing on the leadership concepts found in superherobased comic books and movies.
DATA POINTS
Leadership Programs Engage Students in Developing
Values and Skills
A progressive, four-tiered set of leadership programs is
offered to John Carroll students annually. Each tier provides
students with the opportunity to develop a set of leadership
skills and knowledge and each successive program builds
upon the knowledge and skills cultivated in the prior tier.
Tier programs meet for an hour per week for 4-6 meetings,
depending on the program.
Students are able to select from three programs in Tier
1: Living and Leading, Reading and Leading, or Take
the Leading Role. These programs all focus on students
increasing their levels of self-awareness which will better
prepare them for leadership experiences. Students who
complete one of the three Tier 1 programs are eligible to
participate in the Tier 2: Advancing Leadership program,
which focuses on the experiences of participating students
as members of various groups and how they can influence
change as a group member without necessarily having a
formal leadership position. Students who have completed
both the Tier 1 and 2 programs are eligible to participate in
the Tier 3 Sharing Your Strengths program. This program
incorporates the Gallup organizations StrengthsQuest online
assessment, which provides students with detailed reports
about their five personal strengths. Students who complete
the Tier 1, 2, and 3 programs are eligible to participate in the
Tier 4 Leadership in Action program, which focuses on
ethical decision making.
The following participation counts have been recorded over
the past 3 academic years:
PARTICIPATION COUNTS
2012-13 2013-14 2014-15
Tier 1
57
66
75
Tier 2
42
51
69
Tier 3
31
37
24
Tier 4
22
22
25
ORIENTATION & LEADERSHIP
Students in all tiered programs complete written assignments

and discuss them with their peers in a conversation
facilitated by a professional student affairs staff member.
Assignments are collected and deposited in the Office of
Leadership Programs. The Director of Leadership Programs
then assessment rubrics to the various assignments
determine whether or not the desired learning has occurred
for each student.
TIER PROGRAM OUTCOME

The assessment results indicate that the activities set up for
the Tier 1 programs provide students with the opportunity to
learn the desired information, to increase self-knowledge and
demonstrate it on the various assignments. While students
in Tier 2 were able to demonstrate competence regarding
the various aspects of serving as a group as a member,
participants sometimes struggled to identify areas of
diversity. In Tier 3, participants could readily determine ways
to identify opportunities to utilize their personal strengths
to assist with three of the potential presented challenges.
However, a lack of understanding was demonstrated in terms
of using strengths in the areas of delegation, confrontation,
and mediation. This is likely partially due to the struggles
that students face with these skill sets in their daily lives. For
the Leadership in Action program, students readily created
scenarios that connected with the initial three principles
of the programs. However, several concepts related to
ethical leadership including being fair and being loving
presented some challenges for our students and may be
somewhat attributable to the fact that fair and loving are
rather abstract concepts in comparison to the first
three tenets.
LAUNCH: Leaders Always Undertake New Challenges

The LAUNCH program provides student leaders with
information considered to be foundational and essential to
serving as an effective leader and beyond. Since the creation of
LAUNCH, over 350 student leaders have the training program.
Following each LAUNCH weekend, evaluations are collected
and compiled to determine the effectiveness of the program
in meeting the established outcomes. A review of the data
for the past three LAUNCH programs indicates that at least
90% of the participants on average achieved the outcomes.
Leadership Scholars Program

The Leadership Scholars Program (LSP) was created in
2010, providing participants with opportunities to increase
their leadership competence through both curricular and
co-curricular activities. The program focuses on developing
student leaders of remarkable character who seek to become
agents for transformative change on campus and in their
future professions and communities.
Each year, the program seeks to enroll a cohort of approximately 20

incoming students. Over the past three years, the cohort size has been
27 (class of 2018), 19 (2017), and 19 (2016). The cohort size fluctuates
based on how many students choose to accept the scholarship and
attend JCU, with 35 scholarships offered from a pool of over 200
applicants.
The 2014 JCU Commencement saw the first cohort of LSP students
complete their degrees. From the entering cohort in fall of 2010, 75% of
the students persisted through graduation. When reviewing the reasons
for program participant attrition, students most commonly leave to
transfer to another institution in order to pursue a degree not provided
by John Carroll (e.g. pharmacy, musical theater). A less frequent reason
for student attrition is that some participants struggle to find their
footing and struggle with their inability to be elected or selected for
a formal leadership position on campus (e.g. Student Union senator,
Resident Assistant).
LOOKING AHEAD
Coordinate and enhance leadership development efforts by
gathering together a committee of professionals around campus
who provide related opportunities to students.
Begin to measure levels of campus engagement among
commuter students in organizations and activities other than
those provided by commuter services.
Convene a campus wide meeting to discuss issues and services
relevant to the matriculation and ongoing success of transfer
students.
Develop electronic messages related to engagement
opportunities to distribute to first year students after the
first six weeks of the fall semester.
Increase the number of first-year students of color who
participate in Tier 1 leadership development programs.
Help to successfully transition a new co-director of the
Leadership Scholarship Program into his/her role in the program.
Develop a follow-up leadership development piece for LAUNCH
(for Leadership Always Undertake New Challenges) participants
after they have transitioned into their leadership roles.
STUDENT PERSPECTIVE
Coming from a high school that focused on leadership and
entrepreneurship, the leadership development programs
were perfect for me. The tiers were focused on selfdiscovery and how to handle being on a team. I got the chance to know
my strengths and weakness and also to discuss leadership in the world
of comics. Leadership is everywhere if I look for it. My freshman year
would have been an entirely different experience if it wasnt for the
leadership programs.
- Marie Keita, 18, Participant in Tiered Leadership Programs
DEPARTMENTof
RECREATION
The Department of Recreation provides safe and clean facilities, quality
programs and a friendly environment to enhance the health, fitness and
wellness of students, faculty, staff and community members, while providing a learning environment for
personal growth for student employees.
36%
Major Facility and Equipment Upgrades Provide

Improved Fitness and Sport Experiences
The Department of Recreation coordinated a number of
renovations and equipment upgrades this past year that
improved student, faculty, staff, and community members
experience in our facilities. The first major project was the
installation of new flooring in the Fitness Studio where cycling
classes, yoga, Zumba and other activities are conducted
giving the space a safer, refreshed, and modern look.
The Corbo Room Improvement Task Force, created spring
2014, addressed two necessary improvements including
additional Corbo Room equipment and new flooring in
the cardio area. Throughout spring and summer 2015, the
Johnson Natatorium lap pool and diving well were repainted
and re-coated along with a new ultraviolet water treatment
system. A new electronic scoreboard was installed which
will certainly improve the competition experience for teams,
coaches, and fans.
Club Sport Members Active in Competition and

Service to Others
There are club sport teams at John Carroll with over 200
student participants. The teams include Rowing, Field
Hockey, Hockey, Womens Basketball, Mens Rugby, Sailing,
Ultimate Frisbee, Mens Volleyball, Water Polo, and Womens
Volleyball. Funded in part by the Student Activity Fee,
students manage all operational aspects of club sports
including fundraising, membership recruitment and retention,
practice and competition scheduling, and travel. Team
members are also involved in service on a regular basis.
Some of the programs they support are the Labre Project,
Cleveland Clinics Lerner Center for Autism, Project Linus,
St. Malachi's Lunch Program, and numerous service projects
offered through JCUs Center for Service and Social Action.
Pilot Shadow Program of Intramural Student

Supervisors Shows Promise
The intramural (IM) employees interested in becoming IM
Student Supervisors participated in a new staff development
and training program in which they were paired up to
shadow current IM Student Supervisors during evening or
weekend IM competitions. The purpose of this opportunity
is to nurture professional development, leadership skills and
staff camaraderie as well as to provide on-the-job training
in regards to the duties and responsibilities of an IM Student
Supervisor. This shadowing experience allowed for IM staff
to self-identify if they felt prepared to apply for IM Student
Supervisor positions for next year. In addition, it provided
First-year student intramural

participation increased by 36%.
current supervisors the opportunity to teach others about

the knowledge and skills they utilize in their position. The
Department of Recreation will continue to build on this
program in the future.
DATA POINTS
Intramural sports
Intramural sports have continued to thrive and excel,
offering opportunity for exercise, camaraderie, and
an environment for creating meaningful relationships
with peers. A total of 1,963 individuals participated in
intramural sports in 2014-2015 with 901 being unique
participants. There were a total of 1,620 males and 343
females who engaged in intramural sports. In 2013-2014
there was a total of 1,794 participants (1,415 males and 379
females) engaged in intramural sports.
First-year student participation increased by 36% (376
Unique Individuals 2013-2014; 511 Unique Individuals 20142015).
1,963
1,620
343
INTRAMURAL SPORT PARTICIPANTS

Fitness Offerings
There was a 25% increase in student and staff participation
in fitness activities with an average of 289 participants per
week in 2014-2015 in comparison to 232 average participants
per week in 2013-2014.
A Pilates and Stretch and Strengthen class have been added
to the list of fitness classes. Corbo Fitness Room participation
for the 2014-2015 academic year averaged 421 visitors per
day, with the highest participation of 525 visitors per day. In
2013-2014 the average visits per day was 398.
AVERAGE CORBO FITNESS

ROOM VISITORS PER DAY
421
RECREATION
10 200
STUDENT PERSPECTIVE
PARTICIPANTS
CLUB SPORT TEAMS

LOOKING AHEAD
Improve orientation, training, and recognition
efforts for all student staff through the previously
implemented team model. Update our student
development model through online offerings, new
technology, and improved leadership strategies to
stimulate growth and self-awareness.
Being involved in the Rec department allowed

me to have two supervisor roles. These
roles allowed me to have a great deal of
responsibility. I was well respected by my peers, seen as
a leader on campus and this makes me very proud. The
leadership skills I developed will be something I treasure
and will be very valuable to me as I move forward in my
career. I learned that I am a strong leader who has the
ability to stand up to her peers even when it is tough. I
learned what it means to love your work because I truly
loved working for this department. I found that I am
inspired by people around me who have a tremendously
strong work ethic.
Collaborate with different departments on

late night programming, health and wellness
initiatives and special events to better meet our
students' needs, interests, and to increase student
engagement. Focus these initiatives primarily
at first-year students, as well as first-time users
(those who may not typically utilize our facilities
or services).
I feel blessed to have had the opportunity to work for

the Rec department and I know that if I had not had this
opportunity, that my time at Carroll would have never been
the same and I would have never grown as a person as
much as I did.
- Kylie Brooks 15, Club Sport Supervisor and Student
Building Supervisor
Provide risk management training for Club Sports

and Building Supervisor staff. Utilize John Carroll
and Northeast Ohio resources so as to better
equip staff for emergency action plans, responding
to crisies, and dealing effectively with conflict.
Working for Intramurals (IM) has given me the identity

that every student searches for when entering a new
experience. It has given me the opportunity to take a
better look at who I am as a person and has given me the
opportunity to make lasting relationships with people
who I would have never met had I not worked for the
department. Working for IMs is not just a job for me; it
gives me my place at JCU.
Continue to work towards enhancing technology

resources related to daily operations, marketing
of services and programs and departmental
communications, assessment and evaluation.
This position teaches me how to be a leader, how to

motivate people and how to be confident in various
situations. I learn to lead by example everywhere I
go, because a person is always representing the Rec
department no matter what.
- Greg Olenick 16, Intramural Supervisor
RESIDENCE
LIFE
Inspired by our institutions Jesuit identity, the Office of Residence
Life 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.

University Community Celebrates the
Re-opening of Murphy Hall
The re-opening of Murphy Hall in August 2014 was a major
accomplishment. The newly renovated building impressed Murphy
residents as well as alumni, faculty, and staff who toured the hall
after a number of ribbon-cutting ceremonies. Murphy residents
reported that they appreciated the enhanced community and
study space. Since many of the residents had lived in the old
Murphy, they were especially impressed with the improved
lighting, the updated bathrooms, and the private sinks.
While there were some minor complications in the re-opening
related to electricity, heating and cooling, windows, and paint,
the overall re-opening process was seamless and exciting. The
cross-divisional collaboration that brought this renovation to
completion was tremendous and a source of great pride for
all who participated. The Silver Level LEED certification that
was achieved was a great way to conclude the project.
Red Carpet Rolled Out for First-Year Students on

Move-In Day
It was exciting to open the 2014-2015 academic year with
one of the largest first-year classes in recent history. It was
also the first year where students were living in truly social
cohort communities. In order to continue the celebration of
the large first year class, First-Year Move-In Day was enhanced
to welcome our students with excitement. The feedback from
parents was overwhelmingly positive with many of them
thanking staff members for their energy and assistance.
Invaluable to the success of the day was the help of the ROTC
cadets. Their hard work and limitless energy helped immensely.
Newly Developed Room Change Process Policy a Success

The development and implementation of the comprehensive
room change process policy was an achievement for the
Office of Residence Life (ORL). The policy was shared
widely with students, ORL Staff, and parents to allow for
transparency and clearer communication. The policy also
supported Resident Assistants (RAs) and professional staff
members in having a standard point of reference and specific
procedures to follow.
Resident Ministry Program Offerings Expand

In addition to the fall semester First-Year Retreat, the
Resident Ministers collaborated with students to offer the
Journey Retreat in the spring semester as well as a Roots
overnight outdoor retreat to explore intentional living. The
Murphy Mass returned to the Murphy Chapel with increased
attendance at both the Mass (average of 40+) and social
afterwards in the Murphy atrium.
ORL Staff Recognized at Northeast Ohio Resident

Assistant Conference
The JCU RA delegation was recognized as the Most Spirited at the
Northeast Ohio RA Conference at Baldwin Wallace University. Several
Residence Life staff members presented at the conference, with two
RA presenters receiving recognition as one of the Top 10 programs.
DATA POINTS
Number of Residential Students
YEAR
FALL
SPRING
2010-2011
1,708
1,661
2011-2012
1,789
1,734
2012-2013
1,786
1,724
2013-2014*
1,657
1,606
2014-2015
1,755
1,676
*Murphy Hall closed for renovation.
Community Development Activities Sponsored by

Resident Assistants
YEAR
TOTAL #
TOTAL PARTICIPANTS
2013-2014
615
6,485
2014-2015
727
5,181
After having smaller than projected numbers of rising junior

and senior students sign up to live on campus for the 2015-2016
academic year, those currently living on campus were surveyed
to learn more about their decision to live off campus. The seven
question survey was sent to 475 residents with a response rate of
21%. The most significant findings were:
The greatest factor impacting the decision to live off
campus was finances (45%). This was followed closely
by wanting to experience something different than the
residence halls (22%) and wanting a greater sense of
independence (21%).
Monthly rent for the majority of respondents (67%) is
$350-$400 per person every month. The question did not
ask respondents to quantify what was included in rent,
so there are some unknowns. Only 15% of respondents
indicated a rent higher than $400 per person every month.
The most popular month to sign a lease was March
(29%). Prior to February when the 2015-2016 Housing
Information became available 53% of the respondents
had signed leases. The other 47% of respondents signed
leases in February and March. The earliest a lease was
signed was in September (1).
RESIDENCE LIFE
Including themselves, students reported the number

of people who they will be living off-campus with:
Four people (33%) followed by five people (19%),
three people (16%) and six people (14%).
76% are planning to live in University Heights. Shaker
Heights (13%) and South Euclid (9%) are the other
two cities with the most respondents.
These findings will inform messaging and timing of
information about housing for upper-class students. This
data also indicates the need to continue to look at the cost
of living on-campus and how the benefits are explained in
relationship to that cost.
81% 1,621
While these qualitative findings include only one part of the data
collected, they still provide strong insight into the residential
experience. The data supports the amount of time, effort, and
resources devoted to developing and strengthening community. It
also supports several key learning goals for students who live on
campus. The data also clearly demonstrates the concerns about
facilities that have been at the forefront of the work done this
year by the ORL. All of these insights will be better informed once
the compilation and analysis of the quantitative data is complete.
LOOKING AHEAD
Review of ORL structure and staffing.
Expand knowledge of and competency in academic
processes and procedures to better inform future
collaborations.
PARTICIPANTS
RESIDENCE SATISFACTION SURVEY RESPONSE RATE

The ORL staff created a survey focused on the following
areas: satisfaction with RA; satisfaction with residence hall
space, cleanliness, and processes; assessment of ability to
sleep and study; learning as a result of living in a residence
hall; and overall satisfaction. While the quantitative portions
of the survey are not yet compiled and analyzed, the
qualitative data was compiled and reviewed. The overall
response rate was approximately 81% of 1,621 residents who
received the survey.
Some of the key findings:
Residents overwhelmingly responded that the most
important lesson, skill, or value learned this year was
about relationships with others. Residents described
relationships with roommates, learning to live in
community, and how to deal with people who were
different. Skills and lessons related to living independently
(time management, responsibility, and accountability)
were the second most frequent responses.
The respondents most frequently cited that the best
part of their residential experience was related to the
people with whom they lived: their roommate and/
or floormates. Other frequent responses included the
sense of community, the RA, and the convenience of
living on campus.
Cleanliness and other facility issues were the main
concerns that residents cited when asked about what
they would like to see improved about on-campus
living. Other frequent responses included the dining
hall, loudness of fellow floor members and both the
enforcement of and lack of enforcement of residence
hall policies.
Enhance education around issues pertaining to respect,

including but not limited to vandalism, safety, interpersonal
violence, and relationships with non-residence life staff
members serving the residential communities.
STUDENT PERSPECTIVES
This was my third year at John Carroll University
and my first year living on campus. The amount
of care and concern that I received from my Area
Coordinator, Adrian Tamas, and all of the Murphy RAs, was
amazing. I never thought that I would feel that comfortable
away from home but because of the staff in Murphy Hall, I
now call John Carroll University home. Its been a wonderful
year as a resident in Murphy and I cannot wait for my next
and final year. Thank you for everything!
- Ghada Abu Shaweesh 16, Resident
Three years ago, I was a sophomore who lived with great
tension and anxiety. I had not yet developed the courage to
grow into the leader who I wanted to be on campus. Then I
was selected to be a Resident Assistant. From that moment
on, I was on a path that would allow me to grow and develop
into a leader on campus, a man for others, and the person
who I ultimately desired to become. I am beyond thankful for
my time with Residence Life. The professional staff, along
with my fellow staff members and residents, have left their
marks on me. I will forever remember the time weve spent
together, the laughter weve shared, the critical moments
that have pushed us outside of our comfort zones and the
relationships weve cultivated. From the bottom of my heart,
thank you.
- John Barrett 15, Senior Resident Assistant
STUDENT
ACTIVITIES
The office of student activities aims to enhance the overall
educational experience for students through participation in
programs and activities which improve student cooperation and leadership while preparing
them to be responsible advocates and citizens.

New Late Night Program Collaborations
Streak the Center programs were held during fall 2014 and spring
2015 to provide students with opportunities to gather together
and participate in a variety of social programs including: arts and
crafts, entertainment, movies, food, recreation, relaxation, music,
and more. This large scale event was made possible through
cross-departmental collaboration between the Office of Student
Activities, Student Union Programming Board (SUPB), Orientation
and Leadership, Center for Student Diversity and Inclusion,
Counseling Center, Violence Prevention and Action Center,
Residence Life, Health Education and Promotion, Student Health
and Wellness Center, and Recreation. This event attracted over
550 students each semester it was held.
Infusion of Intergroup Dialogue within iLead Program

The Office of Student Activities (OSA) in collaboration with the
Center for Student Diversity and Inclusion incorporated the Common
Ground workshop within the iLead student organization training
program. iLead, a day-long leadership training opportunity for
student organizations operates with the goal of providing student
leaders an understanding of the nuts and bolts of running a successful
organization on campus. The Common Gorund training facilitated
by staff who are Intergroup Dialogue facilitators and students
who have completed the Intergroup Dialogue class in the fall,
provided education on discrimination and oppression. Seventy-four
student organization leaders representing 64 organizations were in
attendance at this training. Of those who attended, 69 completed
program evaluations. In the evaluation, students were asked to
identify one creative way they could apply what they learned in the
workshop into their organization. The results are as follows:
31 stated they could raise awareness through discussion
or activity and 27 stated by maintaining awareness and
working to make a difference.
Other responses included: education through information
and diversifying organization membership.
The top three areas students reported they learned more
about during their experience at iLead were: dealing with
discrimination, advertising, and funding policies.
Student Leader Team created for Late Night Programming

The OSA developed a team of student leaders tasked with
assisting in the planning, promotion, and implementation of
late night programming events sponsored through the Office
of Student Activities. Leaders were chosen from the current
student programmers that were already active. Expectations were
established and provided to SUPB. By January 2015, SUPB was
required to plan a reoccurring late night program on campus every
Friday and Saturday during the academic year between the hours
of 10 pm and midnight.
DATA POINTS
SUPB held 13 additional programs in 2014-2015 with
an increase of 51% more participants in comparison
to the 2013-2014 academic year (66 programs with
8,437 attendants in 2013-2014; 79 programs with 12,787
attendants in 2014-2015). Programs which were added
include: Rock Out Your Room, Meet the Greeks, Step
Afrika, and more.
Comedian Dave Coulier performed during
Homecoming this year and was attended by
approximately 1,000 students.
The fall semester Welcome Back Concert sponsored by
SUPB board attracted 600 additional participants in the
2014-2015 academic year (300 in 2013 2014; 900 in
2014-2015).
LOOKING AHEAD
Conduct an assessment of our current large-scale
programming needs to obtain an accurate pulse on the
types of social, late-night programming students need
and want. Explore collaboration opportunities with other
programming departments like Recreation, Residence
Life, and Center for Student Diversity and Inclusion for
this project.
Work with departments in Student Affairs and across the
university to identify event attendance tracking software
options to better track event participation.
Develop a template to help map the university learning
goals to the activities of SUPB and student organizations
in order to create a new assessment plan.
STUDENT PERSPECTIVE
Im the current president of the Paranormal
Research Group. The Student Activities
Office has definitely impacted my overall
JCU experience in a positive way. The office gave us
the opportunity to strengthen the bonds within our
organization. I learned a lot of leadership strategies with
the offices help. I learned how to manage and finance an
organization while maintaining the fun factor of what an
organization should be. [Student Organizations are] so
important to have because [they] allow students to connect
to each other and their community. The office offers a
one of a kind experience here at Carroll and is crucial [for
students] to get the most out of JCU.
- Bryan Mersol 17, Student Organization President
STUDENT HEALTH and

WELLNESS CENTER
The Student Health and Wellness 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 and Wellness 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
Student Feedback Leads to Increased Physician Hours
The SHWC saw a 7% increase in unique individuals in 2014-2015 and

an overall increase of 10% in the total number of client visits (which
covers all SHWC services). Flu and allergy injections were both up
this year by 21% and 31% respectively.
Anecdotal feedback over the past several years suggested

the need to increase the hours and days of the week that
physicians would see patients in order to better meet
students busy schedules. The Student Health and Wellness
Survey was administered and results clearly supported
this need. In recent years, physicians came to campus on
Mondays (2.5 hrs.) and Thursdays (2.5 hrs.) for a total of five
hours. With the new contract, physician hours were increased
to eight hours a week on Mondays (4 hrs.) and Fridays (4
hrs.). As a result, physician visits increased by 43% (536
physicians visits in 2013-2014 and 767 in 2014-2015) and
students are very pleased with this improved service.
HealthSpot Installation Provides Additional Care

Options for Students
John Carroll is the first college in the United States to provide
physician appointments through a computerized kiosk
called the HealthSpot. This technology is at the forefront of
revolutionary, high-quality medical care. Students are put in
face-to-face contact with a healthcare professional via video
screen. The kiosk comes equipped with everything they
would need to perform a variety of remote treatments under
the supervision of an on-site medical professional. Some of
the common ailments that are able to be addressed through
HealthSpot are: Allergies, cold and flu, cough, sinus infections,
rashes, fever, sore throats and more. With the installation of
this technology, the SHWC is now able to provide students
with medical care five days a week. Since November 2014, a
total of 21 students have utilized the HealthSpot.
New Contract with Cleveland Clinic Saves Center $15,000

The SHWC entered into a new contract with the Cleveland
Clinic physicians in an effort to reduce costs. With this new
contract and subsequent change in physicians, over $15,000
in was saved in comparison to last year.
Nurses Utilize Brief Motivational Interview Training to

Identify and Intervene with At-risk Students
To properly screen for and address high-risk behaviors in
students visiting the SHWC, nurses participated in brief
motivational interview training. Motivational interviewing
(MI) supports health behavior change by helping individuals
explore and resolve their ambivalence about change without
evoking resistance. MI techniques can be incorporated into
routine patient care. Additionally, an MI screening form was
completed by 719 students during the spring 2015 semester.
Students who screened positive for high-risk behaviors, were
engaged in a brief motivational interview with a nurse and
received information to help strengthen their motivation to
change those unhealthy behaviors in order to achieve their
optimum level of wellness.
2013-2014
2014-2015
Client Visits
3133
3451
Unique Individuals
1228
1320
Physicians Visits
536
767
Van Runs
270
242
Nutritional Visits
185
123
Sent to Area Health Centers
103
202
STD/HIV Clinic
84
46
Gynecological Visits
25
39
Travel Clinic Visits
93
62
LOOKING AHEAD
Explore options for obtaining an electronic medical
record program.
Increase awareness and visibility of the HealthSpot as an
alternative, quality health care treatment.
Support the Universitys learning goals and collaborate
with the student health and wellness group by developing
programs to promote students to be self-health advocates
based on data from the National Collegiate Health
Assessment survey.
STUDENT PERSPECTIVE
Working at the Health Center was the first job
I received on campus and it has become like a
second home to me. I have had the opportunity to
learn about different privacy policies and how they work in
a college setting as well as bits and pieces about the medical
field coupled with great experience along the way. This
department provides students with the care they need to
continue to do well in other areas at JCU by making sure they
get the best care possible and allowing students to share their
problems in all realms of the health world whether physical
or mental. They make it possible for all students to feel and
perform their best during their time at JCU.
- Anna Lawler 16, Work Study employee
UNIVERSITY
COUNSELING CENTER
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.rooted within the Jesuit educational tradition
in which there is integration of learning with the development of the whole person.
DATA POINTS
Opening of Relaxation Room
Total Counseling Services Overall
Research on college campuses demonstrates that stress

is the number one impediment for academic performance
and overall well-being. Therefore, the University Counseling
Center (UCC) collaborated with the Grasselli Library in
developing the Relaxation Room, located in the Learning
Commons. The room provides students with a quiet,
welcoming space to learn about and practice a variety of
research-based, mind and body stress-reduction techniques.
It includes:
A total of 254 students received counseling services for the

2014-2015 academic year (4 less students from 2013-2014).
Out of those students 64.9% (165) were female and 35.1%
(89) were male. The highest percentage of students seen
were freshmen at 26.5% (67), which is consistent with the
2013-2014 year.
A state-of-the-art massage recliner
Most common reasons students visited the UCC in 2014-2015:
87.4%
of visits are related to anxiety

(5.3 % Increase from 13-14)
58.5%
of visits are related to depression

(1.4% Increase from 13-14)
34.8%
of visits are related to academics

(4.1% Decrease from 13-14)
Guided relaxation audio recordings

Computer-based biofeedback programs
Psycho-educational books and handouts
Yoga mats and meditation rugs
Students can use the Relaxation Rooms resources by signing
up for specific time slots. Individual consultation is also
provided for the biofeedback program so students can use it
to its fullest potential.
Outreach Initiatives Message is that Help is Within

Reach at the UCC
A programmatic and marketing theme was developed for all
community outreach initiatives titled Within Reach. This
past year, a total of 22 outreach initiatives offered under
this new marketing theme, were offered to students, faculty
and staff. Programs focused on increasing awareness of
mental health issues among college students and promoting
help-seeking behavior. One of the most successful programs
was a dinner and movie night featuring a speaker from the
National Alliance on Mental Illness with over 80 students in
attendance as well as several faculty and staff.
Installation of Titanium Scheduling Software

For many years the UCC has used a paper system to collect
and reference student information when visits occur. The new
database system, Titanium, allows the staff to electronically
store student records and access them quickly when
needed. This technological solution is critically necessary
in streamlining operations to allow for a seamless client
experience for the students and a more effective working
environment for the UCC staff.
254
TOTAL STUDENTS THAT RECEIVED

COUNSELING SERVICES.
LOOKING AHEAD
Provide staff orientation and training for new UCC
employees (interim director, full-time counselor, parttime counselor) and trainees (two doctoral interns, one
masters intern and one psychiatry resident).
Continue the implementation of Titanium Scheduling
Software and fully transition to electronic records.
Expand outreach programming through the Relaxation
Room and the Within Reach event series.
STUDENT PERSPECTIVE
I have had a wonderful experience with the
UCC and have encouraged other friends
who are struggling to go there too. No
part of my experience has been negative and I look
forward to my sessions. In the short time I have been
going, I feel that I have already made tremendous
improvements. My only suggestion for improving the
center is to continue to inform students of its resources
and how valuable it can be.
- Anonymous student, UCC Satisfaction Survey
VIOLENCE PREVENTION and
ACTION CENTER
The Violence Prevention and Action Center strives to offer immediate

and supportive responses to incidents of interpersonal violence to any
John Carroll student as well as promotes awareness and prevention of these incidents on campus.
DATA POINTS
Interpersonal Violence Reporting Increase
Educational Programming
The Violence Prevention and Action Center (VPAC)

experienced a substantial increase in the amount of time
advocating for survivors of interpersonal violence along with
the total number of students reporting interpersonal violence
incidents in the 2014-2015 academic year. These increases
indicate that the awareness of issues related to interpersonal
violence and the need for bystanders to identify and create
empathy with those suffering has most likely increased as well.
Forty-two educational programs were provided to 1,639 individuals

in fall 2014 covering topics such as alcohol, sex and consent, healthy
relationships, and more. Seventeen trainings were provided to 777
individuals in spring 2015 covering similar topics. When comparing
to the previous year 51% more programs were held in 2014-2015
(39 programs 2013-2014; 59 programs 2014-2015) and 40% more
individuals attended these programs (1,731 2013-2014; 2,416 2014-2015).
Large-scale Bystander Intervention Training

Conducted with 638 Rising Sophomores
Participants who completed bystander intervention training

completed a survey developed by Recovery Resources to collect
demographic information as well as information related to bystander
behavioral intent and problem gambling knowledge. Questions
measured behavioral intent and gambling knowledge. Results of this
survey revealed:
In collaboration with the Cleveland Rape Crisis Center,

Recovery Resources, Residence Life, Dean of Students Office,
and Health Promotion and Wellness, the VPAC Coordinator
successfully conducted Bystander intervention Training
for 638 rising sophomore students. Of those 638 students
46% were male and 54% female. This training was made
mandatory as a part of the housing selection process.
The purpose of this training was to teach students the
concept of bystander intervention. A bystander is anyone
who observes an emergency or a situation in which it is
likely that someone could use help. Bystander intervention
programs teach people to overcome their resistance to
checking in and helping out. These programs have been
found to be very helpful on college campuses to thwart
sexual assault, abusive alcohol consumption, concerns about
suicide, depression, and eating disorders.
Students also learn how to identify a continuum of
inappropriate sexual behaviors through experiential
activities designed to create empathy with those who have
experienced sexual or dating violence. At the end of the
training, students develop skills to intervene as a bystander
and make a commitment to intervene before, during, and
after an incident of sexual or dating violence.
Peer Health Advocate Program Exceeds

Membership Goals
One of the VPACs goals this year was to train 10 Peer
Health Advocates by April 2015. Peer Health Advocates are
tasked with educating the campus on a gamut of topics
associated with interpersonal violence, including bullying,
dating and relationship violence, and more. This goal was
met and exceeded in January 2015 when a total of 18 Peer
Health Advocates were trained. An additional 10 Peer Health
Advocates were trained by Alex Leslie of the Cleveland Rape
Crisis Center in March 2015 for a total of 38 Advocates. Peer
Health Advocates facilitated three interpersonal violence
presentations to the following groups of student leaders:
Fraternity and sorority new members, Panhellenic Council
and participants in the LAUNCH leadership program, a core
leadership training for students in prominent leadership
positions on campus.
Bystander Intervention Training
89%
of participants reported feeling a sense of

responsibility to intervene in issues of substance
use, sexual violence and mental health problems.
93%
of students understand the obstacles to

intervene in these issues.
88%
of students plan to use the skills they learned

from the training in the future.
92%
of students reported at least one action that they

planned on taking after the training.
LOOKING AHEAD
Hire, train, and supervise a graduate assistant to assist
with programming and outreach initiatives that focus on
interpersonal violence and bystander intervention.
Develop a new brand for the Violence Prevention and Action
Center including a new logo and brochure.
Co-teach AR274 Peer Health Advocate Seminar created to
educate ten Peer Health Advocates.
STUDENT PERSPECTIVE
Working with, Coordinator of the VPAC this the past year
has been a true joy. I learned a variety of skills and about
several topics such as bystander intervention, signs of
an abusive relationship, substance abuse, and how to help someone
in a crisis. By the end of my senior year, I was gave presentations on
my own to students around campus. Working with VPAC has made
me a well-rounded student with a large desire to help others in any
way that I can. She taught me to be an effective presenter and to be a
leader on campus. The skills I learned will not only benefit me in my
future career, but as a better member in society.
- Gina Paolini 15, Peer Health Advocate
ATHLETIC
HIGHLIGHTS
The John Carroll University Athletic Department enjoyed one of its best all-around seasons in
school history during the 2014-2015 academic year. JCUSports.com takes a look back at some of
the many accomplishments by the Blue Streaks.
KINGS OF THE OAC

A major trophy returned to JCU's campus for the first
time since the 2003-04 school year.
John Carroll's all-around effort on the men's side earned the
Blue Streaks the OAC Men's All-Sports Trophy. It was the fifth
time in program history John Carroll earned this prestigious
trophy. The "Men of Carroll" finished with 83 points besting
second-place Mount Union who turned in 80.25 points.
A BUNDLE OF HONORS
Men's soccer senior Brian Potocnik might need to
build a new trophy case for all of his 2014-15 honors.
The midfielder was named the 2014 Capital One Academic
All-America of the Year for Division III men's soccer. The
honor gave Potocnik his second-straight Capital One
Academic All-America honor having been a second-team
selection in 2013. He became just the second Blue Streak to
earn this prestigious honor joining Mackenzie Griffin (softball,
2013). This honor was just the tip of the iceberg for one of
the top players in JCU men's soccer history.
Potocnik was one of six student-athletes nationally to be a
part of Northwestern Mutual's "Inspiring Potential" float in
the Tournament of Roses Rose Parade.
In addition Potocnik earned D3soccer.com All-America,
NSCAA/Continental Tire All-Region, All-Ohio, All-OAC and
Academic All-OAC accolades. Finally, Potocnik was JCU's
male recipient of the Clyde Lamb Award given to the top
graduating male and female student-athletes at each of the
10 OAC institutions.
HISTORY IN THE MAKING

John Carroll's men's tennis team celebrated a program
first this year. The Blue Streaks made their first-ever
NCAA Tournament appearance.
John Carroll qualified with a 5-4 win over Otterbein in the
championship match of the OAC Tournament. John Carroll
would go on to beat Franciscan in the first round of the
NCAA Tournament before bowing out to Kenyon.
The Blue Streaks had won five OAC titles prior but the OAC did
not have an automatic bid to the NCAA Tournament until recently.
NCAA APPEARANCES
In addition to the men's tennis team, John Carroll
had three teams and seven individuals qualify for the
NCAA National Championship fields.
JCU's football team made its second-straight NCAA
appearance. John Carroll rolled past Centre 63-28 in the
first round and held on for a 14-12 win over Wheaton (Ill.)
in the second round. The Blue Streaks bowed out in the
quarterfinals with a 36-28 loss to the Purple Raiders.
4 7
QUALIFIED FOR NCAA NATIONAL

CHAMPIONSHIP FIELDS.
TEAMS INDIVIDUALS
The men's basketball team earned its 13th-ever NCAA
Tournament bid. The program earned a bid for the first time
since 2010. The women's basketball team earned its secondstraight and second-overall bid to the NCAA Tournament
field.
Individually, senior Dan Mirman repeated as an All-American
at 149 pounds for wrestling. He became JCU wrestling's 106th
All-American. Mirman had plenty of company at the NCAA
Wrestling National Championship as seniors Terner Gott and
Todd Gaydosh gave the Blue Streaks three competitors for
the first time since 2005.
John Carroll had three members of the cross country team
qualify for the NCAA National Championships in senior
Tadhg Karski, sophomore Becky Rohwer and freshman Elliot
Thorkelson. It marked the first time since 2004 that the
Blue Streaks sent three runners to the cross country NCAA
National Championship. Senior Nick Williams qualified for
the NCAA Indoor Track and Field National Championships in
the 60m hurdles while senior Rocky Mitolo qualified for the
NCAA Outdoor Track and Field National Championships in
the shot put.
ALL-AMERICANS
Brian Potocnik and Dan Mirman had plenty of company in the
All-American department.
Football senior Aramis Greenwood was the most decorated
student-athlete when it came to All-American honors. The
wide receiver made the prestigious AFCA Division III AllAmerica team becoming the first Blue Streak to do so since
2008 and just the eighth overall. He would go on to garner
third team honors on the AP Little All-America Team and
honorable mention D3football.com honors.
In all four football players earned All-American honors with
junior offensive lineman Anthony Latina, senior linebacker
Kevin Cope and senior quarterback Mark Myers earning
honors from D3football.com.
Senior right-hander Drew Doring earned second team
All-America honors from D3baseball.com and the ABCA/
Rawlings. He became the first JCU pitcher to earn AllAmerica honors since 1985.
Sophomore Katlyn Spahar was accorded honorable mention
WBCA Division III All-America accolades for her outstanding
performance on the hardwood.
ATHLETIC HIGHLIGHTS
RIDING OFF INTO THE SUNSET

An era came to a close this school year as Kerry Volkmann
retired after being the mentor of the John Carroll wrestling
program since 1987.
The Hall of Fame coach guided his charges to two national
titles and 47 All-American honors. He started the year
winning his 300th dual match in the season's opening
weekend with a 34-11 win over Niagara County Community
College at the Bob Del Rosa Duals.
Mike Moran won

his 400th game.
Hector Marinaro
earned his 100th win.
Mens tennis team

won its first OAC
title since 2006.
Women's lacrosse
made its long-awaited
debut.
Over 200 former wrestlers, football players, coaches,

teammates, friends and fans of the JCU wrestling program
celebrated Volkmann's legacy in his last home dual.
On the women's side, the Blue Streaks volleyball team

returned to the championship match of the OAC Tournament
for the first time since 1995. The women's swimming & diving
team was undefeated in OAC regular-season dual meets.
400 AND COUNTING
OAC INDIVIDUAL SUCCESS
The OAC men's basketball 400-club inducted

its fifth member this year.
John Carroll had 10 individuals earn OAC titles.
John Carroll men's basketball head coach Mike Moran won

his 400th game at JCU with a 97-78 win over Ohio Northern
on December 10.
Moran, who just completed his 23rd year at JCU entered
the season 35th amongst active Division III coaches in total
wins. He now ranks fourth all-time in wins amongst OAC
men's basketball coaching greats.
In April, Moran was honored by the GCBCA as the recipient
of the Dennis Lustig Golden Deeds Award for his long-time
contributions to basketball in the Cleveland-area.
CENTURY MARK
A third coaching milestone occurred for JCU's coaches
this year. Men's soccer head coach Hector Marinaro earned
his 100th win with a 3-0 shutout over Muskingum on senior
night.
OAC TEAM SUCCESS

John Carroll celebrated a wide-array of achievements
at the team level within the OAC.
The men's tennis team won its first OAC title since 2006.
John Carroll earned a share of the regular-season crown
before edging Otterbein 5-4 in the championship match of
the OAC Tournament.
The men's soccer team was unbeaten in the OAC regularseason. It marked the fifth undefeated and untied regularseason by an OAC institution since 1984.
On the men's side, John Carroll had a slew of second-place
OAC finishes. The football, cross country and indoor track &
field teams all captured solo possession of second-place in
the OAC. The men's basketball and baseball teams tied for
second in their respective regular seasons.
The women's swimming and diving team led the way with
seven. Sophomore Margaret Zagrobelny, junior Lindsey Fano,
freshman Anne Crowley and senior Victoria Watson led the
way earning OAC gold in the 400-medley relay. Watson
would go on to capture first in the 200-freestyle and as part
of the 400-free relay. Fano would capture an individual title
in the 100-breast. Watson was joined by freshman Megan
Hawk, sophomore Amanda Casamatta and senior Katii
Sheffield on the OAC-champion 400-free relay.
Senior Rocky Mitolo (shot put) and junior Adam North (long
jump) earned first-place finishes at the outdoor track & field
championship.
Senior Dan Mirman rounded out the titles taking first at
149-pounds in wrestling.
THE INAUGURATION
The women's lacrosse team made its long-awaited debut.
After having to outlast Cleveland's winter weather, the Blue
Streaks turned in a 20-10 win over Houghton on February 28.
The team would go on to finish 10-5 and earn the No. 2 seed
in the OAC Tournament.
STELLAR COACHING
John Carroll is blessed with stellar coaching for its
student-athletes. Two Blue Streak coaches were
recognized by their peers this year.
Laura Rodeffer was named the OAC Volleyball Coach of the
Year. She continues to have her Blue Streaks on the rise.
Rodeffer's team turned in a 23-7 record in 2014 and were in
the hunt for the OAC regular-season title until the last week
of the season.
Shaun Keenan earned OAC Men's Tennis Coach of the Year
honors for helping guide the men's tennis team to one of the
best seasons in program history.
AMONG THE BEST IN THE

REGION AND OHIO
John Carroll had 29 student-athletes earn All-Region honors
while 17 added All-Ohio honors for the year.
Baseball senior Drew Doring led the way. The senior righthander was tabbed as the 2015 Mid-East Regional Pitcher of
the Year by both D3baseball.com and ABCA/Rawlings.
Note: In elect sports it is possible to earn multiple All-Region and All-Ohio
honors so each student-athlete was counted once per sport they played.
Additionally, some sports do not have All-Region or All-Ohio honors.
OAC MAJOR AWARD

WINNERS - PLAYERS
JCU's student-athletes were amongst the best in the
conference with six players taking home major awards
from the OAC.
John Carroll had a trio of players on honors for their stellar
play on the pitch. Senior Brian Potocnik was the Men's Soccer
Midfielder of the Year while junior teammate Jimmy Mattina
was the Men's Soccer Defender of the Year. On the women's
side, senior Haley McDonald took home Goalkeeper of the
Year accolades.
On the diamond senior Drew Doring was the Kent Tekulve
Pitcher of the Year. He was the first JCU hurdler to earn this
honor since Luke Adkins in 2004.
On the gridiron, junior Kevin Cope was named the Gene
Slaughter Most Outstanding Linebacker. It was the secondstraight year JCU has taken home the conference's top
linebacker honor. On the hardwood, sophomore Katlyn
Spahar gave JCU back-to-back Helen Ludwig Player of the
Year accolades.
ALL-OAC HONORS
John Carroll had 136 student-athletes earn All-OAC
honors this year.
Football led the way with a school-record 20 selections. The
Blue Streaks picked up 22 honors from the outdoor track
and field teams with 12 from the men and 10 on the women's
side. Men's indoor track and field (nine), baseball (eight) and
women's swimming and diving (eight) rounded out the top six.
Note: Each member of the swimming and diving team earning AllOAC honors was counted once. Each member of the track and field
team earning All-OAC honors was counted once for cross country,
once for indoor and once for outdoor.
HITTING THE BOOKS
83
STUDENT-ATHLETES WERE HONORED

WITH ACADEMIC ALL-OAC HONORS.
As mentioned earlier, men's soccer senior Brian Potocnik was

named the Capital One Academic All-America of the Year for
Division III men's soccer. He had an abundance of company as
numerous Blue Streaks really buckled down in the classroom.
Football senior safety Brody Zangaro earned second team
Capital One Academic All-America honors for the second
straight year. On the district level, Potocnik, Zangaro and
baseball junior right-hander Aaron Lapaglia earned Capital
One Academic All-District accolades.
Wrestling sophomore Sal Corrao and senior Todd Gaydosh
earned NWCA Scholar All-American honors. Women's
swimming and diving junior Lindsey Fano was a CSCAA
Individual Scholar All-American. Cross country senior Nicki
Bohrer, sophomore Becky Rohwer and freshman Elliot
Thorkelson were named USTFCCCA All-Academic honorees
for cross country. Rounding out the honors were seven
members of the softball team who all earned NFCA ScholarAthlete distinctions.
Potocnik and softball senior right-hander Rachel Byrnes were
JCU's recipients of the Clyde Lamb Awards.
Additionally, 83 student-athletes were honored with
Academic All-OAC honors.
Note: Select honors from the Capital One Academic All-America
program have not been released yet.
VISION
John Carroll University will graduate individuals of intellect and
character who lead and serve by engaging the world around them
and around the globe.
MISSION
As a Jesuit Catholic university, John Carroll inspires individuals to excel
in learning, leadership, and service in the region and in the world.
CORE VALUES
STRATEGIC INITIATIVES
The Universitys core values include a commitment to

learning in order to create:
The following initiatives are essential to the University

being recognized as a center of learning and service:
An environment of inquiry which embraces Jesuit

Catholic education as a search for truth where faith and
reason complement each other in learning. In pursuit of
our educational mission, the University welcomes the
perspectives and participation in our mission of faculty,
staff, students, and alumni, of all faiths and of no faith.
Create a diverse community of faculty, staff, alumni,

and friends dedicated to advancing the Universitys
vision, mission, and core values.
A rigorous approach to scholarship that instills in our

graduates the knowledge, eloquence, sensitivity, and
commitment to embrace and to live humane values.
A campus committed to the intellectual, spiritual,
emotional, and physical development of each student.
An inclusive community where differing points of view
and experience are valued as opportunities for mutual
learning.
A culture of service and excellence that permeates
every program and office.
A commitment to sharing our gifts in service to each
other and the community.
A campus that responds to demographic, economic,
and social challenges.
An appreciation that our personal and collective
choices can build a more just world.
Create a learning community of outstanding teacherscholars characterized by the commitment to

student achievement.
Create a talented cohort of service-oriented staff
committed to achieving and being recognized as a
center of learning and service.
Recruit, enroll, retain, and graduate a talented,
diverse student body prepared for todays global
reality and committed to learning, leadership, and
service that will engage the world.
Secure resources necessary to foster an
extraordinary learning experience and promote John
Carrolls mission as a Jesuit, Catholic university.
Assist in responding to demographic, economic, and
social challenges in our region in order to support
investment and employment opportunities and build
confidence in our shared future.

JCU Student Affairs Annual Report

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2014

LETTER FROM the

Dear colleagues and friends,

Introduced HealthSpot, the first campus-based virtual

MARK D. MCCARTHY, PH.D.

DIVISION OF STUDENT AFFAIRS

The Division of Student Affairs at John Carroll University offers

Informed by the Jesuit Catholic mission of the

Strengthen the sense of community by

Collaborating with others to foster a

Foster a more seamless and integrative learning

Providing and facilitating services,

Increase student engagement by promoting

SUPPORTING JCUS UNIVERSITY LEARNING GOALS

UNIVERSITY LEARNING GOALS

We express this commitment in terms of the following four

John Carroll students will be

John Carroll students will

John Carroll students will

John Carroll students will

Develop habits of critical

Develop a personal belief

Practice mature decision

Apply creative and

Act competently in a global

Claim their identities as

Understand and promote

The Department of Athletics at John Carroll University is committed to a

HIGHLIGHTS AND ACCOMPLISHMENTS

Students Benefit from Sports-related

Coaching Accolades for Volleyball,

Wrestling Staff Honors and Changes

STUDENT AND ALUMNI ENGAGEMENT

The Athletic Department sponsored over 20 student and

What did you learn as a result of your participation in

Developing and Implementing Advancement and

PARTICIPANTS IN 23 ATHLETIC SPORTS.

Furthering academic excellence and student success by:

Participating in university and departmental strategic planning

CENTER FOR STUDENT

The Center for Student Diversity and Inclusion develops programs to

HIGHLIGHTS AND ACCOMPLISHMENTS

Responding to Student Concerns

Twenty-five student leaders, representing five Cultural Student

The death of Tamir Rice on November 23, 2014 and other

Hosted annual conference for Ohio Consortium of

Educational Programs and Participation Data

Implementation of Intergroup Dialogue:

CSDI staff were invited by the Office of Residence Life to provide

RAs completed diversity

of participants agreed or strongly agreed that Blink

of participants agreed or strongly agreed that Blink

agreed or strongly agreed that they learned at least

agreed or strongly agreed that Blink challenged

of participants agreed or strongly agreed that Blink

DIVERSITY & INCLUSION

The fall 2014 Multicultural Retreat was designed to provide a

of the participants responded that they agreed

of participants responded that they agreed or

HIGHLIGHTS AND ACCOMPLISHMENTS

Supporting Student Success with

EMT Pilot Training Program

Bystander Intervention Training Provided to

attorneys to serve as advisors during the hearing process and