2014-2015 Student Affairs Year in Review

2014-2015 Student Affairs Year In Review Shaping the Co-Curricular Educational Experience

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Dear Colleagues We envisioned this booklet, the Division of Student Affairs’ first Year in Review, as an opportunity to share some of our goals, accomplishments and other noteworthy information.

The student collegiate experience is paramount to Student Affairs’ actions, goals, achievements and initiatives. We support the university’s academic mission and provide educational opportunities in partnership with and independent of the classroom. Through Student Affairs programs, students develop as leaders; discover their identity; learn to appreciate, understand and embrace diversity; advocate for themselves and others; understand their role and others’ roles as responsible citizens; become self-aware; hone communication skills; apply critical thinking skills; and develop into mature adults.

We believe partnership is vital to anything we aim to achieve. Several major accomplishments during 2014-2015 were partnerships with other areas: naming Steph Pettit Stadium was a partnership with Advancement, the Black in America Tour was in partnership with Academic Affairs, and the renovation of spaces in Kehr Union was in partnership with Administration and Finance.

Throughout this booklet, you will find information from each functional area in Student Affairs, including signature and notable programs and documentation of assessment results and outcomes.

We hope this overview both begins and continues conversations and collaborations we have throughout the Bloomsburg University community and beyond. I encourage you to reach out to us if anything you read in this inaugural edition sparks an idea or partnership you would like to pursue.

We wish you the best as we close 2014-2015 and look forward to 2015-2016!

On behalf of the Division of Student Affairs,

Dione D. Somerville Vice President for Student Affairs

2014-2015 Student Affairs Year In Review

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Division of Student Affairs Goals 2014-2015 Academic Year Strategic Issue 1: Enhancing academic excellence • Increase our participation in Academic Affairs through the submission of Co-Curricular Learning Experience proposals from key areas in Student Affairs • Identify and participate in efforts to support undeclared students, such as Orientation, Compass and others • Grow new partnership opportunities across all university divisions • Identify new partnership opportunities • Refine existing partnerships • Continue to strengthen Living and Learning Communities through the redesign and intentional increase of these initiatives • Redesign and increase Living and Learning Communities • Create greater standardization in the Living and Learning Communities, including administrative and programmatic expectations, student learning outcomes, and increased communication • Engage in the development of the University Seminar and other first-year experiences • Strengthen collaboration with faculty and other key stakeholders on out-of-classroom, high-impact learning opportunities • Continue to develop and refine the Center for Leadership and Engagement • Further develop student learning outcomes, certificate level III, civic engagement opportunities, student organization development and support, and other campus-wide participation and partnership

Strategic Issue 2: Achieving excellence while ensuring fiscal sustainability • For efficiency, relevance and potential improvement opportunities, regularly evaluate and/or assess — Program offerings — Staffing resources — Services — Best practices, where applicable • Identify and create opportunities for new and reallocated funding sources, both inside and outside the university • Secure sponsorships and co-sponsorships • Actively engage in fundraising, grant writing and other opportunities

Strategic Issue 3: Designing an enrollment vision in terms of demand, program mix and capacity • Create a campus environment that recognizes and holistically supports enrollment management, retention and the persistence targets incorporated in our performance funding goals • Assure that Student Affairs programs and services are creatively agile and flexible enough to adjust to changing demographics • Create an environment where the planning and implementation of programs and services support student scholarship

Strategic Issue 4: Fostering and developing a strong sense of community • Model and meet state expectations for social and civic responsibility, on and off campus • Create and assess student learning outcomes related to social and civic responsibility • Create a plan to articulate the Student Affairs mission and contributions to the greater university community

2014-2015 Student Affairs Year In Review

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Athletics Mission statement

The Bloomsburg University Department of Intercollegiate Athletics provides a sustainable and successful athletic and educational experience for studentathletes in adherence with all Pennsylvania State Athletic Conference (PSAC), Eastern Wrestling League (EWL), and National Collegiate Athletic Association (NCAA) rules. Husky athletics is committed, with an internal focus, to creating a positive environment for coaches and student-athletes to give them an advantage and opportunity to excel athletically, academically and socially. BU will provide equitable programs that develop leadership, compete for championships, provide community service, and ensure sportsmanlike conduct. Externally, the focus of building relationships while creating a sense of pride, fostering strong relationships, developing integrity, and reaching fiscal and fundraising goals encourages student-athletes to reach their full potential as leaders.

DIRECTOR’S STATEMENT Michael McFarland

Our student-athletes enjoy opportunities to attend this excellent institution on an amazing campus in the only town in Pennsylvania. Under the P.A.S.S. Program (Pride, Accountability, Student-Athlete Experience, and Success on and off the field), a guiding principle for our department, our goal as coaches and staff is to help instill a sense of pride among the student-athletes and alumni while holding each other accountable for our achievements and stumbles. The student-athlete experience is key as we prepare our studentathletes to grow and improve as students, athletes, teammates and people. All of these elements together provide success on and off the field. This success can be measured daily. We hope the campus community is as proud of our program as we are.

We continue to celebrate our past achievements while striving to improve daily.

Program Highlight Each February, Bloomsburg Athletics celebrates National Girls and Women in Sports Day with a free youth basketball clinic for the local community. The women’s basketball team, female student-athletes from other sports, and students from the exercise science program come together for a day-long celebration of female athletics. In addition to the basketball clinic, they provide a speed and agilities seminar and an athletic village to help teach the skills required to be a collegiate athlete, as well as educate those in attendance about Title IX and the opportunities provided to female athletes since its inception in 1972.

BY THE NUMBERS 570 students participated in athletics program 122 home athletics contests on upper campus 100 community events on upper campus 235 student-athletes participated in annual Big Event community service project

$521,780 raised for student-athlete scholarships 20 summer camps offered with over 1,500 campers 300 attended public sports clinics 2 children sponsored by football and field hockey through Team Impact

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Signature Programs ATHLETIC ALUMNI EVENTS

The Athletics Department continually engages athletics alumni through strong relationships that benefit current student-athletes. Alumni serve as role models, mentors and future employers and provide our student-athletes with an important opportunity for interaction.

Each year we induct five or six individuals into our Athletics Hall of Fame; many are former student-athletes who have demonstrated excellence in their sport. This past year six new members were inducted into the Hall of Fame for athletic excellence and distinguished service. Attendance for this year’s event grew from 150 to a record attendance of 300.

ALL-ATHLETIC ALUMNI DAY

In April Bloomsburg University celebrated the past, present and future of Husky athletics when all former student-athletes were invited back to campus to be involved in the All-Athletic Alumni Day festivities and events. Five varsity spring teams were competing, including the Huskies baseball team, which held a special ceremony honoring the 1995 team that captured the regional championship. A barbecue lunch was served to all alumni, family and friends in attendance, courtesy of the Bloomsburg University Alumni Association. The day’s events also included the annual football spring game, two alumni games.

STEPH PETTIT STADIUM DEDICATION

April 18 was a very special day for Bloomsburg athletics and former linebacker Steph Pettit ’89. Prior to the start of the women’s lacrosse game, Bloomsburg University and the Department of Athletics dedicated the former Sports Stadium as Steph Pettit Stadium. Many of Pettit’s family and friends, including former teammates and other Bloomsburg alumni, came back to campus to celebrate the amazing impact Steph has made on the university and, especially, athletics.

BY THE NUMBERS 120 alumni attended the Devlin Golf Weekend 50 alumni and family members participated in the Evening of Champions dinner 20 alumni and family members attended the 1995 World Series Baseball Team reunion, 25 participated in the alumni game, and 120 alumni participated in the golf outing

25 swimming alumni plus family members attended the Homecoming tailgate 110 alumni and supporters participated in the Brian Savage Memorial Golf Outing and 20 alumni played in the men’s soccer alumni match

30 alumni attended the wrestling alumni reception at the Eastern Michigan match

80 alumni and friends attended the Burt Reese Tennis Center dedication ceremony and 25 alumni participated in the tennis alumni play day

52 alumni participated in the All-Athletics Alumni Day, featuring lacrosse, field hockey and softball

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Signature Program

Signature Program

SCHOLAR ATHLETE LUNCHEON

STUDENT ATHLETE ADVISORY COMMITTEE (SAAC) PURPOSE

The Scholar-Athlete Luncheon is held each spring for all student-athletes who have maintained a cumulative GPA of 3.25 or have earned at least a 3.25 in each of the previous two semesters. Athletic staff members identify student-athletes who have achieved academic success. Scholar-athletes can invite a faculty member who has been influential or supportive during the scholar-athlete’s time at BU.

BY THE NUMBERS 114 student-athletes met the criteria to attend the ScholarAthlete Luncheon

42 freshman or transfer student-athletes posted a 3.25 grade point average or higher in their first semester

69 faculty members were honored at the luncheon for being influential to the student-athletes’ academic endeavors and contributing to their overall academic well-being

5 of five graduate assistants in the athletic department were recorded as being scholars

• To promote efficient communication between the Bloomsburg University Athletics Department and the student-athlete population • To unite student-athletes of Bloomsburg University across all sports • To discuss issues that affect student-athletes and to implement programs that make a better student-athlete experience • To provide opportunities for the involvement of student-athletes in campus and community engagement projects

MEMBERSHIP

• Two student-athletes from each sport will be chosen by the head coach to serve as representatives • The committee has three officers that compose the SAAC Executive Board

REPRESENTATIVE RESPONSIBILITIES

• Actively participate in all SAAC meetings by representing the views and opinions of his or her team • Report back to the team with all pertinent information • Vote on current issues before the committee, including PSAC and NCAA proposed legislation • Actively participate in all SAAC community engagement activities

BY THE NUMBERS 40 student-athletes participate in SAAC annually 4 student-athletes attended PSAC SAAC meetings (one in the fall, one in the spring, 2 student-athletes each meeting)

1 student-athlete attended an NCAA national leadership conference 13 teams participated in the Food Recovery Program on campus each semester

10 student-athletes participated in the set-up of Magical Memories, a Milton Make-a-Wish event

6 teams volunteered at TreeFest

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BU Card Center

DIRECTOR’S STATEMENT Jim McCormack

Mission Statement

The BU Card Center provides students, faculty, staff and designated campus visitors an array of services conveniently accessible by use of the official university-issued ID card. Services include: ID production, access control, meal plan management, and the declining balance system. Privileges to Andruss Library, Student Recreation Center and Community Activities are also maintained through the center. The functions include audit and reporting capabilities ensuring university stakeholders reliable and accurate services.

BY THE NUMBERS 27,000 ID cards printed per year 44,000 student ID records maintained 2,900 offline locks are managed

The BU Card Center is one of the first places students, staff and faculty interact with on campus and the only department that directly interacts with all members of the campus community. The card produced is the key to enabling many services. The service functionality provided by the BU Card Center is smooth, seamless and connects the many systems that manage services to the individual.

240 online and WiFi enabled locks are managed 1.2 million board meals tracked per year $2.4 million FLEX sales and $725,000 Husky Gold sales are generated per year

Center for Counseling and Human Development Mission Statement

The Center for Counseling and Human Development provides individual and group counseling by psychological counselors to Bloomsburg University students who have personal, social, academic and vocational concerns.

In accordance with professional standards, personal information is not released without the written permission of the client, except in cases involving the health and safety of the student or as directed by law.

DIRECTOR’S STATEMENT William Harrar

Many students experience difficulty adjusting to the challenges of the university community. Feelings of anxiousness or uncertainty about coursework, relationships or the daily pressure of college life are common experiences for university students. The Center for Counseling and Human Development is a place where students can talk about their concerns in a private setting.

The center assists students with counseling concerns that may include relationship issues, time management, assertiveness, sexual identity issues, eating disorders, depression, sexual assaults, stress and self-esteem.

BY THE NUMBERS 585 students participated in individual counseling and seen on average for four sessions

287, the number students seen for individual appointments in the year 2000 36% of students referred by BU faculty or staff 20% of clients report some degree of suicidal ideation 30% of the students seen reported a relationship disorder 29% reported anxiety disorders, 24% found to have a mood disorder #1 reason for appointment: too much stress/anxiety

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Campus Dining

DIRECTOR’S STATEMENT Joe Marro

Mission Statement

Campus Dining services provide students with the fuel for academic success.

Formed out of the charge to maintain the highest quality and value for the cost, Bloomsburg University has created a dining program that consistently leads all universities within Pennsylvania’s State System of Higher Education while rivaling, and frequently surpassing, dining programs that charge significantly higher rates. The university is dedicated to providing students, faculty, staff and guests with flexible plan use rules and a wide array of food options that focus on flavor and variety while being nutritious, sustainable and ecologically conscious.

BY THE NUMBERS 4,000 gallons of Starbucks coffee served last year at our two campus Starbucks locations

52,000 slices of the famous Buffalo Chicken Pizza ordered last year

$7,000 of FLEX donations given to the Bloomsburg Food Cupboard by generous students in May 2015

We know that the dining experience on campus is much more than just food. It’s an opportunity to gather with friends, take a break from studying, hang out and unwind. Bloomsburg University Dining’s goal is to provide delicious, flavorful and nutritionally balanced food options for today’s students in an environment that fosters engagement, excitement and community-focused experiences. With 12 campus dining locations, ranging from Starbucks coffee to house-made bagel sandwiches and street food fare at our outdoor locations, there is variety, comfort and value at your fingertips.

1.2 million swipes of meal plan cards made last year 1,200 pounds of Monterey Bay Aquarium Seafood Watch,

Sustainable Seafood served at the Scranton Commons Chef’s Table last year

2,105 followers connected with @BUCampusDining on Twitter 26,000 student hours worked last year in campus dining facilities

65 tons of cardboard, plastic and aluminum recycled from

dining services through partnership with Town of Bloomsburg

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Center for Leadership and Engagement Mission Statement

The mission of the Center for Leadership and Engagement (CLE) is to facilitate and provide intentional opportunities for student growth, development, involvement and learning through leadership education, engagement and service. The center offers education workshops, volunteerism, community and civic engagement opportunities and student organization support, which includes the administration of ORGSYNC, a centralized campus engagement network that connects students to organizations, programs and departments on campus.

Through the CLE, students gain knowledge and are able to demonstrate an understanding of leadership foundational theories, demonstrate understanding of volunteerism and opportunities to engage in service, and utilize practices that support organizational sustainability and understanding of campus resources.

The CLE’s Leadership Certification Program is composed of three levels that sequence student development and growth as participants practice leadership theory in their leadership and service roles within the campus and community. The focus is on individual and group values using the social change model of leadership development.

BY THE NUMBERS 1,171 students participated in all certification levels in 201415, an increase from 525 in 2013-14

1,045 students utilized the co-curricular transcript, an increase from 118 in 2013

292 programs and workshops delivered 272 students attended the Husky Leadership Conference, an increase from 266 in 2014

25 student leaders attended the new Student Organization Leaders Retreat in August

150+ student organizations participated in the Student Activities and Involvement Fair in August

7,500+ activities

students participated in volunteer and engagement

100 students participated in the volunteer SHARE tutoring

program provided to local elementary, middle and high school students

Signature Program LEGACY OF LEADERSHIP

The inaugural Legacy of Leadership Recognition Banquet was held on Feb. 28, 2015. Our first Legacy of Leadership Class were alumni who demonstrated service to Bloomsburg University through student leadership and continue to utilize those skills in their personal and professional lives. In addition, awards were presented to the Outstanding Student Mentor of the Year, Student Organization of the Year and Student Organization Advisor of the Year.

The evening was highlighted by the presentation of the H. Preston Herring Scholarship, named for the vice president for Student Affairs who served from 1994 until his death in 2009. The scholarship is awarded to a sophomore or junior who demonstrates leadership and service to the Town of Bloomsburg and Bloomsburg University through volunteering, community employment and active participation in campus organizations.

• Legacy of Leadership Inaugural Class — Paul Kappel ’89, Susan Kocher ’88, Shawn Rosler ‘00 • Outstanding Student Mentor of the Year — Jessa Wood • Student Organization of the Year — Pi Lambda Phi • Student Organization Advisor of the Year — Chaza Abdul • H. Preston Herring Scholarship Recipient — Eric Schwartz

BY THE NUMBERS 75 were in attendance, including award recipients, family members, friends and colleagues

1st H. Preston Herring recipient is a non-traditional student, student-athlete, and veteran of the Iraq War

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Signature Program PRESIDENTIAL LEADERSHIP PROGRAM Mission Statement

The Presidential Leadership Program Living and Learning Community (PLP LLC) helps to develop leadership skills and encourages increased community involvement, engaging PLP scholarship recipients in active learning that empowers them to put theory into practice. PLP provides an integrated, sequenced set of programs to assist students in continuing their own leadership development. Each role or activity builds on the previous year, so students can anticipate something new and exciting, as well as more challenging opportunities for personal growth. Annual service projects provide PLP members with opportunities to put their learning into practice as they reach out to help others.

By successfully completing this program, students will be able to demonstrate knowledge, skills and their application in practical situations: • Participate in personal interaction with executive-level university leaders • Apply critical-thinking techniques • Contribute as a good citizen on campus, in the local community, and in your community at home • Further develop leadership potential • Enjoy a rich and supportive residential learning community • Be challenged to think critically about real-world problems • Receive opportunities to develop and utilize problem-solving strategies • Be engaged on campus and in the community through meaningful service • Enhance their communication and career planning skills

BY THE NUMBERS 555+ community service hours accumulated by PLP students participating in BU-sponsored volunteer opportunities, as well as within the local community

29 students received scholarships through the BU Foundation $1,064.50 raised by PLP members to support the American Cancer Society Relay for Life team 56 students actively participated in PLP events 40 PLP officers and students planned 40 programs focusing on community service, leadership development and social integration 3.54, the overall GPA for the first-year PLP members

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Findings Information Presidential Leadership Program LLC Expectations

Students within the PLP LLC expected to meet and live with people who had similar interests. They also expected to learn effective ways to be a leader on campus.

Made the transition into college life easier by surrounding me with people with the same likes and interests.

Eighty-three percent of students reported that PLP did meet their expectations. I met a lot of great people through PLP who had similar work ethics.

Also, there were a lot of great opportunities to volunteer on- and off-campus, which were all awesome experiences. Students who reported not having their expectations fully met did not experience the sense of community.

Academic Transition

Eighty-six percent of PLP students stated that being a part of the PLP LLC helped them transition/adjust to college academically.

Students stated that PLP students spent time together in the study lounges, which was helpful to study for exams in finals.

Being around others that faced the same struggle and already having something in common helped me adjust better than if I had just been in a random dorm.

PLP allowed me to interact with leaders who are in charge of different levels throughout the college. This provided me with opportunities to voice my suggestions and/or concerns to those who have the power to make the changes.

Social Transition

Ninety-one percent of students reported that the PLP LLC helped them transition to college socially. Students reported that by being involved in campus and community activities they were able to build relationships with other students.

I met some very different people, with very different backgrounds than myself, so it was nice to gain that experience.

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Program Highlight Receptions at the University President’s Home

Each fall and spring semester, PLP has the opportunity to meet with Bloomsburg University President Dr. David L. Soltz. PLP members are welcomed into the president’s home, Buckalew Place, for a reception with refreshments. The PLP participants talk about issues on campus that are important to members and the student body at large. The president, in turn, brings up topics of interest to the administration to solicit student feedback from this group. This is a unique opportunity that is not afforded to many students on campus, and is always a highlight of the semester for all involved.

Being a part of PLP is the best thing to happen so far in college. Living on the PLP floor is a great experience.

The other members are some of my best friends here at Bloomsburg. It is awesome to live and hang out with people who share the same goals and ideas about life that you do.

— Jennifer Jenna, Hludzik ’13, Biology

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Being a part of the Presidential Leadership Program and living on the LLC floor are two of the best decisions I have made of my Bloomsburg career. I immediately gained a great group of friends on move-in day, many of whom are some of my best friends today. PLP has helped build my confidence, gain a sense of belonging, and overall strengthen my commitment to the university — encouraging me to become greatly involved. I can honestly and proudly say that PLP has pushed and challenged me to become the person that I am today.

— Kristi Viscardo ’14, Middle Level Language Arts Education

All of us had similar goals and we bonded over them, creating lasting friendships that I don’t know what I would do without.

— Renee Risaliti ’14, Pre-Veterinary Medicine

Being in the Presidential Leadership Program gives me a sense of belonging. Being surrounded by such inspirational people makes me feel like I am part of a truly bright future.

— Natalie Wagner ’13, Mass Communication Living in the Presidential Leadership Program’s LLC was the right choice for me because it was easy to make friends with people who have common work ethics and goals. I liked living in the PLP LLC so much that I chose to stay in the dorms for a second year. Now in my junior year of college I live on the upper campus with five great friends that I met as a freshmen in the LLC. — Lauren Erdman ’14 2014-2015 Student Affairs Year In Review

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Signature Program

Program Highlight

SPRINGFEST

Haunted Husky Hollow

The fifth annual Springfest, a collaboration between the Center for Leadership and Engagement; Community Government Association (CGA); Student Recreation Center; Drug, Alcohol and Wellness Network (DAWN); DASL; Quest; and Residence Life, was held April 17 and 18. The event provides alternative programming for students who seek a safe, alcohol-free and fun environment on campus during the annual Block Party Weekend. Interactive games and activities, performances, a mini organization fair, contests with prizes, and food were provided free of charge Saturday.

On Friday evening, Umoja-Fest celebrated diverse music and dance with free food, wellness education provided through the DAWN Office and other activities. A Late Night Taco Cart was provided from 11 p.m. to 1 a.m.

BY THE NUMBERS 130 attended this year’s Umoja-Fest, increased from 40 at the prior year’s local band concert

1,451 attended Springfest in 2015, increased from 1,334 in 2014

200 students participated as volunteers for Springfest 400 students attended the Late Night Taco Cart

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Haunted Husky Hollow began in fall 2011 as a safe and fun way to celebrate Halloween. As a result, Haunted Husky Hollow was established as an annual guided walk through the woods at upper campus the week before Halloween. In its fifth year, the event drew a two-night total of over 1,100 patrons, both college students and community members. In addition, over 200 students volunteered to serve as character actors, set-up crew, registration, tour guides, traffic and safety, concessions and/or make-up and costumes crew. Organized and sponsored through the Center for Leadership and Engagement, this event is a collaborative effort of several student clubs, programs, organizations and departments, including Student Athletic Advisory Board, Developing Ambitious Student Leaders (DASL), French Club, BUSTED, American Marketing Association, WBUQ Radio, Gender and Sexuality Alliance, Bloomsburg Players, men’s and women’s soccer, Quest Living and Learning Community, Colleges Against Cancer, Board of Governor’s Program, Multicultural Affairs and Residence Life.

Signature Program DASL

Developing Ambitious Student Leaders (DASL) celebrated its ninth year of student leadership and service programming in the 2014-15 academic year.

Over 750 new students enrolled and participated in the DASL Campus Leadership Program, earning five to 90 hours of service per individual; the average hours served by a DASL member was 25 to 30. Members helped to organize a wide variety of campus events including large-scale activities such as the sixth annual Claim Your Fame Talent Show in November, which drew over 500 students, and the fifth annual Springfest in April, which drew over 1,400 students. Volunteers also impacted the community through their collaborative efforts with the Color Run, Breast Cancer Walk, Animal Shelter Care Project, Camp Victory Service Project, Quest Field Service, Operation Christmas Child, Pop-Up Playground, Family-Style Thanksgiving with Aramark, Haunted Husky Hollow, Community Health and School Kit Project with AGAPE, Egg Hunt for Endometriosis, Trick or Treat for UNICEF and Relay for Life, to name just a few.

Partnerships were established with other student clubs and organizations to maintain the healthy level of student engagement hours accrued each year. Specifically, DASL members have supported various initiatives organized through the Office of Multicultural Affairs, Center for Leadership and Engagement, College of Science and Technology, College of Education, American Red Cross and Geisinger Medical Center blood drives, Bloomsburg Food Cupboard, Janet Weis Children’s Hospital and Quest.

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Civic Engagement Center Mission Statement

The Civic Engagement Center connects students with the community as they apply theory from the classroom in an effort to improve neighborhoods and their surrounding community. The goal of the center is to facilitate student learning in regard to advocacy, stewardship and citizenship and to help students develop an appreciation of the democratic process.

Program Highlight Over 750 students, faculty, staff and community members attended five documentaries, all part of the Green Campus Initiative environmental film series.

Carver Hall and The Capital Restaurant were the host sites for films that featured global climate change, the American food system and hunger, and environmental damage caused by tourists in remote locations. These films were: “Heart of Sky, Heart of Earth,” “Chasing Ice,” “Taking Earth’s Temperature,” “A Place at the Table; and Gringo Trails.”

Students expressed shock at seeing the changes in ice cover in parts of the world after viewing “Chasing Ice.” “Gringo Trails” featured a trashed shoreline after a three-day New Year’s Eve party. “I felt like crying when I saw what people did there,” one BU sophomore said. A community member who attended one screening had previously traveled to the locations in the film. He said in reference to gold mining practices, “It’s hard to see the changes in the place. And it’s really difficult to hear the descriptions of what the innocent people there are up against.”

BY THE NUMBERS 300 students participated in Earth Day activities despite the weather 750+ students and the public attended screenings of award-winning environmental films, a growth of over 250 from the previous year

270 Act 101/EOP students volunteered for Mandela Day service.

20 tons of unused food has been distributed locally in the past seven years

11 Fridays in the fall and spring featured the Bloomsburg University Farmers

Market, where fresh, locally grown, organic fruits and vegetables were available, along with lectures and cooking demonstrations

70+ social work professionals and 60 students learned about homelessness and solutions at the third annual Conference on Rural Homelessness

2 flood-monitoring gages were installed on Fishing Creek, funded by a

Strategic Planning and Resource Council (SPARC) grant, in an effort to help the community monitor flood zones. Plans are underway for more monitoring instruments to be installed

40 students in a pilot program for event planning received hands-on experience for the 2015 BU Earth Day

160 new students were registered to vote for the November elections 5 years in a row Bloomsburg University has been named to the President’s Higher Education Community Service Honor Roll

1st 18

BU recognition by the Carnegie Community Engagement Classification.

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

DIRECTOR’S STATEMENT Tim Pelton

The Civic Engagement Center supports service learning, community service and academic enhancement projects. Two key program efforts are the American Democracy Project and the Green Campus Initiative.

The American Democracy Project (ADP) encourages students to participate in the political process, learn about democratic government, and explore opportunities to enhance academic work through programming and travel to museums, events and other destinations. Constitution Day, sponsored by ADP, has included speakers, panel discussions and debates, films and field trips. Bloomsburg University’s ADP is part of a national effort to promote democratic ideals in higher education.

Green Campus Initiative (GCI) supports green efforts at BU in four areas: environmental education, campus sustainability, environmental awareness and sustainability in the surrounding community, and environmental research. Through GCI, faculty, staff, students and members of the community join to support or initiate green projects, programming, field trips, BU’s annual Earth Day observance, screenings of awardwinning documentary films, environmental conferences and the Bloomsburg University Farmers Market, where organically grown vegetables are available including some grown on campus in BU’s Outdoor Classroom.

Action Item

Due to the success of the film series, GCI purchased the rights to five new films for next year and plans to add a sixth if it is available in time. By obtaining the rights early, faculty members can include the films in their syllabi and further increase attendance.

Community Government Association Mission Statement

The mission of the Community Government Association (CGA) is to provide an opportunity for students to learn the value of self-governance in an engaged democratic manner. This governing body of elected individuals strives to serve the best interest of Bloomsburg University students and maintains strong, balanced relationships with the larger university community. Through advocacy and action, CGA works to enhance the student learning experience by supporting policies that promote student involvement while recognizing their interests, needs and welfare.

DIRECTOR’S STATEMENT Neil D’Amato

The Community Government Association, commonly known as CGA, is the student governing body at Bloomsburg University. An integral part of the university community since 1927, CGA has been privileged and proud to support the university and its students throughout its history. CGA is sustained by the Community Activities Fee and, in turn, funds many student clubs and organizations. CGA also sponsors or co-sponsors athletic, recreational, musical and cultural programs that enhance the student experience. CGA has initiated significant student, campus and community events, such as The Big Event and Meet the President.

The Community Government Association encourages diversity in all of its efforts and encourages all constituents to become involved in the governance process.

Program Highlight The Big Event

CGA sponsors the annual Big Event, a one-day community service project that provides students with the opportunity to say “thank you” to the Town of Bloomsburg and its residents for sharing their home with the students.

The Big Event started in 2010 with 300 student participants; this year, over 2,200 Bloomsburg University students helped residents clean up homes, yards, public spaces, churches and businesses in an effort to show their Husky Pride in a town we all care about very much.

BY THE NUMBERS 88, the number of years CGA has been in existence $5 million, the amount of CGA contributions made to Bloomsburg University since 1990

7, the number of vehicles CGA owns for use by student organizations and clubs

$550,000, the amount contributed to the CGA Endowed Scholarship and awarded to incoming freshmen who demonstrate financial need

300 and 2,000, the number of participants in The Big Event in 2010 and 2015, respectively

2,228 rakes, gloves, shovels, bags, brooms and other pieces of equipment used in the 2015 Big Event

1,850 seniors received complimentary copies of BU’s yearbook, thanks to CGA

$2.4 million+ distributed annually by CGA to fund or help fund student programming, clubs, organizations, university programs, athletics and music

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Conference Services

DIRECTOR’S STATEMENT Sarah Mirarchi

Mission Statement

The Office of Conference Services provides staff and guests with a professional, comfortable, pleasant and efficient conference experience. We host a variety of events and activities to suit a diverse clientele. From summer sports camps to private business conferences, Bloomsburg University is an excellent venue to host an event. Conference staff work diligently to provide an exceptional experience.

The Office of Conference Services provides meeting space and summer housing to guests of the university. Clients range from on-campus departments and private corporations to pre-collegiate and summer camps. Groups using Conference Services host a wide variety of events including public meetings, technology expos, coaching academies, international conferences and student presentations for potential employers. In addition to providing services for various groups in the region, Conference Services offers employment opportunities for students.

Program Highlight Conference Services, in conjunction with the Andruss Library and Kehr Union, reserves spaces throughout the campus to be utilized by students for open study prior to and during finals week. The space provides group and individual quiet study areas. Students benefit from less-crowded, conveniently located and quiet environments. In addition, Aramark provides free snacks and beverages.

BY THE NUMBERS 17 overnight groups were provided housing 99 on-campus groups were hosted at Monty’s (38 meetings and 61 events)

31 external groups were hosted on campus (21 at Monty’s, five at Kehr Union and five athletic groups)

8.5 students per hour utilized open study space at Monty’s and Kehr Union over 11 days in spring 2015

2,600 hours of student employment were offered to undergraduate and graduate students

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Action Item

Conference Services has received an increasingly positive response to the study space offerings each fall semester. Based on those results, the hours and setup are continually being adjusted to further improve the student experience.

Spring 2015 Study Space Usage

Kehr Union Ballroom, 757 Kehr Union Conference Room, 226, 249 Kehr Union Conference Room, 410 and 411, 442 Kehr Union Fireside Lounge, 2,561 Kehr Union Hideaway, 32 Kehr Union Multipurpose A and B, 1,770 Kehr Union Multicultural Center, 1,330 Monty’s Assembly Room, 751

Working for Conference Services allowed me to work as a member of a team, use problem-solving skills all while working in a professional environment to obtain successful future endeavors.

— Britany Ritz ’15

Dean of Students

DIRECTOR’S STATEMENT Donald Young

Mission Statement

The Dean of Students Office supports learning and interpersonal growth in an effort to create engaged, involved citizens who understand the values of our community. To ensure this goal, the office provides student mentorship, advocacy, support and student engagement.

You are a Husky, make a paws-itive imprint!

The Dean of Students (DOS) Office provides resources and services to students, as well as faculty, staff and the community at large. The Dean of Students Office staff strives to guide, mentor, help and provide resources for students.

Each student’s need is individually assessed in an effort to direct him or her to the appropriate campus resources. As a result, a unique DOS/student connection occurs in an effort to achieve the intended outcome. The perception is that the Dean of Students Office is a place to go when students have violated one of the community standards of behavior; however, feedback from students indicates that working with the office is often positive, and far more helpful than their perception.

Program Highlight INCIDENT NUMBERS

The Dean of Students Office has long utilized a release letter designed to receive important feedback from students ending their probation.

In the past, this letter and a meeting were used to engage students in a conversation to reflect on what they have learned about their behavior.

The release letter was revised, based on information gathered from a Qualtrics assessment survey. As a result, the Dean of Students Office will be able to track learning outcomes and assess the office’s impact on student learning.

In addition, The Dean of Students Office runs a report at the end of each semester to total the violation and student data of the previous semester/ school year. This report allows the office to gear orientation, education and resources toward specific trends at Bloomsburg University.

BY THE NUMBERS 2,584 alleged policy violations and non-discipline incidents 1,321 students involved in incidents 18.6% reduction in alcohol policy violations from the previous year

27.4% increase in drug policy violations from the previous year 30.6% reduction in vandalism from the previous year 80 students cited over Block Party weekend; 56% of citations were for open container violations

5 students taken to the hospital and 21 to the sober room during Block Party weekend

332 students performed community service for a total of 5,000 hours

2014-2015 Student Affairs Year In Review

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Signature Program SEXUAL MISCONDUCT PREVENTION EFFORTS AND VICTIM ADVOCACY

If I were to be faced with a similar situation such as the one that led me to the Dean of Students Office this fall semester, I would not fall for peer pressure. I regret doing what I did, and I have put a lot of thought into my actions. I have learned a lot through this experience and feel that I have matured through it and am grateful for that.

Two new brochures were created for this academic year, Student Sexual Misconduct Brochure: Rights, Reporting, Resources and It Starts with You: Sexual Misconduct Prevention Guide. The brochures were distributed to offices and common areas across campus in addition to being available online at the new sexual misconduct website www. bloomu.edu/sexual-assault.

If faced with a similar situation in the future, I would talk to the police officer and show respect for his authority.

They are here to help, not to be our enemies. Being underage at the time, I should not have put myself in a situation around alcohol.

University Sexual Misconduct Advocates are full-time employees of Bloomsburg University, committed to helping students who have been victimized by sexual misconduct during a student’s matriculation. The advocate is responsible for the assessment of the individual victim’s needs in collaboration with the Title IX coordinator, Office of Residence Life, Dean of Students Office, Women’s Resource Center, Health Center and Bloomsburg University Police. The University Sexual Misconduct Advocate performs a wide variety of duties providing support and advocacy for the rights and protection of victims.

The Pennsylvania auditor general’s office designated Bloomsburg University as a leading institution regarding our operational efforts regarding Title IX.

BY THE NUMBERS 5 University Sexual Misconduct Advocates serve students in an on-call rotation, including one male advocate

24/7 availability of Sexual Misconduct Advocates 30, approximate number of Title IX educational opportunities the Division of Student Affairs conducted for faculty, staff and students, including workshops, training sessions, orientation presentations and poster campaigns

1200 nondisclosure walk-in student appointments 22

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Signature Program The B the Best U campaign encourages students to be civic-minded and responsible community members.

B the Best U Day Learning Outcomes • Students will be able to name at least three campus resources (offices) related to health and safety within the Division of Student Affairs.

• Students will be able to state at least two tips regarding health and safety for themselves and/or others.

• Students will be able to identify that the Town of Bloomsburg deserves respect and is an important part of our BU campus community.

Based on a survey conducted during B the Best U Day: • 99% of the students were able to list three resources (offices) • 100% of the students were able to list two tips • 99% of surveyed students felt that the on- and off-campus communities deserve equal respect.

When asked to comment on B the Best U Day and/or being out and about in the community, students said: • B the Best U Day is a great opportunity to reach out before Block Party to show what BU believes in.

• Be smart.

• Know your limits, be responsible at all times.

B the Best U is a good promotion of letting people know the university is here for the student.

BY THE NUMBERS 1,000+ students participated in B the Best U Day 84 students completed a B the Best U Day survey Action Item

For the 2015-2016 school year, a pre- and post-test will be added to the Qualtrics survey for students who violate the Student Code of Conduct.

IPad tablets will be used in the pre- and post-test survey. The post survey will include reflection questions on their learning process.

2014-2015 Student Affairs Year In Review

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Signature Program GRADUATE INTERVIEW DAY

The first Student Affairs Graduate Assistant Interview Day was held on Feb. 27, 2015. Candidates for the Master of Education in College Student Affairs program were interviewed for potential Student Affairs placements and internships.

Student interviewees and professionals offered the interviews, and two separate assessments were utilized. Each assessment included Likert Scale questions, as well as narrative questions using Qualtrics. Links to the survey were emailed directly to participants.

Fifty interviewers were invited; 32 or 64 percent completed at least a portion of the survey. Twenty-six interviewees were invited, 10 or 38 percent completed at least a portion of the survey.

BY THE NUMBERS 50 interviewers participated in the day’s activities 26 graduate students and prospective graduate students

Signature Program CENTER FOR DIVERSITY AND INCLUSION

Bloomsburg University’s Center for Diversity and Inclusion promotes a supportive campus climate that fosters the personal and professional growth of students from all backgrounds. With this, the center strives to provide diverse experiences that celebrate different cultures and perspectives.

Through programming efforts and activities, the center offers opportunities for cultural enrichment for all students, faculty and staff.

The areas that comprise the Center for Diversity Inclusion are: • Multicultural Center • Military and Veteran Student Services • LGBTQ Resource Center • Women’s Resource Center • International Education Student Resources and Services

4.06 was the Likert score for interviewers who expressed a

BY THE NUMBERS 12 students attended the Pennsylvania Conference

4.90 was the Likert score for interviewees who would rec-

4 students attended the National Conference on LGBTQA

attended

desire to have this day again (5-point scale) ommend this day to other students

for Women in Philadelphia

Equality in Denver, Colorado

3 CDI students appointed to CGA Senate Action Item

Center for Diversity and Inclusion is collaborating with the Orientation Office to develop a diversity-themed program series for new students, Community-Diversity-Respect: Continuing the Conversation, which will allow students to learn about our diverse community through large and small group discussions.

I thought the Choices and Decision Making was very beneficial. It made me look back at the choices I have made in the past and taught me to analyze and learn from them to hopefully never make the same mistakes twice.

My community service hours were most beneficial because they related to my educational field (early childhood education) and I was able to better myself through that experience.

I would absolutely volunteer at the women’s shelter again. I actually emailed them and my rugby team and I will be volunteering there as a group as often as possible.

If it were now, I would not have thrown a bottle into the street. I realize that was a stupid thing to do.

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Cultural Affairs and Support Services Mission Statement

Cultural Affairs and Support Services is an advocate for underrepresented students. It provides support and structure that facilitates student achievement through programming and networking in an effort to increase their academic and social awareness.

BY THE NUMBERS 75 to 90 students attend nondenominational Campus Church services

COORDINATOR’S STATEMENT Marcella Woods

The Cultural Affairs and Support Services Office is responsible for the development and implementation of programs offering a wide variety of social and integrative educational opportunities for underrepresented students.

Programs include: •Job training workshops • Community leaders workshops focused on dealing with community services on and off campus • School District Lancaster homeless program: Helping Hands • Issue 101: How to Make BU a Better Place for Everyone

which occur monthly

2014-2015 Student Affairs Year In Review

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Women’s Resource Center Mission Statement

The Women’s Resource Center is dedicated to improving the status of students of all genders at Bloomsburg University, with special emphasis on feminism and the needs of women. We do so through the development and implementation of educational programs, community outreach, victim advocacy and referral services. These programs and services are provided in a manner that reflects a commitment to equity, safety, mutual respect, diversity and sensitivity to others.

Educational programs are coordinated with other campus areas and resources and off-campus agencies to:

COORDINATOR’S STATEMENT Monica Johnson

The Women’s Resource Center (WRC) strives to educate and empower students of all genders through programs designed to foster awareness of societal issues, build community and encourage personal and community responsibility.

Here’s to strong women: May we know them. May we be them.

May we raise them.

• Enhance awareness of gender issues and violence prevention • Address the needs of a diverse female population • Promote equity, advancement and empowerment of all women on campus • Recognize intersectionality of identity by working with the LGBTQA and Multicultural centers and the Center for Diversity and Inclusion

Featured Program The Hookup Culture Workshop

Created and led by Monica Johnson, coordinator of the Women’s Resource Center, and Michele Kurtz, assistant director of Student Organizations, Wake Forest University, this interactive workshop fosters dialogue among undergraduate students on hookup behaviors: consent, social definitions and norms, drugs and alcohol, staying safe, and being a positive bystander. Small-group discussion led by trained graduate student facilitators allows students a safe environment to discuss these topics; larger group sharing follows. By the end of the workshop, students create their personal plan for positive decision making individually, in their social groups, and for the campus community. All attendees learn about university and community resources and receive information about reporting sexual misconduct and resources for help on campus.

BY THE NUMBERS 300 students took part in interactive residence hall program, In Your Right Mind, designed to promote healthy personal choices 31 students of various genders participated in the cast of “Vagina Monologues” and One Billion Rising 150 students, staff, and faculty attended the performances 108 students attended the interactive workshop on being a positive bystander 15 programs were sponsored by the Women’s Resource Center 5 programs were co-sponsored by the Women’s Resource Center and other departments 75 students attended a lecture on domestic and dating violence by guest speaker Beverly Gooden, creator of #WhyIStayed 16 classes were visited by the Women’s Resource Center coordinator for a presentation on, and discussion of, the dynamics of power and control in relation to sexual assault and dating violence

300 students received a lollipop and positive message on our first “Galentine’s Day,” an event to spread positivity on campus and raise awareness of the Women’s Resource Center

25 student workers, interns, graduate assistants and volunteers helped run Women’s Resource Center programsc year 26

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Learning Outcomes, undergraduate students

• Learn about the necessity of getting clear consent at all stages of sexual activity • Learn about campus and community resources for assistance in the case of sexual misconduct • Create a written personal action plan

Learning Outcomes, graduate students

• Explain proper handling of student disclosure of sexual misconduct • Role-play strategies for facilitating tense or difficult group situations

Action Item

WRC will continue to host the Hookup Culture Workshop. Moving forward, we will explore ways to raise the accountability of participants in following their personal action plans by following up with all participants.

Feminism Campaign

This gently interactive campaign was centered on breaking down myths about feminism, such as only women can be feminists, feminists don’t wear makeup, and feminism is only for white women.

Tabling was done in high-traffic student areas, staffed by volunteers.

Students received literature on the history and goals of feminism, chatted with feminist volunteers, and had the opportunity to take a selfie in our This is What a Feminist Looks Like photo booth. Using the hashtag #bufeminism, we were able to incorporate positive social media into the campaign.

Learning Outcomes

• Students will be able to dispel myths about feminism • Students will understand that anyone can identify as a feminist

The Red Flag Campaign

Led by undergraduate students Francesca Elezovic, WRC student worker, and Jasmin Velez, the purpose of the Red Flag campaign is to raise awareness about sexual assault, dating violence, and seeing the signs (“red flags”) in our lives and the lives of others. In summer 2014, Elezovic and Velez attended the PASSHE Undergraduate Women’s Leadership Institute; this was the contribution they brought back to campus. After two weeks of marketing on campus with flags and posters, 30 students attended a two-hour discussion of the advertised topics.

Positive Bystander Workshop

Created and facilitated by Monica Johnson, coordinator of the Women’s Resource Center, and Jennifer Raup, associate dean of students, this partnership program with the Dean of Students Office drew 108 undergraduates. Following a presentation on how to safely be a positive bystander, students role-played various social situations to the group at large, brainstorming strategies to help their peers.

Some groups created their own scenarios to be specific to their usual social interactions. Scripted scenarios gave students the opportunity to ask questions, receive feedback from their peers and staff, and experiment with different intervention tactics.

Learning Outcomes

• Students will be able to list the three bystander strategies: distract, disrupt, divert.

• Students will role-play social situations using the strategies.

Action Items

Moving forward, this workshop will take place early in the academic year. The large numbers and enthusiasm of participants clearly show that our students are ready to learn to help and are interested in having the tools. Trained graduate students facilitators will be added, enabling more individual attention, guidance and structure to be given to groups.

2014-2015 Student Affairs Year In Review

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Military and Veterans Resources

These students use some form of G.I. Bill, along with Education Assistance Program (EAP) and Federal Tuition Assistance (FTA). The number of enrolled students continues to grow each semester. Deliberate recruitment and retention efforts may help, in part because BU is an official Military Friendly School and has a Student Veterans Association (SVA) chapter. The expansion of the Office of Military and Veterans Resources, creation of the Military Students Lounge, and ever-increasing efforts to support military students is also intended to help recruitment, retention and graduation.

Mission Statement

The Office of Military and Veterans Resources strives to provide support, resources and activities that will prepare veterans, service members, reservists and their families for personal and professional success in an increasingly complex global environment.

The Office of Military and Veterans Resources offers a specific orientation for new military students each August. The office has engaged in speaking engagements on campus and at a state conference to educate students and employees about working with and understanding military students. It hosts a luncheon at the beginning of each semester to welcome new students and allow them to interact with the military population on campus. This office also coordinates with BU Student Veterans Association (BUSVA) to present peer-topeer tutoring, community service and campus events, including Veterans Day Awareness, 9/11 Remembrance, celebration of each military branch birthday and celebration of service members who are graduating. In addition, BUSVA participates in philanthropic endeavors, such as Breast Cancer Awareness, soup kitchens, and other fundraisers for non-profit organizations.

Goals

• Elevate campus awareness regarding military student population and associated issues and challenges • Provide training and educational opportunities to BU students, faculty and staff • Develop a military safe zone and professional development sessions for faculty and staff who, upon completion, will display a certificate in their respective departments • Develop knowledgeable staff and students who can serve as guest speakers in classes and programmatic events across campus • Develop a military panel discussion board where military students, faculty and staff for Pennsylvania’s State System of Higher Education can come together to raise awareness and develop solutions to veteran issues • Coordinate with Bloomsburg University Student Veterans Association (BUSVA) and The Office of Military and Veterans Resources to increase awareness for and of military students and build a stronger network of support • Assist with the overall integration, academic and personal success and retention of all military students, to include members of ROTC, dependents, active duty, reservists and retired service personnel • Develop a mentoring program designed to connect new military students with seasoned military students • Develop priority scheduling for student veterans, due to the uncertainty of the military lifestyle and the time-sensitive nature of military funding • Increase the level of support for BU military students who have to stop-out for military related activities • Develop an assessment plan to track academic success and retention of BU’s military students • Increase membership in and awareness of BUSVA • Establish an email distribution list that is linked to Federal Tuition Assistance (FTA), Educational Assistance Program (EAP), ROTC and the G.I. Bill • Host events, guest speakers and programs to raise awareness and increase membership in BUSVA

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

BY THE NUMBERS 350 BU students served; these students represent ROTC, veterans, current enlisted service members and dependents

4 to 6 student employees under the Veterans Affairs (VA) work-study program

$56,000 in VA work-study funds 4,103 times office utilized in 2014 with a weekly average of 55 student visits

3,680 times office utilized to date in 2015 with a weekly average of 205 student visits

2014-2015 Student Affairs Year In Review

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Multicultural Center Mission Statement

The Multicultural Center provides unique programming and educational services that address the specific challenges and issues facing historically underrepresented students and student groups. Underrepresented students include U.S. citizens of African, Asian, Hispanic/Latino/Chicano and indigenous descent; disabled, gay, lesbian, bisexual and transgender individuals; women; and religious groups. The Office of Multicultural Affairs (OMA) staff is dedicated to helping students succeed and progress to graduation at Bloomsburg University.

The Multicultural Center is our students’ home-away-from home!

— Madelyn Rodriguez ’95/’98M, Director of the Multicultural Center

BY THE NUMBERS 85% graduation rate in Aqui y Ahora mentoring program 57 graduating seniors awarded Kente cloth stoles for their student

leadership involvement and academic excellence during the First World ceremonies in May and December

500+ students, faculty and community members attended our

Hispanic Heritage Month kick-off celebration with Orange is the New Black actress Jackie Cruz.

200+ students, including representatives of five PASSHE universities, attended the 20th annual Sankofa Conference with keynote speaker Steven A. Smith

450 student, community members and faculty attended the annual Martin Luther King Jr. Commemorative Celebration with keynote speaker Myrlie Evers-Williams coordinated by MCC

The MCC means to me a safe haven, a place where students of any culture can go for personal, professional, or academic need.

— Joemel Morris ’04 The Multicultural Center means diversified people coming together to learn about one another, a place where we could share stories and experiences.

— Dana King ’00 30

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

DIRECTOR’S STATEMENT Madelyn Rodriguez

The Office of Multicultural Affairs (OMA) was established in 1993 with the support of Bloomsburg University, Pennsylvania’s State System of Higher Education, and the Community Government Association. The Multicultural Center serves as a resource and place committed to providing a welcoming, safe environment for all students. In addition to our focus on diversity, we are dedicated to academic excellence and offer a wide range of services to assist students in their academic endeavors.

OMA can assist students with awareness of university policies, student retention services through mentoring, career options, internships, graduate and professional school, education abroad, and job opportunities. The Multicultural Center hosts study groups and seminars and acts as an advocate for students when dealing with the complexities of the university. The center also promotes an understanding and awareness of diversity and multiculturalism at Bloomsburg University through lectures and attendance at professional conferences.

If it wasn’t for the Multicultural Center, I wouldn’t have made it through Bloomsburg. Madelyn and the center’s continuous support enabled me to step out my comfort zone, providing numerous leadership opportunities that have shaped me into the person and professional I am today. I am forever thankful.

— Terrell J. Garrett ’10, former Bloomsburg University Trustee.

Program Highlight SOLEDAD O’BRIEN BLACK IN AMERICA TOUR

Soledad O’Brien brought one of America’s most challenging conversations on the road as her Black in America series brought the explosive issue of police brutality to Bloomsburg University campus.

The Black in America 2015 tour gathered academics and experts, students and community members of all races and politics to discuss their personal stories of how policing impacts their lives. The award-winning journalist and philanthropist presented a detailed examination of the facts behind community policing, racial profiling, controversial crime reduction tactics, and arrest quotas.

And, we saw shocking videos that show how a war between civil rights and crime reduction is unfurling on America’s streets.

Black in America is about Americans talking about the uncomfortable issue of race, about opening the floor to new perspectives, problems and the powerful experiences of regular people. This is a forum for the conversation America is ready to have — why do so many black Americans fear the very people that are supposed to protect them?

— Soledad O’Brien

The multi-city tour gave Bloomsburg University an inside look at the latest installment of O’Brien’s Black in America documentary series: Black & Blue. The story begins with shocking exclusive footage of Eric Garner choked to death in New York, then uses graphic videos and incisive interviews to show how the lives of young men are fractured by aggressive policing.

O’Brien opened up the floor to the college community, along with sociopolitical and luminary panelists Dr. Julianne Malveaux, author and political commentator, and Benjamin Jealous, political and civic leader and former chief executive officer of the NAACP. To close the evening, guests were granted a meet and greet opportunity.

BY THE NUMBERS 400+ students, faculty, staff and community members attended the Black in America Tour

5 areas collaborated on the Black in America tour: Student Affairs, Center for Diversity and Inclusion, Residence Life, Multicultural Affairs and Academic Affairs

50+ student majors attended the program 10 mass communications major students conducted interviews, and provided assistance with the shoot and recording of the event

Black in America expanded the conversation that many are afraid to have regarding racism minorities face in America, especially towards the community of Bloomsburg. This program was amazing and well needed!

— Lauren Messam ’17, Mass Communications The footage brought the message home for me.

Soledad showed Bloomsburg our struggle. A wakeup call for every creed and color.

— Tre’von Mosby ’16, Creative Writing The program was an amazing and engaging way to show students the reality of racial issues in America. It showed the need to continue conversations about inequality and institutional discrimination.

— Matthew Barcus, Coordinator of Sexual and Gender Diversity 2014-2015 Student Affairs Year In Review

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LGBTQA Student Services Mission Statement

Bloomsburg University’s Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Asexual and Ally (LGBTQA) Student Services helps build connections, raise awareness and increase understanding about issues related to sexual orientation, gender identity, and gender expression in the campus community. The office seeks to accomplish this through education, trainings, events, and programming. LGBTQA Student Services’ goal is to foster an environment that is open, safe and inclusive for everyone. Our focus is dismantling homophobia, heterosexism and sexism while empowering all individuals regardless of sexual orientation, gender identity or gender expression.

COORDINATOR’S STATEMENT Matthew Barcus

Sexual orientation, gender identity and gender expression are increasingly discussed on college campuses today, and the value of respect and support for diversity is recognized. Students shouldn’t arrive on campus with a sense that their identity might cause them to be marginalized. LGBTQA is here to inform, support, challenge and advocate for students regarding issues of sexual and gender diversity through programming, outreach and training for students, faculty and staff. We recognize the intersections of gender and sexuality layered with identities we share, such as race, ethnicity, age, ability status and culture. The office continues to build an inclusive campus community that is accepting of all people.

Program Highlights Mid-Atlantic LGBTQA Conference

The Mid-Atlantic LGBTQA Conference, a collaborative effort between the LGBTQA Commission and LGBTQA Student Services, has been held on Bloomsburg University’s Campus for eight years. Students, staff and faculty gather to learn about emerging LGBTQA issues. This conference allows students to network in a cost-effective way. This highlights the diversity of Bloomsburg’s campus to constituents and strengthens the students’ development experience.

Peer Education Panels

Peer Education Panels are provided through LGBTQA Student Services. Professors request a panel of trained LGBTQA students, along with a faculty or staff member, to visit classes and discuss issues surrounding sexual orientation, gender identity and gender expression.

The panels can be individually tailored to fit the needs of a specific course.

Panel Topics

• Ways to make classrooms more inclusive, for education classes • Importance of pronoun usage, in language arts classes • Fluidity of sexuality and gender, in social science classes

Learning Outcomes

• Dispel myths about the LGBTQA community • Foster communication about LGBTQA issues on campus and in global community • Show how sexual orientation and gender identity relate to various disciplines

Lavender Graduation

Lavender Graduation celebrates the accomplishments of LGBTQA students and allies at Bloomsburg University by honoring graduates for the work they have performed for the LGBTQA and university community. It is also a time for the graduates to thank individuals for their support. All students, faculty, staff, and alumni are welcome to attend the ceremony. For the fifth annual Lavender Graduation the keynote speaker was Rep. Brian Sims, Bloomsburg alumnus and first openly LGBT person elected to the General Assembly in the Commonwealth of Pennsylvania.

Action Items

Revamp the Safe Zone, Peer Education and Ally training sessions Focus more programing on sexual and gender fluidity 32

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Values

• Culture of respect, compassion and appreciation for diverse populations and perspectives • Liberal education: modeling critical thinking and problem-resolution skills • Student empowerment with student voices and leadership shaping the work of LGBTQA Student Services • Collaborative connections with other members of the university and surrounding community • Trusting relationships in which privacy and confidentiality are honored

2014-2015 Student Affairs Year In Review

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International Education

DIRECTOR’S STATEMENT Madhav Sharma

Mission Statement

Bloomsburg University’s Office of International Education Services provides an opportunity for BU and international students to carry out their intellectual objectives. This mission is accomplished through services and programs designed to assist students to meet their responsibilities as non-immigrant visitors.

International Education Services supports diverse activities that provide opportunities for international students to be exposed to U.S. culture and values and, in return, share their culture with Americans. We provide comprehensive pre-orientation programs for new students, advising them on the social, personal and academic challenges they may face while living in an unfamiliar cultural environment.

International students, U.S. students, permanent residents and individuals who identify as a global citizens are our international community. We make every effort to enhance educational opportunities and promote diversity activities including the professional development of BU students.

We are sharing space on a finite planet that astronaut Neil Armstrong described as a “little wet ball” as he peered at the earth from outer space. From this vantage point, the fact that we are living in one globe, irrespective of physical or artificial boundaries, seems quite understandable. We dedicate our service to supporting international students as they make their transition to U.S. academic programs and culture so they can excel academically. We encourage international students to participate in diverse activities through organized programs so our campus and local community can be the beneficiaries of world cultures. We persuade our international students to build cultural bridges, bring world perspective into the classroom and create an understanding of the broader world.

Your motto, let no one leave empty-handed, appealed to me. My hands are full of respect and appreciation for those who venture out of their comfort zones to explore new cultures and lands. Each one serves as a conduit channeling information about their homelands and hosts.

— Lenaire Ahlum

BY THE NUMBERS FALL 2014

94 international undergraduate students 12 number of international graduate students, 14 number of international non-degree students 120 total number of international students, fall 2014 Thank you for sharing your country with us. I learned many new things. Thank you and come again.

— Devin, Danville Elementary School International Diversity festival brings the U.S. and international students together.

— Anh Tran

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Our annual African Night festival would not have been successful without your help.

— President African Student Association

Greek Life Mission Statement

The Greek community at Bloomsburg University offers lifetime opportunities for friendship, service to the community, leadership and scholarship. Composed of a diverse group of fraternities and sororities, Greek Life offers students a chance to find an organization that matches their values and personal interests.

Program Highlight A Likert response survey was provided to potential new members for the 2014 and 2015 recruitment events, utilizing the Release Figure Method, which predicts the chapter placement rate. A total of 75% of students participating responded they enjoyed the recruitment process and met other students. Through the survey, philanthropy was cited as important, whereas the length of the recruitment schedule was too long. Recruitment schedules will be reviewed to determine possible changes in the future.

COORDINATOR’S STATEMENT Gretchen Osterman

Students join the Greek Community to engage and enrich their leadership skills, scholarship opportunities and service to the community, and to garner lifelong friendships. The programs and events provided assist chapters in creating and managing lifelong skills.

Chapter management and personal development programs include risk management, sexual assault prevention, bystander intervention training, health and wellness, drug and alcohol, diversity, fire safety, academic advisement and leadership.

Social programming includes dances, stroll presentations, Homecoming, Greek Week, town cleanups, tutoring, children’s fairs, town support and national non-profit support.

I now have 45 new friends I never thought I would meet.

I work with other chapters on their projects and really get to understand who they are.

BY THE NUMBERS 8 of 10 participating chapters achieved quota of nine new members 5 new organizations were colonized 35 men resurrected the Lambda Chi Alpha fraternity 2 new installations of fraternity alumni boards 32 active Greek chapters on campus $3,000 raised to fight pancreatic cancer by Chi Theta Pi sorority 24 hours of service per member donated 70 unique service events developed and executed by the Greek community 250 members held executive board positions 340 new members successfully recruited 1, 1st Legacy of Leadership Organization of the Year Award presented to Pi Lambda Phi fraternity

We live our values by serving our community.

My fraternity and the resources they have provided have changed my life!

2014-2015 Student Affairs Year In Review

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Student Health Center Mission Statement

The Student Health Center (SHC) mission is to provide high-quality, basic health care services to Bloomsburg University students. Our strong emphasis on health promotion and preventative health education is designed to ensure our students reach their educational goals.

The SHC adheres to the general principles and standards of ethical conduct endorsed by the American College Health Association: to do no harm, provide service in a caring manner, respect autonomy, protect privacy, maintain competence, promote justice and respect diversity.

Program Highlight Student Health Center Satisfaction Survey

Students are seen by appointment for medical issues, and it is important for the Student Health Center to evaluate the appointment to evaluate the appointment process, which starts when the student calls or walks into the SHC to schedule an appointment.

In November and April, 100 students were surveyed randomly following their appointments. The survey asked about the ease of scheduling an appointment when needed, demeanor of the reception area staff, process of check-in and checkout, and the medical provider’s experience in understanding of the problem or conditions and educating the student of their condition and treatment plan. Students were given the survey at the end of their appointment and offered the opportunity to write comments.

The purpose of the survey was to improve the health center experience by evaluating personnel and the medical assessment process, so students understand their diagnosis and plan of treatment at the end of their appointment.

High ratings on the survey indicated that students had positive experiences during their visits. The highest rating of 5 was received 92 perecent of the time.

BY THE NUMBERS 5 tuberculin skin testing mass clinics offered to students during fall and spring semester to assist in meeting program requirements

6 different types of immunizations offered 496 immunizations given between July 1, 2014, and June 30, 2015 2 on-site HIV testing clinics sponsored by Pennsylvania Department of Health

4 on-site STD testing clinics for gonorrhea and chlamydia provided

by Caring Communities

9,888 appointments for nurse and primary care visits from July 1, 2014, to June 30, 2015

232 outside referrals to emergency departments or other medical specialties from July 1, 2014, to June 30, 2015

70 to 80, average number of students seen per day in SHC

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

NURSING SUPERVISOR STATEMENT Suzanna J. Sherlinski

I have been a part of college health for 26 years and have had the privilege of watching students develop intellectually and become health-conscious thinkers as they move further into adulthood.

The Student Health Center is an ambulatory care health center, staffed by medical professionals committed to the health and wellness of university students. SHC provides resources to obtain the level of wellness needed to achieve success in academic studies.

We are instrumental in educating and collaborating with students as they take responsibility for planning their own health care and begin to make educated decisions about their own health and well-being.

Action Items

Survey results were reviewed with the SHC staff. Staff at the reception desk will continue to provide ease of scheduling and checkout by monitoring students who may be having difficulty signing in at the kiosk. Medical staff will explain the findings of the patient visit to the student and allow students to ask questions regarding their treatment.

Signature Program 2 MAJOR INCIDENTS

Ebola/Norovirus infectious disease preparedness

The Student Health Center monitored the Ebola virus disease daily by focusing on the notifications from the World Health Organization, Centers for Disease Control (CDC) and the Pennsylvania Department of Health, starting in August 2014. A standard operating procedure was developed to screen students coming from affected countries and outline how to handle a case should it occur. The SHC staff was trained on the guidelines for care of a high-risk student and the use of personal protective equipment (PPE) in the event that an affected person entered the SHC. The SHC remains diligent in reviewing any updated information from the CDC and Pennsylvania Department of Health.

Everyone was polite and patient.

Fast and easy.

All staff were friendly and helpful.

I was pleased with the help I got.

Gave me information.

They got me in as soon as I got off work.

Great doctors, very friendly, makes you feel welcomed.

2014-2015 Student Affairs Year In Review

37

Integrative Learning — Living and Learning Communities Mission Statement

The Living and Learning Communities foster an inclusive residential environment where students with similar majors, interests and goals are afforded rich and varied learning opportunities, both in and out of the classroom. Through collaboration with faculty, staff and peer mentors, students are able to experience personal and intellectual growth while building relationships in an engaged and friendly community-centered environment.

Highlighted Programs

ASSISTANT DIRECTOR’S STATEMENT Jennifer Hunsinger

The Living and Learning Communities (LLCs) are a forum for first-year students who share common academic and/ or thematic interests and live together in a residence hall, participate in activities, and take cluster-related courses.

By integrating faculty with the undergraduate residential experience, faculty, staff and students develop a sense of interconnectedness and a mutual concern for the enrichment of their collegiate experience.

The LLC experience is the best and quickest way for first-year students to become connected to their peers, BU and the surrounding community.

— Brittany Stokes, Quest LLC member 2013-2014, current LLC mentor

Each semester, LLC students have an opportunity to participate in multiple field trips. During spring 2015, 50 LLC students and faculty went to Washington, D.C., for an overnight trip. Students visited the home of Frederick Douglass, where they learned about the life and contributions of one of the LLC namesakes; the National Holocaust Museum; the National Mall; and the Arlington National Cemetery. Students also learned the historical significance of these sites and others, such as the Gettysburg National Military Park, through personal stories and information from the participating faculty and staff.

In summer 2015, LLC faculty and staff directors met for the second annual LLC directors retreat.

BY THE NUMBERS 432 or 25% of first-year students participated in an LLC, a 30% increase from the previous year 3.0 was the overall GPA for LLC students; GPA for first-year non-LLC students was 2.61 85%+ first-year LLC students were matriculated to their second year 61% of participating students reported the learning community helped with their academic transition 75% of participating students reported the learning community helped with their social transition

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Integrative Learning — Tutoring

DIRECTOR’S STATEMENT Karen Hamman

Mission Statement

University Tutorial Services seeks to assist Bloomsburg University undergraduates in experiencing learning success; helps student clients, known as “tutees,” strengthen their academic performance; provides individualized assistance; fosters interest in BU courses; and aids tutees in achieving learning independence.

BY THE NUMBERS

University Tutorial Services

12,153 tutoring appointments 862 unique clients receiving tutoring services 104 students employed as peer tutors 64% of students attending tutoring 10 or more times 44% of students using tutoring who are freshman 39% of students using tutoring who are sophomores 18% of students using tutoring who are Act 101 students

Over the last several years, University Tutorial Services has expanded its offerings to students. We still offer traditional oneon-one peer tutoring, which is a high-demand service. We now also offer supplemental learning, which is group study sessions imbedded within specific courses, including a walk-in math lab for students taking introductory or intermediate algebra and academic coaching to help students develop study and organizational strategies, as well as provide support to students on academic probation. In the last two years, we have developed a comprehensive system of support for our six-week summer start program, which includes a workshop series, mandatory coaching sessions, supplemental learning for most summer offerings, and math lab. These initiatives are in place to give these high-need students the greatest chance of success as they begin their college experience.

ACADEMIC COACHING 1,855 coaching appointments 823 unique clients utilizing coaching 41% students who come more than once 11, graduate assistant academic coaches that met with students

Tutoring Survey Results (69 responses) STATEMENT

Tutoring has had a direct and positive effect on my grades, My classroom experience has improved as a result of tutoring, My confidence in my academic abilities has increased,

My tutor(s) was knowledgeable of the subject matter, The tutor(s) explained information in a way that I could understand, I learned strategies so that I could study more effectively on my own, My tutor(s) was attentive during the session(s), The tutor(s) actively involved me in the learning process, The UTS staff was welcoming, I will use UTS in the future, I would strongly recommend UTS to other students,

%Strongly Agree

%Agree

33.33 20.29 26.09

50.72

46.38

18.84 43.48 46.38 33.82 46.38 52.17

53.62 55.07 53.62 40.58 42.03 50.72 46.38 40.58 52.94 46.38 39.13

Academic Coaching: Survey Results (69 responses) STATEMENT

My academic coach was friendly and helpful, Academic coaching has had a direct and positive effect on my grades, My confidence in my academic abilities has increased, The academic coach related information in a way that I could understand, If applicable, I learned strategies so that I could study more effectively on my own, I would strongly recommend an academic coach to other students, I plan to meet with an academic coach in the future, I met with an academic coach because I am on academic probation/contract.

The meeting(s) was/were a positive and productive experience,

%Strongly Agree

%Disagree 11.59

23.19

18.84 5.80

7.25

23.19

7.25

8.70

10.29

7.25

7.25

%Strongly Disagree 1.45 1.45 1.45 2.90 4.35 7.25 2.90 4.35 2.94 0.00 1.45

%Agree

%Disagree

%Strongly DisAgree # N/A

93.93 69.64 62.50 78.58 65.45 76.79 76.79

10.71 23.21 26.79 16.07 20.00 14.29 12.50

0.00 0.00 1.79 1.79 5.45 3.57 3.57

3.57 3.57 3.57 1.79 3.64 3.57 3.57

1.79 3.57 5.36 1.79 5.45 1.79 3.57

55.56

11.11

3.70

3.70

25.93

2014-2015 Student Affairs Year In Review

39

Integrative Learning — Writing Center Mission Statement

DIRECTOR’S STATEMENT Ted Roggenbuck

The Bloomsburg University Writing Center (BUWC) enjoys easing the writing process for all students of every major. We are a free resource that offers support for undergraduate and graduate writers at any stage of the writing process.

Our diverse staff represents a variety of majors and shares the common goal of working with students to develop their skills and help them grow as writers.

Featured Program WRITING FELLOWS

Since fall 2012, we have been developing our writing fellows program to support students in developmental writing (Writing II) classes. Our writing fellows partner with faculty in the Department of Academic Enrichment and become course-based writing tutors. Fellows attend classes and meet weekly with groups of students from that class. They discuss writing strategies and processes and help students work on writing assignments and revising.

In the fall 2012 semester, we started with two fellows supporting two faculty and about 45 students in two sections of Writing II. By the spring 2015 semester, eight writing fellows supported three faculty and about 160 students in eight sections of Writing II. Two primary goals for our fellows program are to help students develop healthier writing processes and to promote students’ engagement with the coursework. Surveys administered at the end of the semester indicate students’ strong support for and appreciation of their writing fellows. In addition to the many glowing testaments and expressions of gratitude, 134 students surveyed reported on a Likert scale that 96 percent would encourage future Writing II students to work with a writing fellow (77 percent very likely, 19 percent likely); 95 percent of students agreed that they achieved more in the class because they worked with a writing fellow (64 percent strongly agree, 31percent agree).

BY THE NUMBERS 3,212 individual sessions with writers 17 sessions conducted online 97 ePortfolio workshops 50 students attended evening ePortfolio workshops 39 classroom Writing with Sources workshops 28 students attended evening ePortfolio workshops 12 writing fellows supported 12 sections of Academic Enrichment 60 (Writing II) meeting weekly with about 200 students of 3 BU faculty

13 students attended the Mid-Atlantic Writing Centers Association (MAWCA) regional conference

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

The BU Writing Center (BUWC) trains undergraduates from any major to support other students in any writing project.

In addition to supporting BU students, the BUWC values our work as a rich learning experience for our undergraduate staff.

Through extensive and continuing training, our undergraduate writing consultants gain valuable experience and become prepared to offer the following services: • Individual or group writing sessions with a writing consultant inside the BUWC in Bakeless 206, in our satellite location in the Andruss Library Schweiker Room, or online • Individual sessions with reading partners to help students develop active reading strategies • Individual sessions with conversation partners to help English language learners practice and explore the English language • Evening and classroom workshops related to writing with sources and building ePortfolios • Writing fellows who coordinate with faculty, attend their classes, and meet with their students throughout the semester • Support for area high schools in developing writing centers on their campus, especially in training their own high school students to work as writing consultants in their center

I have learned so much, and my work has even affected other major parts of my life other than writing in academic situations. I have used techniques I learned at the Writing Center with tutoring peers in other classes, like College Algebra.

Also, my patience and ability to work with others has grown because of my experiences.

— Sarah Thomas ’15, Math Major

Statements from Writing II students

The writing fellow is an amazing person along with an amazing listener. Our class was extremely lucky to have her this semester.

So thank you, [Fellow], thank you for your help!

I think it helped because [the writing fellow] made me understand things better. It helped talking to a college student rather than the professor.

Statement from a Fellow

Being a writing fellow has impacted me in many ways and this semester will follow me down my future career path. I have goals of starting a writing center and fellows program at my future high school. Working as a fellow, I saw the direct effect a peer tutor has on one’s learning process and improvement.

— Evamarie Danza ’15, English/Secondary Education

Additionally, two consultants presented with Peter Doerschler, associate professor of political science, at the January 2015 Teaching and Learning Conference for the American Political Science Association in Washington, D.C. The students discussed their study with the BUWC director on the effect of the Writing with Sources workshop on students in Doerschler’s introductory political science classes.

Two students and the director presented at the combined International Writing Center Association/National Conference on Peer Tutoring in Writing (IWCA/NCPTW) conference in Orlando, Florida, in November 2014. Alyssa Duksta presented a poster at the 2014 IWCA/NCPTW about her work at the 2014 IWCA/NCPTW about her work to help the Hazleton Area High School develop its own writing center.

Action Item

Though our writing fellows program is valued by the students and faculty with whom we have worked and by the fellows themselves, we need to improve our training. In summer 2015, through an Undergraduate Research, Scholarly and Creative Activity (URSCA) award, Sierra Altenbach has researched and worked with the BUWC director to develop specialized training for Writing Fellows. The first group of fellows will experience the semester-long training experience in fall 2015.

2014-2015 Student Affairs Year In Review

41

Intramurals

DIRECTOR’S STATEMENT Anthony Dreckman

Mission Statement

The purpose of the Intramural Sports Program is to enhance participant fitness, personal skills and enjoyment by providing opportunities for cooperative and competitive play. The program also offers opportunities for leadership, management, program planning and interpersonal skills as they relate to intramural and recreational programs.

The Intramural Sports Program is part of Community Government Association and Student Affairs Program at Bloomsburg University.

Program Highlight In an effort to find opportunities to increase women’s participation in intramurals sports, three new co-ed sports were offered — bubble soccer, indoor soccer and Ultimate Frisbee. A total of 188 female students — 47 percent of participants — competed in these three new sports.

BY THE NUMBERS 4,236 participants in intramural sports 2,083 individual students participated in at least one program, about 1 in 5 students at Bloomsburg

840 individual women, over 40% of all participants, partic-

ipated in at least one program; nationally, only 3% of schools had 31% to 40% of female participants, while 49% had 10% or less

13 different sports 37 different sport leagues offered 3 new sports offered 10 students became Pennsylvania Interscholastic Athletic

Association (PIAA) certified for lacrosse; first time offered LAX certification

41 individuals, including students, faculty and staff, took PIAA certification for basketball; fourth year in a row of offering PIAA basketball certification

42

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Involvement in intramural sports programs promote social interaction among students who may not achieve this in and of themselves. intramural sports programs provide a powerful medium for student engagement. Creating opportunities for interaction, collaboration and unification is essential if campuses are to develop a sense of community. The relationships students develop through intramural sports participation are an important element of student satisfaction.

We believe the goal of campus recreational sports programs should be to provide increased opportunities for interaction to foster student learning and personal and social development.

Recreation, sports and fitness activities are often a part of students’ lives prior to enrollment at a college and also after graduation from college. Students benefit from intramural sports and programs by developing communication skills, respect for others, a sense of accomplishment, leadership skills and self-confidence.

I join intramural teams because it’s a great, competitive workout. It’s always fun playing any intramural sport, even if the team I am on loses. The competition is always high and that is what I love. The variety of sports is one of the best features of intramurals at Bloomsburg. They have most popular sports, as well as some new innovative sports such as bubble soccer.

Intramural sports have forever impacted my life at BU. As a freshman, I participated in the co-ed softball league while also umpiring on the days I didn’t have games. With a little bit of cash and the love for the field, I felt like I had the best job on a college campus. The following year I was offered an assistant coordinator softball position and was pleased to accept it. On the softball off season, I found a home on an indoor volleyball team.

These players ended up being my teammates for the following two years. Once you are involved with intramurals, you will have such a great experience that you will continue playing until the day you wear that cap and gown. Your teammates will probably become some of your closest friends and best of all, you will have made memories that are long lasting.

— Katie Slater, graduate student, College Student Affairs

Orientation Mission Statement

The Bloomsburg University Orientation Program facilitates the transition and integration of new students into the institution’s community by informing new students and their families of the educational opportunities that exist both in Academic Affairs and Student Affairs. New students will be prepared for these opportunities through intentional experiences within the intellectual, cultural and social climate of Bloomsburg University.

Program Highlight First2Go! First-Generation Student and Family Transition Experience

The First2Go! Program is based on the research of Terenzini, et. al (1996) and Pascarella, et. al (2004). A vast body of literature exists expounding upon the disparities between how first-generation college students transition into the collegiate environment in comparison to students with college-educated parents. In response to such findings, the First2Go! Program was created to target incoming first-generation college students, who have not been admitted to BU under the support of any supplemental programming, such as the Board of Governors, Summer Freshman, ACT 101/EOP, Living and Learning Community, Honors, or other similar supportbased programs. Via the First2Go! Program, students are required to participate with a familial support system. Parents who are well-informed about college processes are more likely to be able to assist their student with transition (Pascarella et. al, 2004).

Director’s Statement Kristin Austin

With the array of educational options available, I am thrilled whenever a student selects Bloomsburg University to pursue and achieve their educational goals. Fortunately, the Orientation Office is in place to provide students with the knowledge, resources and opportunities needed to do so.

To ensure a smooth transition to BU, the Orientation Office hosts eight different orientation experiences specific to our diverse student body. The predominant orientation experiences include the one-day BU Preview Days, which take place during the summer, followed by a comprehensive, four-day orientation experience, Welcome Weekend, which takes place directly before the start of classes in the fall.

Each of these programs provides students and their families with an opportunity to meet with faculty and current students, tour the campus and learn about the activities and support services in place to ensure student success.

In addition to assisting students in connecting with the campus setting, orientation programming is also designed to acquaint students with the Town of Bloomsburg, ultimately making students feel a part of this community not as a guest, but truly as a new resident. Thus, all programs are designed to build and reinforce connections campus- and community-wide.

All orientation experiences are hosted by a team of talented, spirited and highly trained Orientation Workshop Leaders, known as OWLs. This diverse staff of 70 to 75 leaders serves as personal welcome specialists, designed to ensure each student leaves orientation connected to at least one source of support.

The five-hour workshop includes engaging learning experiences on topics pertaining to college adjustment, campus policies and procedures, financial aid and billing, health and wellness, and leadership, all of which are addressed through the lens of the firstgeneration student.

Learning Outcomes:

As a result of attending First2Go! students will: • Be able to identify, locate and apply resources within the university that can aid in the success of the student’s matriculation Evaluation: Students and supports systems played a ‘jeopardy’-type game where the correct answers represented an office, department or resource each student or family member can contact based on given circumstances. Any incorrect answers given were followed by an explanation of the correct resource.

• Be able to identify and apply strengths and talents (such as, creativity, tenacity, grit, resourcefulness and resilience) commonly associated with first-generation college students to various situations frequently encountered in the collegiate setting.

Evaluation: Students and their supports systems used craft materials, media and other available supplies to create a super hero powered by self-identified strengths and talents. Once complete, the “super hero” had to draw upon these strengths to solve problems presented in three case studies. The exercise was completed under the direct supervision of professional staff for support and encouragement.

Build relationships and connections with peers, upperclassmen, faculty and staff who are knowledgeable about first-generation student concerns and are available to assist students with achieving their academic, personal and professional goals.

BY THE NUMBERS 4,236 participating 25 students participated in First2Go!

34 familial supports participated in First2Go! 25 students (all participants) were eligible for progression to second semester

25 students (all participants) reached out to their First2Go! friend at least twice

25 students (all participants) said they would

highly recommend or recommend the First2Go! Program to future students 2014-2015 Student Affairs Year In Review

43

Quest Mission Statement

DIRECTOR’S STATEMENT Brianne Oehmke

The Quest Program has four goals: To teach outdoor skills as a means to promote lifelong fitness, personal challenge and recreation; To empower individuals to move beyond selfimposed limitations; To teach self-reliance, an independent spirit, an unquenchable curiosity, and above all, compassion for all others and all living things; And to develop team building, leadership, and effective interaction skills.

Featured Program The Quest Outdoor Leadership Living and Learning Community (LLC) welcomes first-year students who are pursuing any major or are undeclared. This community focuses on developing leadership through team building, small-group communication and decisionmaking.

Quest is an outdoor adventure and recreation program serving students and the general public. Quest offers exciting outdoor and educational courses, mostly at the beginner and intermediate level, in Pennsylvania, the United States, Africa, South and Central America and Europe. People of all ages and backgrounds participate. Many courses are in response to organizations who ask us to design special outdoor experiences for them.

Returning full circle from a student in the program as a freshman with no outdoor experience and limited leadership experience to the director of the program, Quest sparked my passion and has brought invaluable growth and learning experiences that I now give back to the students.

— Brianne Oehmke, Director of Quest

The Quest Outdoor Leadership LLC intertwines academic coursework (small group studies) with activities designed to develop personal growth and empower students to move beyond self-imposed limitations. This LLC offers opportunities to get engaged with the community, both on- and off-campus. Members plan and participate in their own events and team with other departments on campus for larger events.

Findings:

At the conclusion of the 2014/2015 school year: • Ninety percent of LLC students reported that the Quest LLC helped them transition to college socially. They were able to meet new people and create friendships through the activities that the LLC offered.

• Eighty percent of students stated that the relationship they had with their mentor was beneficial. However, all students reported appreciating the relationship they had with either their specific mentor or the entire group of mentors.

They helped me with what I needed to do to sign up for classes. They also gave tips on little things in the beginning of the year that otherwise I would not have known.

BY THE NUMBERS 170+ students and community members participated in Springfest

140+ program days were run in 2014-2015 school year 2,000+ participated in Quest courses in the 2014-2015 school year

36 students and 3 mentors participated in the Quest Outdoor Leadership Living and Learning Community

160+ children participated in Quest Adventure Camps 44

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

I will always look back on my time spent as a student with Quest and know that they were some of the most life-changing and exhilarating memories I could have asked for in my college career. The opportunities to grow as a leader and to enhance team-oriented social skills were abundant, and integral to the development of the person that I am today. The interesting quirk about Quest is that everyone who gravitates toward the group seems to do so at a time in their life when they need exactly what the group offers — a chance to prove and improve themselves in situations not normally encountered in undergraduate careers.

— Michael Hardler Not only has Quest helped me develop and progress my skills outdoors, but Quest also taught me valuable social and leadership skills throughout various activities.

— Ryan Euler Quest has given me the chance to develop not only my hard skills in the outdoors, but my soft skills as well. I’ve learned about group dynamics as well as how to do a proper roll while kayaking. There’s always someone willing to teach something you don’t know.

— Dianna Greene

Student Activities

DIRECTOR’S STATEMENT Jimmy Gilliland

Mission Statement

The mission of the Office of Student Activities is twofold.

The first is to offer and promote activities for students to participate in as part of their out-of-classroom experience. Through the intentional design and provision of programs, students are encouraged to refine their socialization skills and develop an application for the exploration of the world around them while at Bloomsburg University.

The second is to advise students in organizational planning in an effort to further develop their leadership and management skills. The office promotes responsible decision-making and problem-solving and stresses creative thinking in the development of student leadership.

Organizational advisement from the Student Activities Office includes Program Board, Concert Committee, Homecoming Committee, and Parents and Family Weekend Committee. Program Board is recognized as the primary programming organization for campus activities, served by eight separate committees.

Highlighted Program During the annual Siblings’ and Children’s Weekend every April, students invite siblings and other family members to campus for a weekend of activities, including movies, a carnival, bingo and “pankaraoke” (pancakes and karaoke together).

Renaissance Jamboree is an annual outdoor street festival on the fourth Saturday in April. It is the largest co-sponsored event by the university and the town. Program Board books the entertainment for the festival. The festival also includes over 180 crafters and 70 nonprofit groups with food or games. It has grown to cover all of downtown Bloomsburg and attracts thousands of people. It is a great example of town-gown activity attended by both university and community members.

BY THE NUMBERS 210 siblings and family members attended Siblings’ and Children’s Weekend

60 student organizations participated in Homecoming events

2,900 students attended the Big Sean concert in April 2015

175 programs were put on by the Program Board during the academic year

732 parents and family members attended Parents and Family Weekend in October 2015

520

students went to New York City last year on Program Board bus trips

Students often are seeking things to do in their free time and ways to get involved on campus. Our office helps students plan programs for other students. Participants who attend programs enjoy some time away from studying, make new friends, and relax. Students involved in the planning gain valuable leadership skills to take with them when they graduate. Many say they learn practical life lessons from their involvement.

As the director, it is rewarding to have an opportunity to work with college students and witness their development over the course of their college career.

Being a part of Program Board has been a huge part of why I love Bloomsburg University. The events are great opportunities for students to come together and spend time together while having fun. Midnight Pizza is probably one of my favorite Program Board events. Not only is it a fun experience for the members of Program Board to set up and be a part of but it is always exciting to see a bunch of students come over to the Kehr to enjoy free pizza and entertainment with their friends and sometimes maybe even meet some new faces.

— Tricia McGill, Program Board Exec member

Signature Program LATE NIGHT

The goal was to provide alternative late-night weekend activities. The Division of Student Affairs sponsored eight free late-night programs during the 2014-2015 academic year, in addition to the 13 late-night programs sponsored by the Kehr Union Program Board. The types of programs included free food, like hot dogs, walking tacos and chili. In addition, a dance, basketball tourney at the Student Recreation Center and a “Game of Thrones” binge marathon were also held. Program Board events included a semi-formal event, a paint party and a lightit-up dance, “Rocky Horror Picture Show” event and several bingo/ midnight pizza socials with entertainment, such as a comedian.

The outcome was to provide late-night, weekend activities for students who wanted to remain on campus if programming was provided.

BY THE NUMBERS 8 additional late-night programs provided 1,550 students participated in the additional late-night programs

10

or 11 p.m. to 1 programming

a.m., the hours of the late-night

12 hours for “Game of Thrones” marathon 2014-2015 Student Affairs Year In Review

45

Student Recreation Center Mission Statement

The Student Recreation Center at Bloomsburg University is committed to making student participation in recreational activities an essential component of the BU experience. The Student Rec Center provides a wide variety of opportunities to enhance the recreational, educational and social experiences for a diverse university community. Our efforts are focused on programs that promote wellness, physical activity and a healthy lifestyle.

Student Recreation Center Student Employee Development Learning Outcome

We focused on customer service. Each learning outcome was defined to give students an idea of the skills that can be developed. Surveys were given to patrons of the facility.

Handouts and staff meetings throughout the school year followed up on student employees’ progress in meeting these learning outcomes. A Student Employee of the Month program was implemented as an incentive, giving on-campus gift cards to those nominated by the department and their coworkers.

BY THE NUMBERS 250,000 visitors 40 students are employed at the SRC, making it one of the largest employers of students on campus

350 non-student memberships 343 male/315 female students participated on a club sport team 40 hosted fundraisers and special events each semester The Rec Center has a variety of offerings that have allowed me to meet new people, become more involved, connect with others that have similar interests in living a healthy lifestyle, and provide me with a campus job in the field I am studying and have career goals in.

— Diamond Bass, senior exercise science major

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

DIRECTOR’S STATEMENT Jen White

Students succeed and flourish in an environment of activity and interaction. With some of the highest participation numbers at BU, campus recreation has the ability to bring students of all interests and areas together around a centralized theme of health, wellness and physical activity. The Student Recreation Center is a service-oriented program for the entire university community which totals approximately 9,300 students and 1,000 faculty and staff. Student funding entitles each student to participate in a variety of scheduled activities and the ability to use first-rate fitness equipment. A primary function of this department is to provide for the total well-being of the university community in accordance with the university’s commitment to educate the total individual and to care for the individual’s needs while they attend or are employed by the University.

The Student Recreation Center features: • Campus recreation • Intramural sports • Club sports • Fitness and wellness classes • Personal training • Fitness assessments

Customer Service

• Excellent service to all clients and guests • Positive interactions with all clients and guests • Resolving issues before they are issues • Making a good impression on guests, clients, and staff • How would you want to be treated as a customer?

• Creating a welcoming environment for all clients

Respect

• Understanding the relationship between student and staff • Mutual respect of each person, not each title • Positive interaction with supervisors and other staff • Respecting privacy of coworkers and others • Interacting with guests as a professional • Carrying yourself like a professional employee • Appreciating everyone regardless of their background or beliefs • Welcoming individual differences instead of fearing them • Self-image management • Genuine, sincere interactions and staying calm when things get hectic Supervisor ratings and student self-ratings showed significant improvement in overall student learning during academic year. A total of Ninety percent of the student employees who responded to the Student Employment Survey strongly agree/agree that their employment with the Student Recreation Center has provided them with learning opportunities.

Survey to patrons STATEMENT

%Strongly Disagree

I enjoy my time here at the Rec Center I can accomplish my fitness goals with the equipment the Rec Center provides I feel welcomed when I am here My card is swiped every time I walk into the Rec Center I feel safe using all of the equipment I am comfortable with asking the Rec Center staff a question The Rec Center’s staff are courteous I feel that the Rec Center’s staff values me as a member The Rec Center’s staff is helpful I find the Rec Center to be neat and organized I find the Rec Center to be clean I would recommend the Rec Center to someone Overall, I am satisfied with the service the Rec Center provides

0.00 0.00 0.00 2.92 0.00 2.19 0.00 0.73 0.73 0.00 0.00 0.00 0.00

%Disagree 0.00 0.00 1.46 16.79 0.00 0.00 0.00 3.65 0.00 1.46 2.19 0.00 0.00

%Neutral 0.00 5.11 8.03 40.15 10.22 13.87 10.22 13.87 7.30 5.84 0.95 2.92 0.00

%Agree

%Strongly Agree

40.88 59.12 35.77 59.12 27.74 62.77 23.36 16.79 36.50 53.28 35.77 48.18 37.23 52.55 36.50 45.26 43.07 48.91 36.50 56.20 32.85 54.01 29.20 67.88 2.92 90.49

2014-2015 Student Affairs Year In Review

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University Store

INTERIM DIRECTOR’S STATEMENT Carl Sodergren

Mission Statement

with the groups that make up the Bloomsburg University community — students, faculty, staff and alumni, as well as members of the public. In addition to the primary focus as a retail establishment, we act as a hub for the collection and dissemination of information regarding academic course materials to students. The future of the textbook industry is in a constant state of change, so our current business model is the identification of new services and the bolstering of current offerings in an effort to remain relevant rather than just a traditional campus bookstore.

As the campus retail outlet, our operation interacts daily

The University Store is a dynamic retail center serving the Bloomsburg University community. The University Store’s mission is to provide resources that enhance academic achievement as well as merchandise that builds community spirit and supports campus life in a convenient setting. Our challenge is to fulfill our mission utilizing value pricing while still maintaining sufficient funding to our parent organization, the Community Government Association (CGA).

The University Store is owned by CGA, thus the needs of Bloomsburg We know that in the ever-changing textbook industry, our University students are the primary focus of the store’s mission. students have more choices and channels than ever before to obtain their course materials. While we will always strive to The employees of the University Store and the student representatives of provide competitive and convenient options, unfortunately we CGA Inc. operate the University Store based on the following: may not always be the least expensive option for our students.

• Value We are dedicated to helping students make a more informed purchasing decision and hope to be viewed as a student’s ally.

• Convenience • Transparency • Choice I’ve rented books simply because they are cheaper. After recog• Continuous improvement nizing the difference in pricing, especially for books that were • Professionalism not in my major, I saw it as the best option. It’s also convenient having my books right away, as opposed to using websites and having to wait for my book.

Featured Programs —Tamika Austin ’13/’15M

TEXTBOOK RENTAL PROGRAM

This program has quickly become the preferred method of obtaining course materials through our store. In addition to a focus on increasing the percentage of titles available as rentals, students have the ability to use their excess financial aid as a payment method for the rentals.

HUSKY REWARDS LOYALTY PROGRAM

The Husky Rewards Loyalty Program continues to be a popular option for customers to earn rewards, such as discount coupons, clothing, insignia gifts and diploma frames, as a thank you for their continued patronage. This has been a great way to set ourselves apart from the many other channels available to students when purchasing course materials.

BY THE NUMBERS 22,773 customers are enrolled in our Husky Rewards Loyalty Program

$18,372 in physical rewards were claimed 65 to 75% of textbook titles are available as a rental option, varying by semester

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

Action Item

The next few years will provide many challenges and potential rewards as the University Store will eventually have a new home within the residence hall now being planned. During this period, we will partner with CGA to obtain input directly from our students to learn whether there are other offerings they would like to see become available within the University Store.

Residence Life Mission Statement

To establish a learning-based residential community which seeks to enrich human integration predicated on common personal and academic experiences; unified by purpose, and founded upon mutual respect. This experience is defined by an environment that encourages involvement, enhances decision making and conflict resolution abilities, promotes understanding and appreciates human differences, and fosters a sense of identity, self -esteem, confidence and personal and civic responsibility.

It is also a place where individual perspectives and opinions are valued, and students exert a high degree of influence over their environment

ASSOCIATE DIRECTOR’S STATEMENT Amy Cunningham

The Office of Residence Life at Bloomsburg University fosters student growth and development through the use of a community-centered approach which strives to create a sense of altruism yet encouraging individual expression. The professional and student staff places a high value on daily interactions with residential students and understanding how this can assist with transition and acclimation to the University. Our students’ success is contingent upon working as a team, not only within the department, but by connecting students to programs, activities, student groups, and organizations which can both support and engage them in campus life.

Program Highlight COMMUNITY ASSISTANT PROGRAM

The Community Assistant position develops student leaders to role model and support the mission of the Office of Residence Life and creates inclusive communities which ultimately contributes to the success of students. Students are encouraged to participate in various programs hosted by Community Assistants which aid in their personal development and assist in their transition to the University.

Community Assistant training provides staff with the necessary skills to mediate conflicts, resolve issues and problems, refer students to appropriate resources, and provide an environment which is conducive to learning. This position is unique in that it connects learning with out-of-classroom experiences and provides pre-professional opportunities in communication, teamwork, critical thinking and problem-solving.

As a result of their training and experience as a Community Assistant, staff members will be able to: • Apply student development theory to create an inclusive community • Utilize knowledge of conflict resolution, mediation, and helping skills to assist students through problems and issues.

• Understand their position as a role model, team member, and Office of Residence Life employee.

• Apply training topics and standard operating procedures in order to provide an environment conducive to learning and support the mission of the University

Findings

Students were surveyed in April 2015 regarding their satisfaction with living on campus in traditional residence halls. Survey data revealed that the majority of students did enjoy living on campus, felt they were a part of the Bloomsburg University community, and felt that the Community Assistant(s) did assist in their campus experience.

BY THE NUMBERS 672 programs were developed and hosted Community Assistants for our residential students. Programs were developed using the Good Works model

112 students applied to be a Community Assistant for 38 expected openings 10 Living Learning Communities were housed on campus and provided opportunities for students to explore career opportunities, connect students with similar interests, and assisted with additional academic support through the use of mentors and out-ofclassroom experiences

1st

gender-neutral housing location created a in North Hall in support of our transgendered students and the LGBTQA community. Housing options will provide gender neutral bathroom location and the ability to choose roommates who are supportive

147 residential students and staff participated in The Big Event sponsored by CGA 8 assistance animals were approved and successfully lived on campus with students 2014-2015 Student Affairs Year In Review

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Action Item

Based on the data, the following are identified as action items: • April 2015 survey data highlighted that 72 percent of students liked living on campus in a traditional residence hall, however, respondents felt that the halls were too noisy for studying and felt that policy violators were not held responsible for their behaviors and actions.

• Sixty-eight percent of respondents felt that their Community Assistant was available and helpful when they needed assistance, however 32% felt that their CA wasn’t available enough, was too rule-oriented, or was too busy with their classes and activities to be helpful.

• Sixty-four percent of respondents felt that living on campus provided them with housing that was clean and well taken care of which was close to food options and classes. While thirty-two percent cited that the noise in the hall made it impossible to sleep and study or that policies made living too restrictive.

• We will discuss the data during training to encourage discussion about accountability and community and ways to combine both ideas into an effective residential experience. Additionally, we will encourage Community Assistants to consider their availability and time spent with their students as a way to gauge their success as CAs and their student’s success at the University.

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BLOOMSBURG UNIVERSITY OF PENNSYLVANIA

2014-2015 Student Affairs Year In Review

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Many thanks to Marketing and Communications and everyone in Student Affairs for contributing to our first Year in Review.