2014 CLP Legacy Projects by TCU Student Development Services

CLP Service Initiative Curriculum

Sara Busby, Communication Studies Major, Texas Christian University Need for Project

Goals for Project

I believe that CLP needs a standardized seminar during the semester we begin formulating our legacy projects. This curriculum is one way that will satisfy the community outreach component of CLP, as well as give the cohorts a chance to share what they have learned from the program. This project would also satisfy the need for role models and leadership training for high school-aged students. Giving these students leadership skills and opportunities to better understand themselves as leaders is rare; it would create a great relationship between TCU and these outside organizations.

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Purpose CLP has been a wonderful and eye-opening experience for me. I thoroughly enjoyed the first three semesters in the program; the seminars were beneficial, challenging and I looked forward to seeing my peers every week. Unfortunately as a second semester junior, our seminar was focused on community outreach. Unfortunately this was happening during faculty transitions, and our cohort began to disperse. These changes resulted in miscommunication, absences of accountability and a lack of group cohesion amongst our cohort. This was saddening to me because of how much I enjoyed the program. Because of frustration in the last cohort seminar involving community outreach, I wanted to help develop a program that would bring closure to CLP for me as well as for future classes. Being able to teach and facilitate the content we have learned through the Social Change Model will show growth and prepare the cohort members to begin designing their own legacy projects. Who better to share this information with than young leaders within our community. PowerPoint Template ©2009 Texas Christian University, Center for Instructional Services. For Educational Use Only. Content is the property of the presenter and their resources.

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Formulate a facilitation curriculum for TCU students in CLP or leadership seminars revolving around community outreach and involving surrounding youth organizations (YWLA and HOPE Farm) Introduce the 7 C’s in a manner that relates to a younger generation by having CLP students teach these concepts and lead activities at their assigned organization – designed and used in a curriculum-based manner Allow students in community organizations the opportunity to take the StrengthsQuest quiz Create a lasting relationship between youth organizations in the Fort Worth community and CLP/TCU students by communicating through CLP advisors as the members move on to this last seminar

Partnering Organizations H.O.P.E. Farm is a 501 (c) (3) non-profit organization that provides at risk boys an opportunity to develop life and leadership skills consistent with the Christian faith.

The Young Women’s Leadership Academy (YWLA) is Fort Worth ISD’s first single-gender school committed to inspiring confidence and teaching leadership skills to young women.

Significance

Evaluation

This Legacy Project process has proven to be very challenging and frustrating at times. From narrowing down ideas to actually begin the writing curriculum, I struggled with completing it all. Only with the help of our CLP advisors and the collaboration with these outside organizations have I truly seen the significance of this project. I believe that by designing this curriculum for our CLP seminar, I have found an innovative way to express and translate the knowledge we have gained throughout the program. We are displaying the types of leadership skills related to the 7 C’s, specifically Citizenship and Collaboration.. I believe these are very important ideas, and being able to explain and teach these to a younger generation will give them an advantage as they begin to investigate the next part of their lives.

Overall, I believe this project will have a great impact on the Chancellor’s Leadership Program as well as the organizations involved. The curriculum writing process has proved to be very rigorous, challenging and demanding. As I finish the lessons and introduce them to the advisors in CLP, I can begin tailoring these modules to the curriculum in place. Once all of this is completed, I will be able to solidify these teaching opportunities YWLA and H.O.P.E. Farm; I hope they can see the value these trainings will hold. I would not be able to accomplish any of this without all that I have learned through the CLP curriculum. I was challenged to question the status quo, see the importance of diversity and how finding your passions and acting on them can create social change.

Plan of Action 1) Curriculum/Facilitaiton Design – formulate and create activities that relate to the 7 C’s of the Social Change Leadership model that can be used and taught to high school-age students. 2) Communication and Connections to Organizations – I have been in contact with the Director’s of two organizations that I believe would be great partners for the community outreach component: the Young Women’s Leadership Academy (YWLA) in the Fort Worth ISD and H.O.P.E. Farm, an after school program for young boys in Fort Worth. Both service students in 9th – 12th grade and the kids who attend already have an interest in leadership and creating a better self. 3) CLP Seminar Component – discuss curriculum ideas and facilitation tactics with CLP advisors and Steering Committee. This is to make sure the curriculum satisfies CLP’s goals and objectives. It must fit the community outreach seminar component so that they may visit these outside organizations to teach what they have learned. 4) Trial Seminar/Teaching Experience – I am in the process of scheduling a meeting with the Director’s of both outside organizations so that I may describe CLP, our purpose, the significance of my project and why I think this would be a great connection for our program.

Acknowledgements I would like to thank all of the CLP advisors, the partnering organizations, all of the CLP members, my parents and friends. I would have never been able to accomplish any of these goals without your continued support and encouragement.

TCU 360 Leadership Camp

Jake Harris, TCU 360 Executive Editor, Texas Christian University Need for the Project

Mission Statements

StregthsQuest Training

Significance of the Project

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At the 2013 TCU 360 Boot Camp, student media editors crafted a mission statement for their organization.

TCU student media leaders were trained in StrengthsQuest as a group so that they could see how they might better work together.

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Information is the currency that drives society. When people are well informed on issues that pertain to their communities, they become more involved citizens. But how do those news organizations run? How does that information go from interview notes to the finished articles that you see every day? The answer is people. People who lead and follow just like any other group. In this case, the leaders are editors, and the followers are reporters. The very heart of being an editor is dealing with people, not words. The leadership of an organization impacts the way that work gets done, and a newsroom is no different. As such, my legacy project involved a week-long leadership training camp for the fall 2013 editors of TCU 360, TCU’s news website. When I became the Executive Editor of TCU 360 in the summer of 2013, I noticed that there was no set program that actively trained its editors. We always run a weeklong boot camp the week before classes start to get them acquainted with the software we use, but there was no program in place that taught people how to deal with reporters or deal with all of the stresses of management. My goal was to combine the two of those, so that our leadership team would know how to deal with people and train them better. Therefore, our reporters would do their jobs better, and the community of TCU would hopefully be more informed as a result. My top 5 strengths are Restorative, Input, Achiever, Includer and Communication. These five strengths helped me in this project because I had to solve a problem in my community by asking others’ input, involving others in the process and communicating with numerous outside sources. This helped me to achieve my goal of a changed newsroom.

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Project Goals/Objectives

Plan of Action

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Plan a week-long Leadership Boot Camp Implement StrengthsQuest philosophy for all paid staff Lead seminars with other editors to teach other staff members Craft a mission statement for the semester Create a more productive work environment Implement a standards guide that will be used by future editors

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Plan the boot camp in tandem with J.D. Moore and Chloe Coleman, my two managing editors, and Kent Chapline and Andrew Chavez, my two TCU 360 advisers, to see if this camp was needed by the community Once the need was established, I held weekly meetings with the advisers and editors on which topics to include and which programs to implement Make contact with Dr. Robin Williamson of the Student Development Center to give a talk on StrengthsQuest and how it can be used in the newsroom Make contact with Schieffer School professors that would be willing to teach seminars Make the event mandatory for all editors and incoming reporters for the semester Execute event the week of August 12, 3013August August 16, 2013

This leadership boot camp set a precedent for future TCU 360 editors to fall back on when training new reporters. The boot camp further established the goals of TCU 360 as a news organization. The use of StrengthsQuest made it possible to learn more about each editor and what makes him or her tick as a leader. This will strengthen the organization as a whole. This boot camp helped the people of TCU 360 realize their leadership potential and unlock it in others. This project successfully implemented the 7 C’s of Social Change to enhance the journalism community at TCU, specifically through citizenship, collaboration and common purpose.

Evaluation of the Project •

I believe that this project was sustainable in that it allowed for future editors to easily train their staff. The workplace environment at TCU 360 became more efficient as a result of this leadership boot camp, which helped make the campus get better news.

Pre-Health Advising at TCU Haley Dalgleish, 2014 Cohort, Texas Christian University

Need For the Project There was a need for a more standardized process for advising TCU Pre-Health students. Students and faculty members needed a more comprehensive advising guide. Students lacked guidance if they were non-traditional majors or on track for a graduate school besides medical school, such as Dental, PA, or Veterinary. Students struggled to determine which classes they needed to take, what GPA they needed to maintain, and anything else that may help them strengthen their application and better prepare them for their career track. As for me, my top strengths include hardwork, empathy, enthusiasm, and achievement. I used my strengths when I worked on this project because I helped other students more easily achieve their academic and professional goals and get them more excited about their goals. My work will also help students manage stress and stay organized.

Project Goal My objective was to create an advising guide for Pre-Health students and faculty members to use together during Fall and Spring advising appointments. Part of my objective was to help Dr. Chumchal in implementing his previous ideas. The goal was to more effectively and efficiently advise each student in the Pre-Health program here at TCU and assure they are on track academically and with regards to standardized testing and extracurriculars. I met my goal when I completed the advising guide. This includes a worksheet with major requirements, core requirements, other majors, logistics, and a map. The checklist is a semester-by-semester list with all the necessary information to be discussed between the Health Professions Advisory Committee Member and the Pre-Health student. Finally, there is an additional information page that has links to learn more about pre-requisites for Medical, Dental, Vet, P.A. schools, and other healthrelated careers.

Plan of Action To reduce the problem, I worked with Dr. Chumchal consistently to attack this step by step. We identified the needs and ways to meet them. I first worked on the semester-bysemester checklist and had that approved by the Health Professions Advisory Committee. I then updated the Advising Worksheet by using the course catalog. Finally, I searched for helpful websites to compile the additional information page with the links to pre-requisites for the various careers in the health field.

Significance of the Project This project is significant because it is sustainable and adaptable to every student. When talking to Dr. Chumchal, he expressed that “everyone can benefit” from this new and innovative approach to advising. “It forced me to go back over things. It prevented me from missing things,” he said. Such tasks include being sure the student’s degree plan has been requested, along with the intent to graduate. He and I believe the Pre-Health advisors will not be able to better discuss how the students are progressing each semester, especially since the process is more standardized.

Social Change Model Consciousness of Self and Congruence: I am aware that my personal experiences regarding preparation for PA school influenced my approach to this project. Commitment: I had the “psychic energy” to see change. Collaboration: I worked with Dr. Chumchal to gain another perspective and consulted the rest of the Health Professions Advisory Committee as well. Common Purpose: Dr. Chumchal and I had a similar vision for the Advising Guide. Citizenship: I became more connected to the PreHealth community after doing this project and realized the students I impacted also have a responsibility to promote change for the future.

Evaluation of the Project The project impacted the Pre-Health students and advisors at TCU by providing more consistent advising. It met the goal and was very helpful in last semester’s advising process. To improve upon this project, the advisors should try sharing the checklist with the students so that they can follow along and be more aware of what needs to be discussed. One limitation to my project’s impact was that not all the faculty on the Pre-Health Advising Committee used the new advising guide. There needs to be increased communication as to the purpose of the new advising guide or the best way to use the checklist. Dr. Chumchal believes he can encourage his colleagues to try the new advising process by discussing the issue at an upcoming meeting. Additionally, Dr. McGillivray thinks “some HPAC members were not clear as to its purpose. Was it for their use or for the students? Should they give it to the student or keep it in the advising folder?” The project can be expanded next year by modifying the format of the guide and improving communication about the purpose of it.

Pictured here is Dr. Chumchal using the innovative Advising checklist with a Pre-Health student.

The Fight For Reading

Cherese Dickerson, Marketing and Religion, Texas Christian University Need For My Project •

Due to rise in technology, the world that we live in is continually changing. Although technology has added many benefits to our lives, it has also hindered things that are still a necessity to human life. The necessity that I am referring to is reading. As technology becomes more popular current generations do not understand the value in reading for knowledge. The do not value reading because they can now gain the answer in a matter of minutes from the internet. The shift away from reading for knowledge is one of the modern struggles that the TCU Press has had to face. TCU Press is a respected press among universities across the nation for its commitment to producing scholarly works specifically in Texas history and culture. With less interest in academic publications and reading in general, TCU press has faced financial difficulties struggling to survive. Because of this phenomenon many university presses and local bookstores have had to close their doors. As a Business Marketing student I wanted to use my skills that I have gained from TCU to give back to the University that has given so much to me. Through the M.J. Neeley School of Business I formed a team of four other students who were studying other areas of business. The diversity among our group allowed us to take a holistic approach towards helping the TCU Press.

Project Goals and Objectives •

Goals of My Project Diagram

My goals and objectives for working with the TCU Press was to raise awareness about the Press among students, faculty, and the greater Fort Worth community. Through awareness, the community would see the value that the TCU press adds to the standing of the university and the overall well being of the Fort Worth community.

Raise Awareness Independent TCU Press

Fix Value Proposition Implement Sustainable & Profitable Changes

To make the TCU Press more sustainable over time the FOCUS team devised an action plan that the TCU Press can follow. This plan includes a new marketing plan to advertise their books around the community as well as ways to cut cost.

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As a group of business students we were able to take things that we learned in the business school and apply it to helping an area on our campus. Although the TCU Press is composed of many prolific writers, analyzing key cost metrics does not come as easily to them. Therefore both groups were able to focus on their strength and thus be the most effective. For me working with the TCU Press was significant because it was a fight for reading. I wanted my peers to see that scholarly publications are important because they give us credible knowledge. Therefore if we want this level of knowledge to continue to be easily accessible to use we must support causes like the TCU Press. It is only through reading books like those of the TCU Press that we are able to gain knowledge and knowledge is power.

Evaluation of My Project

Plan of Action •

Significance of My Project

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The Chancellor’s Leadership Program has taught me that social change is ultimately about impacting the community around me for the greater good. It taught me to not focus as much on my weakness but rather utilize my strengths. The Chancellor’s Leadership Program allowed me the chance to have a different outlook on the world around me. Through my social change project I learned the importance of service and how one individual can change their community for the better.

Acknowledgements I would like to first thank God for without Him I could do nothing. Next I would like to thank my family for believing in me. To the CLP advisors for encouraging me to finish my project. Finally to the FOCUS group who worked with me to bring this social change project to life.

Council of Suicide and Mental Health Sara Eaton, Student Representative, Texas Christian University

Need for the Project Mental Health has become an increasingly widespread issue across the United States as well as TCU’s campus. Student’s mental health and risk for suicide had not been studied, or compared to other University’s. TCU had recently gone through an increase in the number of student deaths caused by suicide, and TCU hoped to reverse this pattern with the Council of Suicide and Mental Health as the leader in these efforts. The needs of the students, in regards to mental health, needed to be clearly identified, as well as solutions and preventative measures taken to increase the overall well-being of students at TCU. Not only was I personally passionate about the cause, but my strengths— competition, empathy, restorative, input, and activator all teamed nicely to fill the need we had at TCU; competition made me driven to help the team make this happen and strive to be one of the top Universities in mental health, empathy is what originally drew me to a passion for mental health, restorative and input worked together to help find the best 5-year plan as well as work well with faculty and our consultant to ensure TCU was doing everything we could, and activator helped me push the team to finish strong and get a great report to the Board of Trustees.

Evaluation

The Council’s Goals 1. Study the mental health situation at TCU 2. Evaluate our current efforts 3. Make policy, programmatic and procedural recommendations to the Chancellor and Board of Trustees 4. Apply for funding, both from Board of Trustees and external 5. Implement programs aimed at addressing mental health, suicide ideation, and suicide risk.

Plan of Action The Council (a group of faculty from each department, and myself as student representative) went through a year long process of becoming aware with the comprehensive data on TCU students mental health and suicide, as well as other relevant national data that concerned students and adults ages 18-22, information on schools similar to TCU, as well as information on what is currently being done at TCU and at comparison universities. With the input from a comprehensive survey (TCU Healthy Minds Survey) sent out to students, as well as personal experience from the Faculty and myself as only student representative the Council evaluated our current efforts. We then worked with a consultant, Dr. Wiggins, who helped in the recovery process at Virginia Tech to create a comprehensive 5-year plan to promote mental health on campus. The Council applied for the Garrett Lee Smith Campus Suicide Prevention Grant funded by the U.S. Substance Abuse and Mental Health Services Agency (SAMHSA). The Council then created and reported to the Board of Trustees a Suicide Task Report to gain both awareness and financial support from the Board of Trustees. The final step of the council was to implement new programming to ensure suicide prevention and increased mental health among the students and faculty.

Significance I am planning on dedicating my life and career to the field of mental health, showing congruence between my life and the mission of my project. Suicide has affected me personally and is an issue I have been passionate about since a friend’s family member committed suicide when I was in high school. I have seen the effects that TCU Mental Health issues and Suicide have had on the campus community, and I was determined to help in any way that I could. The group had similar passions to protect our student body, believing that Mental health problems negatively impact both the individual in distress and those community members who have contact with that individual; Suicides represent a tragic loss of potential, are devastating to families and to the TCU community, and increase the risk of further mental health problems; and that the cultivation of an environment that supports optimal mental health is a shared responsibility of faculty, staff, students, parents, alumni, and the larger community. These values represent citizenship, collaboration, common purpose, congruence, commitment, and overall consciousness of self and others.

The Council received a three-year, $243,000 grant to fund “The HOPE Initiative”, with the stated goal of establishing a comprehensive, university-wide suicide prevention infrastructure. We successfully evaluated and reported to the Board of Trustees the effectiveness of current TCU mental health resources and gained monetary and emotional support from the Board. We created a 5-year plan for improving mental health and suicide prevention programming. We began to use the funds from the grant in programming in the dorms, the counseling center, and new initiative programs such as “R U OK?” The results of this project should effect both faculty and students well-being at TCU, and put TCU ahead of the game on suicide prevention. By gaining backing from both a national grant and the Board of Trustees future support and funding will be accessible to continue to promote and expand the programming around mental health of students on campus. Acknowledgements Chancellor Boschini for recognizing and implementing this Board to create the change that our campus needed for increase mental health. Members of the Board:

Becklin, Keith; Cooper, David; Eaton, Sara; Ellman, Holly; Hall, Christopher; Hartman, Phil; Jenkins, David; Kaufman, Angela; Leshner, Rachel; Meyn, Till; Moncrief, Bill; Rhea, Debbie; Robinson, Glory; Schmidt, Debbie; Singleton, John; Taylor, Becky; Torgerson, Jane; Wolszon, Linda; Wood, Eric; Youngblood, Stuart

Exodus TCU

Co-Directors: Graham McMillan and Tiffany Charters Purpose The Purpose of Exodus is to provide a three day retreat offering a time of spiritual growth to incoming students through providing an atmosphere for them to connect and build Godglorifying relationships, uniting them in the body of Christ, and allowing them to see God’s influence at Texas Christian University.

Mission Exodus seeks to wholeheartedly glorify the Lord by serving the incoming freshman class as they join the body of Christ at Texas Christian University through encouraging spiritual growth, community, and discipleship.

Vision Exodus will ensure that students become acclimated with a local or campus ministry. We will provide the students with a mentor, whom they can seek for spiritual advice. We will strive for an increase in campus support and attendance of incoming students each year.

The Recognition of a Need Tiffany Charters and Graham McMillan met through the Chancellors Leadership Program in the Fall of 2010. When they met they realized similar passions of serving specific communities. As they grew to know one another they found out the largest passion that both of them shared: the Gospel. They saw that as each year of incoming students came to TCU, more and more people would fall from the faith. After conducting research they found that upwards of 73% of all incoming students into a major American university lose their faith. Although there are many causes, they found that using a three pillar model of Christ, Community, and Fellowship, the Lord significantly impacted that percentage.

Activities Each part of Exodus served a purpose. Below is a picture of a team building game called “Bring Home the Gnome” where each camper had to dress up in a costume and find their counselor.

Process and Results The Lord took this project and turned it into a full out mission. Creating a camp within the university was very difficult. There were many obstacles along the way. Jumping through the hoops of the university was the most challenging. We found that in order to promote to the incoming students we would need special permission to have the contacts of the incoming students. The university saw this as a liability, so we took to the grass roots to promote and spread awareness for the camp. The grass roots marketing proved to be a success as we saw campers sign up throughout the summer. After collecting data after the camp, we found a significant increase in community within the campers who attended. We also found that 80% of those who were campers applied to be counselors, bringing evidence to believe that this is a sustainable community. Consciousness of Self: Exodus provided an outlet to campers before they started college to understand their faith as their own, apart from their parents. They dove deep into what it meant to really own their relationship with Christ. Congruence: As leaders we had to preform honestly, and with consistency. Commitment: The Co-directors had to instill energy in tough situations. We hit so many road blocks that it seemed impossible to pull together, but we accomplished. Collaboration: We had an unbelievable team of officers and counselors that we trained. We empowered the staff and gained trust. Common Purpose: All of our staff had the same common purpose that was the great commission to go and make disciples. Controversy with Civility: In the wake of many road blocks we openly expressed differing viewpoints and handled various situations with civility. Citizenship: To this day we still remain connected to the community that had been created and hope to further impact our society through this bond.

Quick Facts: Year

Number of Number of Fundraised Counselors Campers Budget

2012

$16,000

2013

$21,000

2014

TBD

Exodustcu.org "And we all, who with unveiled faces contemplate the Lord’s glory, are being transformed into his image with everincreasing glory, which comes from the Lord, who is the Spirit.”    -2 Corinthians 3:18

Be Comfortable in Your Genes: Feed Your Body and Soul Week

Katie Lewis and Mary Thesing Chancellor’s Leadership Program, Texas Christian University Goals and Objectives

Plan of Action

Significance of Project

• We chose to address the issues of negative body image and eating disorders, as we see this as a very common and serious problem among college students, especially here at TCU.

Program Goals

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•Negative body image, and in particular, eating disorders, seem to be growing problems at the state and national level. In 2012, TCU published an article stating that 8.78% of students have a confirmed and diagnosed eating disorder. This statistic is almost double the national average of 5% for college students.

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Need for the Project

• On the national level, 25% of college-aged women engage in binging and purging to manage their weight. Anorexia nervosa is the 3rd most common chronic illness among adolescents. •We both have a passion for working with others and helping them see the potential and beauty they possess within themselves. Therefore, we used our strengths of empathy, compassion, and understanding to tackle this pressing issue. •As females at TCU, we understand the pressure to be perfect, beautiful, and skinny. Yet, we want all students, both male and female, to realize how valuable and important they are to our school community. Beauty is not surface level, and everyone should feel comfortable in their own “genes.”

References •“Eating Disorders Statistics,” National Association

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To revitalize the Feed Your Body and Soul Week to have increased student involvement in the planning and execution of the event To raise awareness and increase campus involvement of the Feed Your Body and Soul Week To promote positive lifestyles, stress management, and healthy living and to help students to be comfortable in their own genes

Program Objectives • • •

To post positive notes about self-image in every residence hall bathroom on campus Increase student attendance at the panel discussion and speaker event by 25% Collect 50 pairs of jeans to donate to the Tarrant County Women’s Center

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Body Dysmorphic Disorder • •

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•“TCU Above National Average of Reported Eating Disorder Cases,” Kendall Morris, TCU 360 •National Eating Disorders Association,

Collaborate with Operation Beautiful and post encouraging notes in campus bathrooms Work with the Crew to promote more student involvement, specifically though photo booth activities Campus Life and Counseling Center allocated budget money to cover costs of the program Through the various events we helped plan and prepare for, we are able to reach both male and female students on campus. We hope to create diverse events that promote healthy lifestyle choices and provide education for all students.

Evaluation

of Anorexia Nervosa and Associated Disorders

Nationaleatingdisorders.org

We desired to focus on the promotion of healthy body image, rather than narrowing in specifically on eating disorders. Assist with the previously established week about body image, which is enacted through Campus Life and the Mental Health Counseling Center. Market and promote the week by advertising at campus organization meetings and posting virtual and print flyers throughout campus Find speaker for the event, Brian Cuban, author of Shattered Image: My Triumph Over

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CLP enabled us to look at ourselves and the surrounding community and discover what change we believed needed to occur. For us, it was eliminating negative views of appearance and re-aliginng that view with healthy choices. By assisting and re-vamping the Feed Your Body and Soul Week, we were able to increase promotion of the week and make our ideas heard. We acted as the student voices in what is typically a faculty only project.

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Focusing the event around healthy lifestyles and body images, rather than on eating disorders, provides a more positive approach to a significant issue The diverse activities during the week appeals to a broader population and targets both males and females Awareness and healthy approaches to positive body images are key in lowering the 8.78% statistic of TCU students with eating disorders

Social Change Model •

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Conscious awareness is the first step to

change. This project brings awareness of the issue of body image to campus and promotes a consciousness of self in recognizing the problem in one’s own life. We utilize collaboration through the partnerships and meetings with various departments and organizations on campus to facilitate this event. Feed Your Body and Soul Week had a common purpose that was already established and built upon throughout the event this year.

Obstacles • • •

Finding new and innovative ways to promote Feed Your Body and Soul Week Obtaining active participation and engagement from the student population Communicating between the different departments that had different visions

Acknowledgements The FYBSW Planning Committee: Eric Wood, Karen Bell, Jay Iorizzo, Lindsey Reed, Cortney Gumbleton, Amanda Swartz, Lindsay Knight Partnerships with Housing and Residence Life, TCU Rec Center, Campus Life, Health Center, Counseling Center, Project Bliss, and Crew

Do You Know Como?

Aubrey Fearer, Class of 2013, Texas Christian University Mission of Como Community Center “To enrich the lives of our citizens through the stewardship of our resources and the responsive provision of quality recreational opportunities and community services.”

Needs of Como Community Center Although the center effectively serves its community in a variety of ways, there are a few areas where assistance was needed: • Greater awareness of Como among the Fort Worth community • Financial support to improve academic and recreational programs • Future volunteers for Math, Science, and Reading nights

Plan of Action

Unexpected Challenges

To meet the three objectives, my team members and I decided to rent a booth at the annual Christmas in the Stockyards event in Fort Worth. At this event, donations of gift cards and merchandise from local venues would be raffled off to attendees as a way to fundraise for the center. The booth would also serve as art gallery, displaying art work done by elementary-aged children who regularly attend Como Community Center’s after-school program.

Due to inclement weather, the event was rescheduled from December 7th to December 14th. This change of date significantly impacted the number of people who attended the event. Consequently, only 50 dollars was raised. Additionally, I was unable to attend the event on the rescheduled date, so the logistical responsibilities were passed to Graham McMillan who is a classmate and member of the Chancellor’s Leadership Program.

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Fort Worth Venues In Support of Christmas in the Stockyards Event: Cafe Bella Fuzzy’s Taco Shop Ol’ South Pancake House Dutch’s Burgers Los Vaqueros Mexican Restaurant Sweet Sammies Moda Aveda Salon and Spa Fort Worth Blow Dry Bar TCU Admissions Office McMillan Golf Academy

Project Evaluation Although many barriers were presented throughout the event planning and implementation, the Christmas in the Stockyards event increased awareness of Como in Fort Worth, especially among local business owners who donated to the cause. Personally, I utilized my strengths as an achiever, includer, and communicator to act as a liaison between the community center, TCU Empathy class, and the Fort Worth community. Because of the relationship that has been established, I am confident that similar events will take place annually in the future. This social project ignited my passion to work with populations in need. I am currently serving as an Assistant Programming Director for Como Community Center and plan to pursue my Master’s degree in Social Work. These aspirations derive from the global perspective I developed in CLP.

Acknowledgements Sincere gratitude to Dr. Williams’ Honors Nature of Empathy class for their contributions of creativity and diligent work to benefit Como Community Center.

School, Sex, & STDs

Ellyn Grantham, BS Nursing, Texas Christian University Need For the Project College students and young adults fit into the 18-24 year old age demographic, which has the highest rates of all sexually transmitted diseases according to Center for Disease Control. In addition to the high rates of STDs such as chlamydia, gonorrhea herpes simplex virus, and human papilloma virus, this younger population section is largely uneducated about the risks of sex and how to prevent transmission of these infections. Additionally, sex is somewhat of a taboo subject on TCU’s campus despite the fact that it has a very real presence on any college campus, and therefore should be addressed as an adult-adult conversation about health promotion and education, not in a didactic way. My project attempts to help bridge that gap. This poses a huge risk to the physical and emotional health of not only TCU students, but also the young adult population as a whole. As a nursing major, I feel responsible for helping my fellow students at TCU achieve and maintain a higher level of health by educating them on how to make healthier and safer choices than the ones they may currently be making. My top strengths of responsibility, restorative and relator especially come into play in this project. The restorative side comes to light through my drive to help restore good health through knowledge in the lives of my fellow students, and Relator helps me to connect with people on a personal level on a very personal issue. PowerPoint Template ©2009 Texas Christian University, Center for Instructional Services. For Educational Use Only. Content is the property of the presenter and their resources.

Project Goals/Objectives My goal was (and still is) to educate TCU students about personal sexual health, with a focus on prevention of STDs and contraceptive options Objectives: •To provide education to TCU students via interactive presentation and Q&A sessions •To improve TCU students understanding of STD transmission, symptomology and prevention

Action Plan, continued Wellness Spot: This is scheduled for later in the semester, and it will be an awarenessraising event about STD transmission and prevention before summer, which is one of the times that the CDC has recorded a spike in the number of STD cases in young adults. Stakeholders: I am a charter member and current vice president of Chi Eta Phi Sorority Inc., a professional nursing service sorority, that has partnered with me in all of these activities to increase awareness and education throughout the TCU campus. Really, every TCU student has a stake in this project because it is a national health concern. Regardless of your sexual choices, being educated is key!

Action Plan Wrap It Up seminars: These seminars are the crux of my project, where I got to interact with TCU students, give a brief presentation about the basics of sexual health, STDs, and contraception options, provide additional educational materials, and most importantly, answer questions from the audience concerning what was most important to them. Stall Chronicles: The Stall Chronicles function as an educational tool in the unavoidable location of the restroom. I created a short and informative poster regarding safe sex practices, STD symptoms, and what to do if you think you have one, and these fliers will be going into the restrooms all over campus before Spring Break, another time the CDC has documented a spike in case numbers reported throughout the nation.

Significance .

My approach to the topic of sexual health on a college campus was innovative because it was a comfortable and nonjudgmental environment in which the students in attendance could ask questions about personal experiences. Because I took a student-student approach, there was much more room for honestly and openness. A huge obstacle in my project is that sex is a taboo topic for public discussion on TCU’s campus, and therefore facilitating open conversations about sexual health can be a challenge. One of the ways that this obstacle was overcome was by using engaging advertising as well as creating an informal environment once we got people into the room. The 7 Cs of social change played a huge role in developing and implementing my project, starting with consciousness of self. I felt the need to address this issue stems from a desire for congruence in my roles as a nursing student but also a TCU student. Working with Chi Eta Phi required a great deal of collaboration and relied on our similar values and subsequent goals for our community that we wanted to transmit to the rest of TCU. Finally, since sexual health is a bit of an off-limits subject area, this project required me to implement controversy with civility. Due to TCU’s religious background (and my own personal own), it has been very important to me to emphasize that abstinence is the best and only way to prevent 100% of STDs and pregnancy, but to also create an open environment for those people who choose to engage in sexual activities.

Evaluation This project impacted the community by reaching out to the TCU population through seminars with extensive Q&A sessions, educational materials placed in restrooms, and the Wellness Spot. These endeavors have hopefully increased TCU students awareness and knowledge of their own sexual health in the present and future. My hope is that this topic continues to be addressed through the members of Chi Eta Phi Sorority, Inc. as all of those future nurses continue to take responsibility for their college community’s health. The Chancellor’s Leadership Program helped me to achieve the culmination of this project in so many ways over the past three and a half years. Learning about the 7 Cs in seminar provided a safe place for self-discovery and introspection continuously through both seminars and my project, facilitating continual growth as a person and as a leader. My cohort has been the best – a group of individuals who have inspired, challenged, and accepted me throughout the past three and a half years. Jason Eagar, our original advisor, also played a huge role in my development, encouraging me to go outside my comfort zone, to push through adversity to achieve my goals. More specifically to my project, Karen Bell in the dean’s office has been a wonderful staff member that I got to partner with in efforts to reach TCU students about this issue.

References & Acknowledgements A huge thank you to Chi Eta Phi Sorority, Inc., and Karen Bell in the Dean’s office! Lewis, Sharon L., Shannon R. Dirksen, Margaret M. Heitkemper, Linda Bucher, and Ian M. Camera. Medical-surgical nursing: assessment and management of clinical problems. 8th ed. St. Louis: Elsevier Inc, 2011. 1330-1345. Print. Sexually Transmitted Diseases (STDs). (2010, November 22). In Center for Disease Control and Prevention. Retrieved April 18, 2013.

Promoting Education

Ronald Lin Business Information Systems/Supply Chain Management Texas Christian University Need for the Project

Project Goals/Objectives

Plan of Action

Significance of the Project

Students who go to public schools in Myanmar face a big problem. The reality is they are not learning anything valuable at school. Students are memorizing the textbook and the answers word by word. Even for math problems, they know the actual answers by heart. The future of these students under the public education system is very dim there are significant changes come from the government regarding their education policy. With the country currently going through a transition to democracy, it is imperative that the youth have the necessary foundation to lead this country. Improving the education system for these students will be a step in a right direction. My top five strengths are Analytical, Command, Discipline, Relator and Significance. I feel like overall my strengths display leadership qualities as well as personal relationship attributes necessary to positively impact in the community. They will eventually help me turn my visions into actions.

Goals • To increase literacy in the community. • To increase general knowledge of people in the community. Objectives • Tutor English and Mathematics at a local private library. • Help public high school students with college applications and essays. • Act to promote reading books in the community. Outcomes Achieved • Tutored several public school students ranging from elementary to middle school in English and Mathematics. • Tutored eight public school students over the span of 4 years to help them with their SATs and college applications. They are currently at various four year universities in the United States. • Able to bring in used/old books from the United States to the library through the American Embassy. • Library membership increased from 50 in 2009 to 783 by the start of 2014.

I started this social change project before I even came to TCU. As a privilege private high school student, I felt obliged to give back to the community by promoting education. I met the founder of Tharapar Library at one of their networking events, and he told me his vision of increasing the general knowledge of people in the community. He had his own individual business, but started the library out of pure passion. Immediately, I signed up to volunteer at his library. After a year, I was elected President of the library. I attended several networking events to sell our pitch so that we could expand the library through donations. One of the finest accomplishments was getting the support of the United States Embassy. They gave us a list of contacts from the U.S. particularly universities and colleges who could help us out. Through that list, we were able to bring in books as part of our expansion plan. I also started volunteering as a tutor at the library. I tutored SAT English and Math to public school students who wanted to come to the United States to enjoy the benefits of a higher quality education. I started helping them with their college essay in the early 2010. I had to leave for TCU in the fall, but I kept going back in the following summers to tutor and volunteer.

This project is very significant not only to the people with whom I interacted, but also to the general community. All of 7Cs areutilized in my project. The 7 Cs encompass the Social Change Model of Leadership Development. I had a CONSCIOUSNESS of Self and CONGRUENCE to be aware of the poor public education system in my native country of Myanmar which led me to start volunteering at the local library. I started tutoring to promote the general education of people in the community. The project that I was on required a huge COMMITMENT. Without commitment, it was impossible to achieve what we were able to accomplish. COLLBORATION and COMMON PURPOSE played a part in making decisions for the future of the library as well as the potential impact that the people in the community might receive. In making these sound decisions, we received much CONTROVERSY WITH CIVILITY. Not every decision we made faced little resistant from the major stakeholders. It was important for us to respect their point of view and it often led us to new, creative solutions for our problems. This project has a whole happened because of the CITIZENSHIP. I tried to work for positive change on behalf of others and the community. After all, it is not just about one person, it is about the community, and with each baby steps, I believe that fixing the education system of this country will take a step in the right direction.

Evaluation Overall, the project did well despite not having adequate funding. We were able to communicate with the public regarding the importance of general knowledge. My goal for the future is to go back to the library, and make an even larger impact. The Chancellor’s Leadership Program made me realize the magnitude of the impact I was making to the community. The curriculum and the objectives taught me the 7C’s and it allowed me to reflect on the project that I did at a whole different level. PowerPoint Template ©2009 Texas Christian University, Center for Instructional Services. For Educational Use Only. Content is the property of the presenter and their resources.

Acknowledgements • • •

Ye Htet Oo (Founder) United States Consulate, Rangoon, Myanmar Yangon International School

Beyond Borders Organization International Student Services Texas Christian University What is Beyond Borders? Beyond Borders was a mentorship program especially designed for Incoming International Students first founded in 2012 by Anh Pham, Linh Le and Phuong Diep.

Achievements • Become a recognizable Organization on campus • Open for all International Students who are in need • Recruited 30 pairs of mentor/mentee for Fall 2013 • Successfully organized 4 events/ semester • Received almost $1,000 grant from SGA

Who is in it? International students as mentee TCU Faculty & Staff as mentor

Mission Statement To create relationship To help students develop necessary skills for their college experiences To foster cultural awareness and understanding within TCU community . PowerPoint Template ©2009 Texas Christian University, Center for Instructional Services. For Educational Use Only. Content is the property of the presenter and their resources.

“I was so scared at first but when I talked to the professor, she was so nice and friendly. I felt so great” – said Connie Kao, Beyond Borders Mentee Thank you • John Singleton for your great advices and support • SGA for the fund and support • Anh Pham and Linh K Le for being there from the start. • Hung Bui, Alejandra Pozo, Derek Pearce, Bessy Fang, Duy Ngo and Linh Le for being the best board members ever • All of Beyond Border mentors and mentees

AID India-Eureka SuperKidz Javesh Chugani and Pratik Mehta Texas Christian University

Need • 29.96% illiteracy rate (310 million) • 58% children don’t complete primary education • Indian GDP/capita: $1410/year • 10% of students go on to attend college Education is a powerful, non-tangible asset that a person can own in their life. It is not merely an acquisition of bookish knowledge but a translation of that knowledge into responsible actions.

“The English flash cards are good! My children are learning new English words.” –Malar, mother of Jagan

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

Goals • Raise at least $2000 • Sponsor the education of 15-30 children • Build an ongoing relationship with AID- India • Emphasis on education for girls PowerPoint Template ©2009 Texas Christian University, Center for Instructional Services. For Educational Use Only. Content is the property of the presenter and their resources.

“ I used to be scared of maths. But I know understand and do addition, subtraction and fractions.” -Vidya, Class 5

Plan of Action • Fundraising through Students for Asian India Cultural Awareness (SACIA) 1. Mela & Experience India 2. 100% of proceeds donated to AID India. • Adopted the Aanivadicolony Village through AID India • Sponsored the education of 31 children and paid for teachers’ salary • Helped fund books and school supplies

Social Impact • Establish an ongoing relationship • Student performance base increased from 28% to 48 % • Empower students through education • Improve lifestyle conditions in poverty stricken areas

Poverty and Classism: Combating Bias at the Elementary Level

Erin McDonald, Early Childhood Education (Special Education Emphasis), Texas Christian University

A Growing Need For Anti-Bias Curriculum “There exists apprehension among some educators to directly teach about certain topics that relate to intergroup harmony…Didactic instruction when it is brief and superficial has little or no effect, but when it is long term and systematically built into the curriculum it is proven to be an effective in-school intervention.” Eric D. Wong, 2002 (First Nations Education Steering Committee ______________________________________ Poverty can affect individuals of any race, age, culture, religion, and/or ability. Poverty transcends the lines typically used to divide society, making poverty a potential threat to any individual in the global community. As America, and the entire global community, experience times of economic hardship, I believe educators must prepare students to combat issues related to classism and socioeconomic bias. While the topic of socioeconomic bias can diverge into a variety of concepts and topics, this anti-bias unit focuses on the concepts of poverty, prejudice, and bias with the purpose of developing elementary students into agents of social change.

Big Questions: • What is poverty? • What is prejudice? • How does poverty and/or prejudice affect a person's life? • How can a person/ organization/ community fight against poverty and/or prejudice? *Measured by lesson objectives based on observable and measurable student behaviors.

Action Plan

My Strengths

My anti-bias curriculum is ready for immediate classroom implementation. Aligned with the third grade TEKS (Texas Essential Knowledge and Skills), educators can use the curriculum to teach students about poverty and bias while meeting the mandated Texas Education standards. In addition, every Resource listed in the unit’s annotated resource list is located in public libraries or online, placing little to no financial burden on the teacher or school implementing the curriculum.

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Context: In my unit, I plan to use my strength of context to guide students in investigating the past to better understand the present and actively change the future.

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Restorative: Energized by problem solving, I hope to instill in students an interest in analyzing symptoms, identifying problems, and developing solutions. Ultimately, this curriculum strives to empower elementary students to act as agents of social change.

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Discipline: My anti-bias unit includes routines, proposed timelines, associated TEKS (Texas Essential Knowledge and Skills) and scripted dialogue questions, making classroom implementation feasible and realistic.

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Individualization: My anti-bias unit emphasizes resiliency, civic responsibility, and individual action. This unit emphasizes the importance of individuality and personal strengths.

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Strategic: The lessons in my curriculum are interdependent, threaded together by the topics of classism and socioeconomic bias. Each lesson in this unit plays a distinct, valuable role in answering the three “big questions” of my anti-bias curriculum.

Included:

An Innovative Approach:

• • • • • • • • • •

Rather than teaching students about socioeconomic status, poverty, homelessness, and chronic hunger, this anti-bias curriculum confronts students with the sensitive issues of bias, prejudice, and discrimination. In addition, this anti bias unit places emphasis on resiliency, civic responsibility, and social action; consequently, this unit pushes students beyond comprehension, engaging students in complex cognitive functioning (i.e. analysis, synthesis, and evaluation).

Unit Rationale Big Questions/Related Concepts Annotated Resource List Student Handouts Dialogue Questions TEKS Alignment 10 Lesson Plans Measurable Objectives Assessments Student Social Action Project

Acknowledgements Dr. Kay Stevens (TCU College of Education) • Associate Professor, Special Education Dr. Cecilia Silva (TCU College of Education) • Professor, Bilingual/Multicultural Education

M.A.K.E

Maximizing Aspirations through Key Exchanges Preston Oliver, Kaity Wegen, Yatin Agarwal, and Brooks Anthony - Texas Christian University-

Need for the Project

Project Goals/Objectives

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Problem: There are individuals in the Fort Worth community who are lacking business skills that would be beneficial for them to obtain employment. As Neeley Fellows we needed to create a project that utilized our skills while positively impacting our community. Even though the U.S. recession has ended, the unemployment rate is still above past averages, and action needs to be taken to address this problem. Many individuals are attempting to enter the workforce without adequate business skills, and lack of access to education. As honors business students who all have leadership experience, strong presentation and communication skills, and a facilitationstyle approach to teaching, we believe that our team could create a workshop that would be beneficial for the clients of Catholic Charities. Creating a workshop allows us to interact in a group setting and one-on-one with the individuals, and the personal interaction was key to adequately serving the individuals we worked with.

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Evaluation of the Project •

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Create a curriculum for M.A.K.E. Have a pilot program for M.A.K.E. in order to learn what can be improved for future workshops Create and incentive program for the individuals at Catholic Charities, and have 20 people at the first workshop Successfully pass-down the leadership of the program to the underclassmen so that M.A.K.E. will continue in the future Implemented a stable leadership structure though Neeley Fellows to ensure M.A.K.E. will have continued oversight by the students M.A.K.E. was created to fulfill both the requirements of the Neeley Fellows Service Learning Project and the CLP Legacy Project

After the pilot workshop we received very positive feedback from Catholic Charities, Neeley Fellows, and the individuals we worked with (who we conducted post-surveys with) M.A.K.E. has been extremely successful as a legacy project. The underclassmen Fellows have already taken on leadership, and will take M.A.K.E. into the future. There is endless rooms for growth and M.A.K.E. could be applied to all business majors, and outside of the Fellows Program. CLP has influenced M.A.K.E. by creating a strong foundation for focusing on leadership outside of our own community. To challenge ourselves how to think outside of the Neeley Fellows bubble, the TCU bubble, and even the Ft. Worth bubble allowed us to impact our community.

Plan of Action •

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The first M.A.K.E. workshop was in Spring of 2013, and was advertised through flyers in Catholic Charities We collaborated with two staff members at Catholic Charities and five sophomore Fellows Main areas of impact and stakeholders: Catholic Charities Job Services and the Neeley Fellows program The next M.A.K.E. workshop will take place in November 2013, and once a semester for the foreseeable future Costs: $350 for printing costs, lunches, and bus passes. Fund for future workshops through Dr. Grau and the Neeley Fellows Program

Significance of the Project •

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Acknowledgements: Dr. Stacy Grau, Loren Eaton, Cassie Cure, and Brittnee Thomas

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Consciousness of self: We value the knowledge and skills we have learned through the Fellows program and believe everyone should learn basic business skills no mater their socioeconomic status. Congruence: We were honest with ourselves knowing that we cannot give the same presentations at Catholic Charities as we give at TCU, so instead we focused on being genuine in the delivery and interaction with the individuals we worked with through M.A.K.E. Commitment: Plan for M.A.K.E. began our sophomore year and it was built around the idea that this workshop would continue on past our graduation. Our goal and commitment was that this would be a sustainable operation. Collaboration: As a team we developed M.A.K.E. while also collaborating with the individuals at Catholic Charities, and gradually bringing on younger Fellows to become a part of the team. M.A.K.E. has been a collaboration of CLP, Neeley Fellows, and Catholic Charities. Common Purpose: M.A.K.E.’s common purpose was that as a team we have business honors background and wanted to use our strengths to create a legacy project that gave back to those who do not have access to the same resources that have been made available to us through TCU Controversy with Civility: In creating M.A.K.E. we respectfully disagreed and challenged one another in the vision and creation of the workshop. As a group, differences were inevitable, so consistent meetings were necessary, and subsequently we always created a solution that was for the greater good Citizenship: We acknowledge that M.A.K.E. is

impacting more than the students at TCU but has the opportunity to impact individual’s lives in Fort Worth. We saw that Neeley Fellows needed a service project, while Fort Worth needed attention to be brought to unemployment rates. By focusing on responsible citizenship we were able to create a solution that benefited both parties.

Wesley Meditation Garden James Reed, Marketing, Texas Christian University

Why A Garden?

Expected Yield

The TCU Wesley Foundation

Where We’re Headed

The Facts: • TCU is a community thriving of different cultures. Out-of-state students now comprise more than 50% of the incoming class and over 600 international students from 90 different countries currently attend TCU. • 50% of college students feel so depressed that they have trouble functioning in school.

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Located at 2750 W. Lowden Street, the Wesley is committed to engaging students of all walks of life and nurturing them in faith development during the formative college years.

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So What? • I seek to bring these many cultures together, creating a place community can flourish, cultures can propagate, and social bubbles can burst into a million pieces. • Through providing a place of community, nature, cultivation, and meditation I hope to reduce student stress and anxiety, increase outdoor activity and interaction with nature, and create a biosphere of social change. • Ultimately, I envision this garden as a model for the Fort Worth community and other college campuses to build similar meditation gardens. Why Me? Belief ▪ Strategic ▪ Maximizer ▪ Positivity ▪ Developer

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From a leadership perspective, this project aligns seamlessly with my passions. I firmly believe my strengths will also allow me to motivate people to take ownership of the garden, which is the key to sustaining the garden long-term. I specifically will be able to see the best in people and find unique ways they can contribute based on their individual passions.

“Life’s a garden, dig it.” –Joe Dirt

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Rebuild existing dilapidated gardens by 3-1-14 Design and build meditation area Finalize materials budget by 2-1-14 Install meditation pond, picnic tables, hammock poles and gazebo by 4-1-14 Create garden handbook by 3-1-14 Initiate campus-wide marketing campaign by 3-16-14

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Outcomes: • Daily use by 10 to 15 people • Weekly group activities • Monthly volunteer events

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Sowing The Seeds

Community Impact

Areas of Impact • Campus Health ▪ Neighborhood Aesthetics Campus Diversity ▪ Community Involvement Stakeholders • TCU ▪ Students ▪ TCU Wesley Foundation Neighborhood ▪ Leadership Team ▪ Volunteers Planned activities • Weekly leadership meetings ▪ Biweekly volunteer events ▪ Advertised grand opening Resources • $3000 for structural repairs and implementations • $500 for picnic benches (SGA) • Free mulch (City of Fort Worth)

Self: Consciousness of Self, Congruence, Commitment • This project has tested my limits, but it has also led to self-discovery. Hurdles only make me leap higher, strive for better ideas, and strengthen me along the way. This project has lifted my spirit. It reminds me to never give up. Others: Collaboration, Common Purpose, Controversy

We are attacking this issue from the ground up, and using the little we have to start a chain reaction. We want people to get their hands dirty and do something uncommon: go beyond loving their neighbor and actually being neighbors. After planning for an entire semester, the garden is coming to fruition with new projects happening every week. Many volunteers have begun using the meditation garden to study, relax, and build community with friends. We will continue to grow, reach out, and build intentional community across Fort Worth. This journey has not been without its hurdles. To push through and stand where I am today is due in large part to the experiences, friends, and knowledge I have found in CLP. Without a doubt CLP has influenced my style of leadership and my ambition to change the world. For that, I am ever grateful.

with Civility

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The power of the collective is evident throughout this project. Common purpose drives our leaders, and the end result reflects the collaborative and unique perspectives of everyone involved. Society: Citizenship • Just as diverse as the flora at our garden, so to are the people that use it. We are using our hands to build a simple garden, along the way our hearts build community.

Shout Outs! • •

Special thanks to our team: John Kim, Bennet Hickok, & Andrew Heller The TCU Wesley for providing volunteers, resources, and land for the garden!

Connecting in Worship Zoey Murzyn, Texas Christian University

A Simplicity that Grew

Chart or Graph Title

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Brief Explanation

I proposed a plan for an interdenominational worship service to Rev. Allison Lanza in the TCU Office of Religious and Spiritual Life to replace the Carols by Candlelight service cancelled due to inclement weather.

Lessons in Leadership

Campus Worship Team •

We should do this again. Next time, what if we… Change resonates in expansion. I heard these lines numerous times after we left that evening and in the weeks that followed.

You Don’t Decide to Cause Change •

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What I assumed would be a simple logistical schedule change became an avenue for creating not only a worship space and time for the university community, but a creative and collaborative experience for myself and the beginning of new potential for communal worship for the campus.

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This was an exercise in using my identified strengths (Achiever, Maximizer, and Significance among them) to their highest advantage as well as intentionally seeking those of the individuals we asked to contribute in specific ways. Members of at least five religious organizations on campus, several of their campus ministers, and the RSL staff, all representing a variety of Christian denominations, offered reflections, musical talent, staging support, and organizational assistance, and even more attended the event. The paramount goal was to celebrate the present diversity while crafting an event that would be spiritually meaningful to individuals from various religious contexts. We sought to provide this congruence of reception through attention to language and creative choice of ritual employed during the service; this posture of deeply appreciating our variety while uniting our community is set to be continued in the future.

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We did not try to start a legacy. But when active community members are presented an opportunity to unite with those of similar goals, especially in a fashion as uniquely bonding as shared prayer among those who hold different beliefs, those individuals then have avenue to continue that collaboration. I am privileged to be helping form an interdenominational worship team that will organize at least two more similar services this semester as a continuation of this effort begun in January. To prepare for future semesters, I have plans in motion for reaching students involved with each RSL affiliate group to create a pool of reflection authors, meditation and prayer leaders, musicians, and organizers for future events. We will build this recruitment into beginning of semester registration for each organization involved. This system will ensure diversity and efficient planning for campuswide worship next year.

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You React to a Need, and Then Change Happens •

This project did not arise out of a long term plan. I simply tried to take advantage of an opportunity for community growth on our campus through encouraging one event to happen. Afterwards, I realized the possibility for a rippling effect towards enriched dialogue, cooperation, and fulfillment for our community

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Social change is something that grows organically. I have learned that leadership and effecting change emerge out of the reaction to a specific situation, which in turn offers an opportunity for even further-reaching influence.

With Greatest Thanks •

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This change on campus would not have happened without the support of Associate Chaplain, Rev. Allison Lanza. Thank you for your every action and encouragement. I am also grateful to Rev. Angela Kaufman, Rev. Todd Boling, and all the campus ministers and students who gave of themselves for this and future worship events.

Constructing a Social Change Project is daunting. One must face the challenge of impacting a community in a manner of significance. Creating sustainable change in those individuals’ lives is an additional hurdle. How can I change the world? Seeking an opportunity to help others for the sake of helping itself, even with pure intent, is difficult and can be inaccurate towards the needs of the targeted community. In preparing for this project, I struggled with wondering what would be big enough, what would make enough of a difference.

A Safer Way

Stephanie Rocco, Texas Christian University The Issue at Hand

There is a huge shift in where a large number of TCU students go at night time after turning 21. This shift going into downtown Fort Worth and the West 7th area instead of staying closer to campus. However, students do not enjoy waiting for taxis, as they can be very delayed and unreliable. Because of this, many students choose to drive themselves, and often times they are significantly intoxicated. This is clearly a huge issue, and one that I would like to prevent. This issue can be prevented through the use of a reliable and convenient resource provided for students to use.

Objective The main goal of my project is to create an avenue for students to use that is safe and reliable to get from place to place when they are not in the correct state of mind to drive. The main company that I am currently pursuing is Uber, a driver service that is based on the use of a smart phone.

In-Process Significance While this project is still in progress, my hope is that it has started a movement and created an awareness for TCU that students need to find a safer way to get from place to place. Getting the ball rolling in this area is a big goal of mine, and I believe I have succeeded in doing that.

Plan of Action Currently, I am working to create a relationship between Uber and TCU. The main focus is to build an awareness of Uber, and an incentive to use Uber. The biggest incentive at the moment is a Promo Code that will be available for students to input into their account when they set the app up on their phone. After implementing this Promo Code students will receive $25 credit toward their account to use toward Uber services. The hope is that through this incentive, students will begin to use Uber as a way to travel safely, and continue using it after seeing it’s reliability and convenience.

How Does Uber Work? After downloading the Uber app onto a smart phone, a user fills out his or her information, including a form of payment. When a user wants to request a driver, they simply tap the “Set Pickup Location” which always begins on their current location. The app will tell you how far away a driver is from your location. When you request a car, it will immediately tell you who the driver is and will update you on their distance from you. Once they have arrived, the driver will call your phone to let you know. The real advantage to this system is its convenience. Students will rarely have to wait even 15 minutes for an Uber driver, and the cost will automatically be charged to the account, making it stress free.

Pancakes for Parkinson’s

Elizabeth St. Laurent, Biology, Texas Christian University

Community Need: Many individuals and families in the Fort Worth area as well as the United States are affected by Parkinson’s, either personally or through family members and friends. Support and awareness are the first steps in assisting, both emotionally and physically, those who are affected. Parkinson’s is a disease that affects the whole family and adequate support is necessary for those enduring the life long and incurable effects.

Plan of Action:

Significance of the Project:

In conjunction with Team Fox, a pancake breakfast was executed on the morning of the TCU vs. Baylor football game on November 30, 2013. This enabled the event to have an impact on TCU students, Baylor and TCU fans, as well as alumni from both schools-allowing the entire community to participate and benefit. In addition, organizations on campus played a vital role in the event’s success. Sodexo graciously donated nearly half of all supplies required. SGA provided a $1000 dollar grant to purchase the remaining supplies. In addition, Alpha Phi Omega members helped facilitate the event, cook and serve the pancakes, hand out information about Team Fox and Parkinson’s, and promoted the event on campus.

This project was a fun and unique way to involve the community in a movement for awareness and support for Parkinson’s research. It directly ties in with Collaboration, Common Purpose, and Congruence for its group oriented nature. However, it also provides the setting for developing greater Consciousness of Self because it makes you aware of your empathy towards others. In addition, it required great Commitment to complete this project. Planning took approximately 4 months, with many frustrations and red tape along the way. Health codes requiring food handler’s licenses, figuring out how to fund such a large venture, where to get adequate manpower, all the paperwork, working with TCU and Sodexo to follow all ordinances and regulations, the list goes on. However, it was definitely a wonderful experience to watch the project reach its culmination. Serving families and helping others has no substitute. The impact didn’t stop on TCU grounds

Project Objective: Facilitate an event to raise $400 dollars for the Michael J .Fox Foundation and promote awareness and education about Parkinson’s to about 75 individuals.

Prevalence of Parkinson’s

Acknowledgments: Michael J. Fox Foundation Alpha Phi Omega TCU SGA Sodexo Shawn Wagner Linda and Scott St. Laurent

http://www.sciencedaily.com/releases/2 010/01/100127164022.htm

Evaluation: The event had not been previously held at TCU or in the Fort Worth community. It is a project that has been set in motion to be repeated each fall in conjunction with a major football game to have maximum impact. In the future, Pancakes for Parkinson’s has the potential to be something the community looks forward to as a major event on the TCU campus every fall. In addition, it is a project that continues to give back. Education truly is power and by learning more about Parkinson’s you gain empathy and understanding for others with the disease so you can engage in meaningful ways. Through learning about the 7C’s of Social Change, it opened my eyes to the fact that empathy is a powerful tool for effective communication and relationships. This project not only required the leadership qualities that I gained from CLP in the planning an execution stages, but the skills I learned in CLP also enabled me to devise a project with a distinct and direct purpose for a particular population within the community around us. Pancakes for Parkinson’s had an impact far beyond what I ever imagined. Although it only raised about $300 dollars, the project interacted with well over 100 individuals and showed the community that TCU students care about the community around them.

Communication Disorders Daniela Saenz, Texas Christian University

Objective: • To promote understanding and awareness of Communication Disorders and Speech-Language Pathology. • Raise money to improve technology at the Miller Speech and Hearing Clinic (MSHC). • Raise money to provide therapy with no service fee. Plan of Action: • Video • Social Media Awareness • Involvement of National Student Speech Language Hearing Association (NISSLHA). • Each NISSHLHA member will raise money to donate towards the Miller Speech and Hearing Clinic. PowerPoint Template ©2009 Texas Christian University, Center for Instructional Services. For Educational Use Only. Content is the property of the presenter and their resources.

Communication Disorders: • A communication disorder is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. • It may range in severity from mild to profound. It may be developmental or acquired. Individuals may demonstrate one or any combination of communication disorders. It may result in a primary disability or it may be a secondary to other disabilities.

Speech-Language Pathology: • Working with the full range of human communication, speech-language pathologists (SLPs) evaluate and diagnose speech, language, cognitivecommunication, and swallowing disorders and treat such disorders in individuals of all ages, from infant to the elderly .

Significance of Project: • Unites NISSLHA members to work towards a common cause. • Spreads awareness of the different types of Communication Disorders, how they affect individuals, and families. • Spreads awareness of the Speech-Language Pathology field: what they do, who they serve, where they work, and the type of training needed. • Helping out the Miller Speech and Hearing Clinic by donating money. This will allow for the clinic to improve technology and provide a child a semester of therapy with no service fee.

Engaging the Outside World: Interactive Information Seminars

Britnee Rosales, Melissa Morales, Farvah Haseeb, Texas Christian University Plan •

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As juniors and seniors entering into the electorate, we feel that it is vital that the student body be informed of the surroundings and situations that impact their daily lives. We decided to create and establish an interactive seminar teaching sessions that will hit on high points that we feel are necessary to be informed on. The basis of our interactive information seminars is to engage students so that they become more aware of issues that are impacting their lives. These students will be going to college, voting, getting jobs, getting married, starting a family. At this crucial stage in their lives, these students need to be more informed so they are able to make better decisions while knowing all the options available. Pairing up with an economics class in Cassata High School, we decided to discuss relevant topics that pertain to the demographics of the students. These include: • Education: The Value of a College Degree • Immigration: Laws, Rules, and Regulation • Healthcare: What Exactly is the Affordable Care Act? For a lasting and long-term effect, our goal is to have the teacher of the Economics class have the students read a news article (NY Times, Washington Post, etc.) in relation to social issues and its effect on the economy for homework. For every article, students will come back for discussion with questions and explain what they were able to grasp from the article. By doing this simple assignment daily, not only are students aware of social issues in relation to class lecture, but they are aware of the current news and interested in these issues affecting their everyday lives.

The 7 C’s of Leadership Consciousness of Self Students will broader their perception through the incorporation of societal issues/topics which constantly, unconsciously or consciously, alter their surroundings and situations and uncover their own beliefs, values, and attitudes of personal motivation. Congruence Interactive Information Seminars will create a space to create and strengthen an ideology of “thinking, feeling and behaving with consistency, genuineness, authenticity and honesty” by addressing issues effecting personal lives, and the lives of others. Commitment Revealing the interdependent network of historical, societal, economical, and political forces effecting local and global communities, which may cause a motivational force of collective efforts rather than individualistic concerns Common Purpose In congruence with commitment, the Interactive Information Seminars will create an environment centered on discussion which allows the formation of common group values through classroom peers, and educator collaboration.

Controversy with Civility In order to form a common purpose, differences in viewpoint, due to the various contexts of life, must be discussed openly and with civility, which will strengthen the group’s efforts in understanding the various topics discussed. Citizenship The students will be able to connect the information learned through the three seminars of education, immigration and health care to the community, and the effects individual and collaborative efforts place upon the movements of structures within a society/community. Change Ultimately, the seminars will provide a framework of decision-making through a collaborative leadership of constructing initiates of change through the various seminar topics—a movement towards a better world for the self, and community.

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Before we started our seminars we conducted a survey to gauge the students. This survey told us what exactly the students felt and knew about the topics that we were to discuss the following week. At the end of the week, we administrated another survey to see how much information and knowledge the students retained. Another factor in these seminars that we included was a level of interactivity. We felt that if we talk to the students as classmates and college students then we would be able to reach out to the students more than we would if we acted as teachers and professors. • To help with the interactivity we included games, and discussions and mini quizzes and prizes to keep the students invested in the discussion • Additionally, we incorporated short video clips/visuals such as TED talks and news clips to keep the students interested and engaged to the lectures. • At the beginning of every lecture, we ask students to feel free to ask questions and tell us what they were able to learn from the previous day’s lecture. In doing this, we were able to answer unclear questions, but see what students were able to take away from the lecture.

Credits: • •

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Nancy F. Martin • Principal, Cassata High School Annie Chavez • Director of Development and Marketingl, Cassata High School Rosangela Boyd • Director of Community Involvement and Service Learning

Resolving the Parking Predicament

Ryan Tiglas and Katy Lyons, Texas Christian University Need for the Project

TCU Campus Parking Map

Modified Parking Lots

Plan of Action

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This map was presented to students at the beginning of the 2013-2014 school year.

Lot 8, pictured in the bottom left corner, will be made available to commuters between the hours of 5 p.m. and 8 a.m.

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Traffic Regulations The committee should establish a standards document or policy guide that would provide consistency in future rulings and maintain the group’s integrity.

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Student Union Accessibility In order to increase parking availability without creating new spots, select visitor parking lots will be made available from 5 p.m. to 8 a.m. on the West side of campus.

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15-Minute Parking We are currently working to increase the number of 15-minute parking spaces available on the West side of campus; however, use of these spaces will be heavily monitored and enforced.

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Commuter Parking In conjunction with the items listed above, we will encourage the Traffic Regulations and Appeals Committee to conduct a listening campaign allowing for greater student input.

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Traffic Regulations Students are currently frustrated with the infrastructure of the Traffic Regulations and Appeals Committee. It appears as though there is a lack of consistency in the enforcement of traffic violations.

Lot 6, pictured in the bottom right corner, will (potentially) have an increased number of 15-minute parking spaces.

Student Union Accessibility The student union is intended to be occupied, a central location that unifies the community; yet the BLUU’s lesser attendance can be attributed to its inaccessibility to commuters. There is currently a lack of commuter parking available on the West side of campus, including both short and long-term spaces. 15-Minute Parking Quick parking is a rare but necessary commodity for commuter students. Previously, the Traffic Regulations and Appeals Committee suggested eliminating some of the 15-minute parking throughout campus. This action was considered because a number of students abused the spots’ intended purpose.

Project Goals & Objectives

Significance of the Project

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To increase the accessibility of the Brown Lupton University Union to commuter students.

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To increase commuter participation in on-campus activities.

Commuter Parking As more parking spots are eliminated each semester due to construction, alternatives must be developed and considered regarding commuter accessibility to both on-campus facilities and activities.

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To decrease the number of traffic citations issued to students on the West side of campus.

This project is the culmination of efforts to draw commuter students back to campus. Far too often, a lack of time and available parking prevent commuters from utilizing services in the Brown Lupton Student Union and participating in on-campus events. In order to reintegrate these students into the campus community, we have successfully opened up visitor parking, and will work towards increasing the number of 15-minute parking spaces around campus. Our hope is that commuter students will recognize the efforts to minimize current parking difficulties, while also attempting to decrease the number of traffic violations given to students.

Acknowledgments • • •

Officer George Steen Office Clay Buckalew DeAnn Jones