DIVISION OF
STUDENT AFFAIRS 2017 Annual Report
table of contents Introduction Message from the Vice President for Student Affairs . . . . . . . . . . . . . 1 Organizational Structure and Future Direction Divisional Strategic Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Goals, Objectives and Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Unit Highlights Accessibility Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 African American Cultural and Resource Center . . . . . . . . . . . . . . . . 12 Bearcat Bands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Center for Community Engagement. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Commencement, Convocation, Parents & Families Association . . . 15 Counseling & Psychological Services. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Dean of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Ethnic Programs and Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Fraternity & Sorority Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Gen-1 Theme House . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Learning Assistance Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 LGBTQ Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 McNair/STARS Scholars Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Office of the University Ombuds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Resident Education & Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 25 STREngTh Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Student Activities & Leadership Development . . . . . . . . . . . . . . . . . . 27 Student Conduct & Community Standards. . . . . . . . . . . . . . . . . . . . . 28 Student Wellness Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Testing Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Veterans Programs and Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Women’s Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Dear Colleagues and Friends— The Division of Student Affairs is pleased to present the 2016 – 17 Annual Report. Student Affairs staff provide services and programs to enhance student success both inside and outside of the classroom. Our objective is to create a vibrant and supportive learning community in which students can develop and thrive. As the University of Cincinnati, once again, welcomed a record breaking number of new students, Student Affairs responded by unveiling a new strategic plan that prioritizes university partnerships to assure a more holistic approach in meeting students’ needs and broadening the scope of student input in planning processes. Debra Spotts Merchant, JD
Vice President
Divison of Student Affairs
On behalf of the Division, I am so pleased to provide you with this Annual Report; it serves as a snapshot of our student outcomes for the aforementioned year. I also want to highlight the following accomplishments from this last academic year: • UC is now home to over 600 registered student organizations! The number of registered student organizations has grown almost 60% in the last 5 years. • On January 3, 2017, the African American Cultural and Resource Center (AACRC) hosted Kufunua, a reveal of the newly renovated space in the AACRC. A new study lounge and student lounge were opened, which feature Fiber Art donated by a DAAP faculty member. • Through the generous support of a donor, the Sawyer Pardo Scholarship was created to support students who identify as LGBTQ and are in need of financial support. • I n its inaugural year, the Bearcats Pantry has served 38 students through more than 50 visits to the pantry. The pantry aims to close the food insecurities gap for any University of Cincinnati student. • The Learning Assistance Center served 6,057 unique students for a total of 63,738 hours. That equates to more than 2,000 hours of tracked support every week and nearly 425 hours of support every day! I want to commend the tireless staff in Student Affairs for their hard work and laser focus on delivering a Bearcat worthy student experience. We are delighted to be on this journey of discovery with our amazing students.
Debra Spotts Merchant, JD Vice President of Student Affairs
FUTURE DIRECTION DIVISIONAL STRATEGIC PLAN The Student Affairs Strategic Plan is our roadmap for increasing the capacity of our division to meet the diverse needs of all Bearcats. The plan is built upon three important foundational elements:
UC MISSION The University of Cincinnati is a premier, public, urban research university. Through scholarship, service, partnerships, and leadership, we create opportunity, develop educated and engaged citizens, enhance the economy and enrich our University, city, state and global community.
STUDENT AFFAIRS PURPOSE Student Affairs advocates for and meets students’ diverse needs by providing innovative co-curricular experiences that enhance wellbeing, foster life and academic skill development, engender responsibility and grow leadership capability.
THE DIVISIONAL PILLARS
Accessible Culture of Academic Success
The Holistic Development of Students
Intentional Student Advocacy
Engaging Relationships and Experiences
The Strategic Plan was initiated by an external review of the division in late 2015. Information from that review, as well as student survey feedback, divisional goals and objectives from the Student Affairs Leadership Team, and feedback sessions with the Student Affairs directors brought into focus the four goal areas and related objectives that make up our plan. In February of 2017, the Student Affairs Leadership Team and Vice President Merchant revealed the Strategic Plan to the division and campus partners at a celebratory reception. As you read this annual report, you will see the icons that reflect our Divisional Pillars throughout. These symbols indicate examples of accomplishments related to our Strategic Plan this past academic year. You can find the full list of goals and objectives on the next several pages.
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Accessible Culture of Academic Success Services and programs are intentionally designed to support and promote a culture of academic success for all students. Students who participate in academic support services will achieve academic success, be retained, and graduate.
Holistic Development of Students Leadership and educational programs are focused on the holistic development of student participants. Students will discover and define their personal values and goals, and identify how those will be realized at UC and beyond.
Intentional Student Advocacy Intentional student advocacy programs educate and develop a UC community that is inclusive and affirming. Students experiencing consistent inclusion and respect throughout campus are empowered to fully engage with the UC community.
Engaging Relationships and Experiences Programs and experiences will provide students a safe space to engage with members of the UC community who can support their continued development and success. Students will cultivate relationships and have experiences that create bonds and support their retention and success at the University of Cincinnati.
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STUDENT AFFAIRS GOALS, OBJECTIVES, AND OUTCOMES GOAL 1: Create a vibrant, student-centered, on-campus and virtual Student Affairs presence Student Affairs Strategic Priority: Engaging Relationships and Experiences External Review Themes: Create a vibrant, student-centered Student Affairs presence
OBJECTIVE 1.1 Develop and execute a Student Affairs communications and marketing strategy that will improve both internal and external communication • Metric 1.1a: A Director of Marketing will be hired to focus on brand development and marketing strategies aimed at all stakeholders (students, administration, alumni, etc.) • Metric 1.1b: In alignment with the marketing effort, offices will create concise purpose statements at the office and program level, with the student end user in mind. • Metric 1.1c: The Marketing Director will work in conjunction with the Communications Committee to develop a divisional marketing plan. OBJECTIVE 1.2 Redevelop the Student Affairs Communications Committee • Metric 1.2a: The Communications Committee will develop annual goals that align with and support the Student Affairs Strategic Plan. • Metric 1.2b: The Communications Committee chair will ensure that the committee includes representation from outside stakeholders (including students), in addition to divisional personnel. OBJECTIVE 1.3 Increase use of technology and virtual engagement to access Student Affairs services, programs and events • Metric 1.3a: A student-focused communication plan will be developed that utilizes multiple social media and campus-sponsored platforms. • Metric 1.3b: Priorities for investing in technology will be established through benchmarking and a report on gaps in technology use to meet identified student needs. • Metric 1.3c: The centralized Student Affairs office will create a “Student Affairs Front Door” with digital signage to attract and provide direct messaging to students.
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STUDENT AFFAIRS GOALS, OBJECTIVES, AND OUTCOMES GOAL 2: Lead the development of a Campus Culture in which all students are empowered to thrive. Student Affairs Strategic Priority: Holistic Development of Students External Review Themes: Creating a campus culture for students to thrive
OBJECTIVE 2.1 Increase campus-wide partnerships toward a true, inclusive integration of the co-curricular student experience • Metric 2.1a: Student Affairs will drive the development of a university-wide co-curricular transcript. • Metric 2.1b: Student Affairs will partner with Campus Services to reduce barriers and allow students to more easily utilize on-campus space for programming. • Metric 2.1c: Develop, and regularly assess, an annual comprehensive, continuous facilities improvement plan for Student Affairs offices and student-centric spaces.
OBJECTIVE 2.2 Define the divisional strategies and roles for creating a campus climate that is built on multiculturalism, inclusion and the Just Community principles. • Metric 2.2a: The Student Affairs Diversity Council will develop annual goals that align with and support the Student Affairs Strategic Plan. • Metric 2.2b: Student Affairs will regularly assess the culture and organizational climate within the division to identify barriers to inclusion. • Metric 2.2c: Student Affairs will develop divisional expectations around hiring processes to ensure a diverse, equitable and highly qualified candidate pool. • Metric 2.2d: A comprehensive and mandatory training program will be provided for all staff in the division to empower them to serve and support a multicultural and diverse student body.
OBJECTIVE 2.3 Establish Student Affairs staff as leaders in advancing the student voice on campus • Metric 2.3a: Position expectations and training for staff at all levels will be developed to define and articulate how each position informs the student experience. • Metric 2.3b: Student Affairs leadership will gather input from students through structured, purposeful interactions in order to effectively reflect the student voice to UC administration.
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STUDENT AFFAIRS GOALS, OBJECTIVES, AND OUTCOMES GOAL 3: Enhance the division’s capacity to meet the needs of an evolving and growing student body. Student Affairs Strategic Priority: Engaging Relationships and Experiences External Review Themes: Build organizational capacity and programs
OBJECTIVE 3.1 Incorporate assessment work, program outcomes, student body growth and benchmarking into divisional budget creation and fund allocation request process. • Metric 3.1a: The division will develop a data-based budget request model that will appropriately drive allocation of funds to programs and services that are under-resourced due to greatly expanded student enrollment, demand for services, or expressed student need. • Metric 3.1b: Senior leadership will demonstrate that the budget prioritizes the growth of existing revenue opportunities and elimination of programs that do not meet a defined and measurable student need. • Metric 3.1c: Student Affairs Leadership Team will develop a strategic funding strategy to increase allocation at the Provost level to administrative support for offices that serve an ever growing, residential and diverse student body.
OBJECTIVE 3.2 Utilize outcome data and purpose statements for each unit, office and program to eliminate redundancies in the division and at the university • Metric 3.2a: Student Affairs leadership will utilize data and purpose statements to guide the combining of redundant programming within the division. • Metric 3.2b: Student Affairs will identify and initiate partnerships for collaborative services, both within and outside of the division to eliminate redundancies across the university.
OBJECTIVE 3.3 Invest in professional development for Student Affairs staff to increase engagement, leadership capabilities, and retention • Metric 3.3a: The Professional Development Committee will develop annual goals that align with and support the Strategic Plan, and provide offerings that are designed to meet demonstrated employee needs. • Metric 3.3b: Student Affairs Leadership will incorporate structured career/advancement planning and development as part of performance management, with particular emphasis on entry and mid-level positions.
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STUDENT AFFAIRS GOALS, OBJECTIVES, AND OUTCOMES GOAL 4: Improve student-centered critical decision making and response protocols, processes and practices. Student Affairs Strategic Priority: Intentional Student Advocacy External Review Themes: Improve policy, process and practice
OBJECTIVE 4.1 Student Affairs will be a key contributor to the creation and communication of consistent, student-centered decision-making specific to program creation or changes that impact the student experience at UC. • Metric 4.1a: Student Affairs staff will intentionally broaden of the scope of student involvement and input into the decision-making processes around programs, services and events. • Metric 4.1b: Create communication protocol to ensure that information about new resources, updates to policies, or changes to existing resources is widely disseminated to students in multiple formats.
OBJECTIVE 4.2 Student Affairs Leadership will ensure that all students remain the focus of real-time decisions and communications around responses to emergency or critical issues • Metric 4.2a: The division will have in place a communication strategy to ensure that all divisional staff are notified of response decisions in a timely manner • Metric 4.2b: Student Affairs responses and plans for emergencies or critical incidents will be accessible, inclusive, and consider the needs of all students • Metric 4.2c: Communication of Student Affairs responses will be clear and consistent and incorporate multiple platforms, including media requests, social media, Blackboard, and in person inquiries.
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uc.edu/sa
Marketing & Communication / Parents & Families Association
Dean of Students Retention Initiatives: - CARE Team - Case Management - CPG - TRAA
Assistant Dean of Students
Gen-1 Theme House
Learning Assistance Center
Commencement / Convocation
Fraternity & Sorority Life
McNair Program
African American Cultural & Resource Center
Veterans Programs & Services
UC Women’s Center
Resident Education & Development
LGBTQ Center
Inclusion & Retention
Ethnic Programs & Services
Accessibility Resources
Academic Excellence & Support Services
Strategic Initiatives & Community Relations
University Ombuds
Testing Services
Center for Community Engagement
Student Activities & Leadership Development
AVP for Engagement & Assessment
Vice President for Student Affairs
Students Conduct & Community Standards
UC Bearcat Bands
AVP & Dean of Students
IT Technical Support
Business Affairs
Strategic Priorities & Outreach
Associate to Vice President
DIVISION OF STUDENT AFFAIRS ORGANIZATION CHART
Student Wellness Center
Counseling & Psychological Services
Health & Wellness
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DIVISION OF STUDENT AFFAIRS Continuously reimagining the student experience.
MISSION
DEPARTMENTAL LISTING
Through our engagement with students, they progress academically, discover their values, develop their identity, and realize their full potential.
Accessibility Resources African American Cultural and Resource Center (AACRC) Bearcat Bands Center for Community Engagement Commencement & Convocation, Parents & Families Association Counseling and Psychological Services (CAPS) Ethnic Programs & Services (EPS) Fraternity & Sorority Life Gen-1 Theme House Learning Assistance Center (LAC) LGBTQ Center McNair / STARS Scholars Program Office of the Dean of Students Office of the University Ombuds Office of the Vice President for Student Affairs Resident Education & Development (RED) Student Activities & Leadership Development Student Conduct and Community Standards Student Wellness Center Testing Services Office Veterans’ Programs and Services (VPS) Women’s Center (UCWC)
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Accessibility Resources
6%
MISSION
The Communication Access Team (CAT) coordinated 7,072 hours of American Sign Language (ASL)/English interpreting and CART services, which was a 6% increase from the prior academic year.
Accessibility Resources—formerly Disability Services—at the University of Cincinnati serves as the premier program for students with disabilities by fostering an environment that places independence, inclusion, and success at its core.
Accessibility Resources increased its focus on technology this year by acquiring software such as Read & Write Gold and other technologies. These tools give students greater access to accommodations and allow for higher levels of student independence and empowerment. The ‘notetaker’ accommodation rose more than 33% over the last three years, leading to the acquisition of Sonocent Notetaker. This new technology solution provides more independent notetaking skills for students, an increase in staff efficiencies, and greater compliance with federal and international accessibility compliance standards. Accessibility Resources sent a weekly email to students regarding employment opportunities offered by the Department of Labor, the Work Recruitment Program, which provides full-time, part-time, and internship opportunities for students with disabilities.
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24,987 media minutes were captioned, which is a 365% increase from the prior year, highlighting the university expectation of accessibility.
African American Cultural & Resource Center (AACRC)
47% of the Transitions cohort achieved a GPA of 3.0 or higher.
MISSION The AACRC supports the mission of the university by contributing to the recruitment and retention of students of diverse identities. The AACRC’s primary focus is to address the academic, social, spiritual, and cultural needs of the African American student population.
The Center increased their digital footprint this year. User driven direct engagement increased by 198% on Twitter from the 2016-17 school year. At the close of the academic year, they had 188,000 views from signature events alone, many of whom were current students or high school students who connected with the staff through visits to the AACRC. This year, the AACRC committed to enhancing leadership development opportunities for Black male students. In a survey of African American male-identified students, 84% strongly agreed that bonding with other Black male students is important to their college experience. In the same survey 73% of Black male-identified students strongly agreed that they were challenged by ideas and concepts, had personal growth, and were mentally stimulated by participating in these leadership development opportunities. 83% of Transitions students graduated from the program this academic year, with 79% agreeing or strongly agreeing that the programming contributed to their holistic development. In addition to being exposed to a variety of leadership development programs, the Transitions students accumulated 368 hours of community service.
94% of African American male students reported they felt a positive shared experience among Black students.
139 graduates participated in Tyehimba, a record number over the last 12 years. 92% of those graduates felt that their Tyehimba experience inspired them to continue or consider their education at the graduate level.
STUDENT VOICES “The AACRC has been one of the most significant factors of my collegiate experience; from mentors, to leadership development, to a whole support system. I’m grateful for all that the Center has done for me and for our university.” —African American student
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Bearcat Bands
262
students participate in the Bearcat Bands ensembles.
MISSION The Bearcat Bands provides educational opportunities, artistic expression, and leadership development programs to students through music. Tau Beta Sigma band sorority was awarded the Counselors Cup for being the top chapter in the nation!
The Marching Band filmed and recorded a commercial for Macy’s I Believe holiday campaign!
A FINAL FAREWELL After 24 years of service to the University of Cincinnati, longtime Bearcat Bands director Dr. Terren Frenz retired.
STUDENT VOICES “Being in the band for me is a sense of belonging. It is an amazing experience where you learn life lessons and skills that you can bring forth while you are at work or in your personal life. You come together with 250 other people coming from all different backgrounds to do the exact same thing. Which is something that you can’t get anywhere else.” —Bearcat Bands member “Friendships in the Bearcat Bands are life-long, the teamwork experience is invaluable, and the opportunities for leadership and personal development are life-changing. While we might be best known for thrilling performances on the field or in the concert hall, the Bearcat Bands are proud to be UC’s largest active student organization involved in the personal, social, and leadership development of students.” —Bearcat Bands member
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13 The Bearcat Bands features 13 ensembles, including the marching band, 3 pep bands, 2 concert bands, 2 jazz big bands, a jazz combo band, percussion ensemble, clarinet ensemble, and 2 saxophone ensembles.
Center For Community Engagement (CCE) MISSION The Center for Community Engagement inspires students to make a positive impact on their community through service opportunities based on mutually beneficial reciprocal partnerships. The Bearcat Buddies program remains one of the most soughtafter service experiences by our students. More than 95% of Bearcat Buddies feels the program has made a positive impact on their lives. The impact on students in Cincinnati Public Schools who receive the tutoring is even greater: • Of the 28 students tested, 100% improved math skills on the MAP math assessment • 72% of the students improved reading skills on the MAP reading assessment • 83% of students had at least a 90% attendance rate during the academic year
524 Bearcat Buddies tutors provided 10,137.5 hours of community service through approximately 6,750 tutoring sessions during the 2016–17 academic year.
200 UC students volunteered 749 hours at Hughes STEM High School as a part of the 21st Century Grant secured through a partnership with CCE, the College of Education, Criminal Justice and Human Services, and the Center for Innovation and Opportunity.
• 95% of students tutored were promoted to the next grade level This year, CCE staff co-taught two academic courses; Community Engaged Research for Social Change and a Medical Sciences Service Learning Rotation infusing the importance and impact of service on academic learning.
STUDENT VOICES [By volunteering in the community] “I have built a desire and drive to seek justice and work for the marginalized, as I have first-hand seen the problems they encounter” —After Hours at the Tower volunteer “Despite the small role I play in their narrative, I hope to positively impact their lives and teach them the values of determination and diligence—which I believe is the first step toward eliminating the deep disparities that exist not only in Cincinnati, but across our nation. For I’ve learned that with encouragement, care, and support they’re capable of anything; it is our duty to raise them up.” —Bearcat Buddies volunteer
508 Through four major campus-wide community service projects, students provided 2,937 hours of community service: Into the Streets, the Spring Neighborhood Enhancement Program, and Green-Up Day.
225 first-year students from the College of Allied Health Sciences teamed up with the Center for Community Engagement to perform 5,175 hours of service to fulfill the service-learning requirement of their first year success class.
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Commencement & Convocation During the annual New Student Convocation ceremony, four student speakers were selected to talk about their Bearcat experience to over 5,000 first-year students. The students were Satra Taylor, Ashley Lengel, Sydney Carter, and Jeffrey Back who talked about topics from taking risks, getting involved, and studying abroad.
Fall 2016 Commencement By the Numbers • 2,340 students were eligible to graduate, including 88 Associate degrees candidates; 765 Bachelor degree candidates; 569 Master’s degree candidates, and 78 Doctoral degree candidates • Graduates were from 48 states and 49 countries • STEM degrees were awarded to 39% of graduates • 316 students were first-generation college students • 57% of the class identified as women • The average age of the graduates was 28, with ages ranging from 19 to 77 years old
Spring 2017 Commencement By the Numbers • 6,090 students were eligible to graduate, including 547 Associate degrees candidates; 3,689 Bachelor degree candidates; 1,312 Master’s degree candidates, and 262 Doctoral degree candidates • Graduates were from 48 states and 51 countries • STEM degrees were awarded to 39% of graduates • 969 students were first-generation college students • The average age of the graduates was 26, with ages ranging from 18 to 73 years old
Parents & Families Association MISSION The Parents & Families Association connects students’ families to the institution through engaging events and communications.
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55% Over 200 people attended the Parents & Families Association Homecoming Tailgate, which was a 55% increase from the previous year.
400 Our Bearcat families enjoy cheering for our student athletes! 400 football and men’s basketball tickets sold out in under 24 hours for two Parents & Families Association events.
Counseling & Psychological Services (CAPS) MISSION
120% increase in attended access appointments (intakes, brief screeners) in the past two years. (from 751 to 1651)
The mission of CAPS is to support the academic mission of the University by providing excellence in personal and academic counseling, promoting student safety, emotional growth, and academic success. We are committed to promoting understanding and respect for individual, cultural, and role differences. CAPS worked with Undergraduate Student Government to create the Mental Health Ambassador program. CAPS prepared 30 student ambassadors by training them in Bearcats Care Suicide Prevention, and engaging these students to envision a plan for continued peerto-peer support for the UC community. CAPS held six Bearcats Care Suicide Prevention trainings, educating 264 faculty, staff, and students this academic year, which was a significant increase from the previous year. 92% of the participants rated the training as above average or excellent. CAPS provided Let’s Talk coverage—informal, confidential consultations—at four campus locations resulting in 197 hours of coverage. This represents an 81% increase in consultations over the prior two years. CAPS group counseling services increased over the last two years by 63%, serving over 100 students in groups throughout the year. Students who participate in group counseling experience a sense of acceptance and belonging and discover they are not alone in experiencing particular difficulties or problems.
STUDENT VOICES “I would not be doing nearly as well as I am now without counseling services. I feel safe here.”
81%
of respondents to CAPS satisfaction survey strongly agreed or agreed with the statement:
“Therapy has provided me with emotional support crucial to my ability to perform in important aspects of my life including academics.”
94% of students who participated in our group therapy program would recommend group counseling to a friend. Participants reported feeling better about themselves, better able to communicate with peers, and are more likely to stay at UC.
—CAPS client “CAPS is extremely helpful. Thanks to my counselor I am able to get through my academic program.” —CAPS client “I wish more students knew about CAPS; it absolutely changed my life.” —CAPS client
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Dean of Students MISSION The Dean of Students Office serves students and their families as they navigate the collegiate experience through support services and resources committed to students’ advocacy, safety, and well-being. The Dean of Students Advisory Council (DSAC) was re-established in 2017 with 10 new members. The Council provides the Dean of Students with a student perspective on issues related to the student experience and student services at UC. This year, members participated on Student Affairs search committees and assisted with various programs and services. The Dean of Students partnered with the Office of General Counsel, Counseling & Psychological Services, and University Health Services to provide Suicide Prevention Training to faculty, staff, and students at UC. Continuing the needs for a proactive and safe campus community, the Dean of Students provided the framework for the Protest Safety Team (PST). The PST consists of volunteer staff members whose role is to immediately respond to protests and marches, communicate with protest leaders, ensure safety of protestors and spectators, facilitate demands to present petitions or speak to administrators, communicate to impacted offices, and monitor the protest until its conclusion. In addition to Student Affairs, the PST includes representatives from Public Safety, UCPD, Equity and Inclusion, General Counsel, University Communications, Academic Faculty, and the Provost Office. In partnership with Residence Education and Development and University Housing, the Dean of Students established the Safe Apartment program. The Dean of Students utilizes one room within a residence hall to offer as a “safe apartment” to be used on a shortterm basis for students who are in crisis, at risk or perceived risk of harm if they stay in their current housing situation or are currently without a place to stay due to a victimization.
STUDENT VOICES “As you can imagine [food insecurity] is not an easy situation, so I certainly appreciate your attentiveness and guidance.” —Bearcats Pantry client “Thank you for reaching out, I appreciate UC caring about me and helping me.” —student who interacted with CARE Team
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61%
increase in Tuition Refund Applications from the previous academic year.
38 Since its opening in November 2016, 38 people have utilized the Bearcats Pantry.
144 students were referred to the CARE Team (Crisis, Assessment, Referral, and Evaluation Team) for support through challenging times.
Ethnic Programs & Services (EPS)
MISSION Ethnic Programs & Services supports the mission of the University of Cincinnati through the growth and development of students of color by addressing academic, social, spiritual, and cultural needs of students.
180 people attended the inaugural Ohio Latino Student Summit on Friday, October 21, 2017. The summit connected, empowered, and built community by filling a void in Latino student leadership experiences in Ohio through engaging workshops, powerful motivational speakers, and networking. 95% of attendees acknowledged the importance of providing space through the summit for students.
STUDENT VOICES “My time with the Darwin T. Turner scholarship program has been among the most formative experiences of my life. I will always be grateful to the Turner staff for giving me such a rare opportunity. I hope to be able to pay it forward, equipped with the skills Turner provided me.” —graduating senior in the Darwin T. Turner scholarship program “My experience participating in WorldFest was great. I was excited to learn about the support for a global community here at UC. This week of events was inspiring and made me optimistic about all of the things our diverse campus has to celebrate.” —WorldFest participant “I had an abstract understanding of the complications and difficulty of the immigrant experience and navigating bureaucracy, but [the DREAMZone Ally] training helped reinforce it in a more practical way.”
2,500 over 2,500 people attended WorldFest annual programs, with 94% of attendees reporting that WorldFest is very important or somewhat important to the campus community.
3.40 is the grade point average for the Darwin T. Turner Scholarship program. In addition, the scholarship program has a 97.6% sixyear retention rate and boasts a 96.8% program retention rate over the last five years.
234 domestic and international students participated in the BEARchats conversation program, an increase of 32% over the previous academic year.
—DREAMZone Ally Training Participant
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Fraternity & Sorority Life MISSION Through effective management, leadership, and educational and social programming, the Office of Fraternity & Sorority Life assists with the needs of current and prospective Fraternity and Sorority members.
Over 90% of the students who participated in the Future Greek Leaders program reported they strongly agreed with the following statements:
• “I understand diversity comes from different thinking, cultures, and norms, and not one’s skin color.” • “I understand how to listen to other perspectives without initial judgment.” • “I understand the stereotypes of fraternities and sororities and am able to analyze them in a way that produces productive outcomes in the community.” 56 students from the community attended the Sexual Assault and Gender-Based Violence Mini-Conference. All attendees reported increased levels of understanding about the following topics: consent, how to support survivors, healthy relationships, and available on-campus resources.
3,106 There are 3,106 members of the fraternity and sorority community, where 1,165 joined during the 2016–2017 academic year.
$10,000
Greek Week raised $10,000 for the Bearcats Pantry.
32 fraternity and sorority members participated in a service trip to Baton Rouge.
38,118 hours of community service were provided by members of the community.
$267,173 was raised for various philanthropies.
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Over 300 educational programs were provided to members of the community, not including programs provided by the Office of Fraternity & Sorority Life.
Gen-1 Theme House
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MISSION
students who participated in the Gen-1 Theme House earned a bachelor’s degree in Spring 2017. The average GPA for these students was a 3.250.
(GEN-1)
The Gen-1 Theme House supports the mission of the University of Cincinnati by providing a supportive living and learning community for 190 first-generation college students to increase the likelihood of their academic success.
60% of the Gen-1 students who participated in PD 2070, a career development course, obtained gainful employment. The Gen-1 Cooking Initiative provided nutrition education, meal preparation, and cooking skills that enhanced students independence and ability to build a healthy lifestyle. The program aims to promote creativity and collaboration, as well as enhance kitchen and food safety awareness.
STUDENT VOICES “The Gen-1 Theme house provided me a really good foundation for everything else I’ve been able to do at UC. Without Gen-1, I don’t know if I would be in college just because of the financial support that they were able to give, as well as the option to live on campus, which provides a completely different experience than living off campus. Gen-1 is a great program.” —Gen 1 Theme House graduate “Gen-1 has given me the opportunity to pursue my college degree and the staff has been there to support and motivate me every step of the way.”
76% of Cohort 4 graduated, which is almost 7 times higher than the national graduation rate of Pelleligible students at 11%.
$88,000 The Gen-1 Theme House was awarded almost $88,000 in grants and awards to support a variety of student success initiatives.
—Gen-1 Cohort 7 student
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Learning Assistance Center (LAC)
students were supported through the LAC this year, which is a 10% increase from the previous academic year.
MISSION The Learning Assistance Center is simultaneously a support center for all students and a leadership training space for high-achieving students. We are committed to helping students become leaders in the classroom, their careers, and their communities.
The LAC partnered with the College of Nursing and Hughes STEM Academy to provide comprehensive support for underrepresented minority and low socio-economic status students and parents who wish to pursue a career in a medical field. The LAC staff provided academic skills training, college planning, and ACT preparation to the students to build a stronger pipeline to college.
In a pilot program with the College of Education, Criminal Justice, and Human Services (CECH), the Learning Assistance Center offered a freshman success course. The course was designed to provide a cohort-based experience focusing on campus resources, orientation, and success skills. The course also included one-onone sessions with an academic coach to create general study plans, set goals, and improve academic habits. Within the cohort, students who completed their coaching requirements outperformed current and past cohorts of similar students; students who completed the requirements had an average GPA of 3.2, compared to those who did not, with an average GPA of 2.84.
STUDENT VOICES “I thought I had my paper written well after several tutoring sessions. This tutor did an awesome job catching what I missed or lacked. I highly recommend the Academic Writing Center to everyone!” —Academic Writing Center user “My coach did a great job of keeping me organized and helping with test anxiety and ways to overcome that. She was always welcoming and approaching. I enjoyed the sessions and it really helped me this semester. I would recommend academic coaching to anyone who needs time management skills or help with studying.” —Academic Coaching user
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5,500
7+ Students who see an academic coach 7+ times saw an average of .76 grade point improvement.
LGBTQ Center
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students were inducted into the new Bayard Rustin LGBTQ+ Academic Honor Society, the first of its kind in the nation.
MISSION The LGBTQ Center supports the mission of the University of Cincinnati through a commitment to diversity, equity, leadership development, and intellectual inquiry with particular respect to sexual orientation and gender identity. The Center is an inclusive campus community that welcomes people of all sexual orientations and gender identities and provides support, resources and advocacy. The Center facilitates LGBTQ visibility by promoting and enhancing understanding, acceptance, and awareness regarding LGBTQ issues.
This year, the LGBTQ Center enhanced its support groups for students. As a result of participation in the groups, students felt an elevated sense of safety and support, including 85% of students who participated in Grounds for Support and 92% of students who participated in Kaleidoscope.
STUDENT VOICES “This Safe Zone Ally Training was so very powerful. As a future educator, it really illustrated my responsibility to support and nurture LGBTQ students and all marginalized groups to the best of my ability.” —Training participant “It was so incredible to learn the realities that transgender folks face and the implications of those, especially getting a better understanding of the impact of language & gender/racial constructs in LGBTQ Advocate Training. I will carry these forward into my work.” —Training participant
4.3 out of 5 The average rating of participants when asked their comfort around using inclusive language, after participating in the Safe Zone Ally training.
4.8 out of 5 The average rating of participants in describing the benefits of attending the Safe Zone Ally training.
50 students participated in Lavender Graduation, doubling the amount from the previous academic year.
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McNair/STARS Scholars Program
78% of the McNair Scholars have been accepted into graduate school.
MISSION The McNair Scholars program improves retention and graduation rates among students of underrepresented ethnic groups and prepares students for graduate education through the reduction of barriers to achieving these educational goals.
All McNair Scholars worked with a faculty mentor and conducted at least 150 hours of research.
The McNair Scholars program received a $5,000 Diversity Incentive Grant to collaborate with UC International to provide travel scholarships for scholars to study abroad. Travel destinations included Costa Rica and Ecuador. 40% of the students who traveled to Ecuador stated they gained an appreciation for a different culture and 87% of the students who traveled to Costa Rica stated the trip met their educational and personal expectations.
STUDENT VOICES “The caring instructors in the McNair Scholars program helped me despite the challenges I was facing. In addition, I was able to choose a mentor and work in a lab as early as my sophomore year. Overall, they provided excellent support as I applied to graduate schools and engaged in a variety of research opportunities.” —McNair scholar
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53% of the McNair Scholars had a 3.5 GPA or better.
84% of the scholars reported the program helped them reach their academic goals, particularly through faculty mentoring, graduate school preparation, research opportunities, and guest speakers in class.
Office of the University Ombuds (OUO) MISSION The Office of the University Ombuds is an impartial, informal conflict resolution service that functions independently within the University. The Ombuds responds to concerns of the university students, faculty and staff through mediation, conflict coaching, and conflict resolution training and services. The Office of the University Ombuds served as the conflict resolution subject matter expert for the the Student Affairs Peer Educator Module Development Committee. The module helps introduce basic language and skills and how the Ombuds Office can be a resource to students acting in Peer Educator roles across campus. The Ombuds hosted dialogue sessions during the fall semester around challenging topics including national politics, race relations, and local policing. Two of these dialogues were in collaboration with the Gen-1 Theme House. The sessions were designed to model civil dialogue as pertaining to varied opinions within difficult topics.
STUDENT VOICES “During a difficult situation I was informed about the Ombuds office. What I loved is the approach that they took. They were non-judgmental, and I felt as if they were invested in providing me with all of the resources I needed to get my issue resolved. I can say that without a doubt that the Ombuds office was there for me in a time of need. Rest assured that this office is the best place for you to get the help that you need.” —A student after conflict coaching sessions
95% of participants who completed educational trainings with the Office of the University Ombuds met the identified learning outcome, “after this training I better understand how I could respond to conflict in a healthy way.”
90% of participants who completed educational trainings met the identified learning outcome, “after this training, I feel more confident in my ability to handle conflict.”
51% The office saw an increase of outreach and educational sessions by 51% over the prior academic year.
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Resident Education & Development (RED)
6,100 There are 6,100 living spaces for students; this is an increase of 200 spaces from the previous academic year.
MISSION Resident Education and Development supports the university’s mission by helping to create diverse, engaged, educated communities. We collaborate with students, faculty, and staff to provide living and learning environments that provide appropriate safety measures, foster academic success, and encourage holistic well-being. We work to enhance the University experience by promoting personal development, lifelong learning, and the principles of social justice and responsible citizenship. RED introduced a residential curriculum to its residents, Resident Advisors, and staff this year. The process supports the engagement and learning that occur in the halls, both formally and informally. Campus LINK was used by the residence hall staff members for tracking student interactions, development sessions, award nominations submissions, Resident Advisor and Desk Assistant applications and hiring information, and Hall Opening Team applications and survey collections. This allowed for a strategic online presence and communication opportunity between students and staff.
STUDENTS VOICES “I became an RA because I want to set an example for others. Little did I know my residents taught me more about myself than I could ever imagine.“ —Stratford Heights RA
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284 new applicants for the Resident Advisor (RA) position, the highest recruitment pool ever!
3.42 The average GPA for the 142 Resident Advisors was a 3.42.
Sexual Violence & Trauma Response Education Team (STREngTh)
1,500 STREngTh reached over 1,500 students through its 41 programs.
STREngTh was formed in the Summer of 2016 to meet the need for sexual violence awareness programming and prevention education at UC. STREngTh is the on-the-ground team that plans awareness months, facilitates prevention education—including Bearcat Bystander Training and Consent—and promotes the support services offered by the On-Campus Women Helping Women Advocates and the Counseling and Psychological Services’ ARISE program. The team comprises staff and students from the Student Wellness Center, Counseling and Psychological Services, and the On-Campus Women Helping Women Advocates. The team is fundamentally collaborative and reaches out across campus to plan events. Student voices are also pivotal to the team’s work and show its commitment to collaboration. Students have attended team meetings, sat on awareness month planning committees, and have taken the lead on several STREngTh events. In Spring of 2017 the SWC launched a Peer Educator program specifically for gender-based violence prevention. Three STREngTh Peer Educators will start educating other students in the Fall of 2017. The team’s signature annual events include Sexual Assault Awareness Week (Aug.), Healthy Relationship Month (Oct.), Stalking Awareness Month (Jan.), Healthy Relationships Day (Feb.), and Sexual Assault Awareness Month (April/May).
STUDENT VOICES “I learned a lot about consent, which I can use to help inform my student organization members. Also, I personally took a lot from the ‘Rolling with Rejection’ presentation.” —Greek Mini-Conference Participant In October 2016 the University of Cincinnati entered into a memorandum of understanding with Women Helping Women to establish two full-time, on-campus confidential advocates. The advocates are an integral part of STREngTh, assisting with creating trauma-informed prevention and education.
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Student Activities & Leadership Development (SALD) MISSION The Office of Student Activities and Leadership Development supports the mission of the University of Cincinnati by promoting and guiding purposeful student engagement, fostering a sense of community, providing opportunities for student growth and leadership development. We aspire to create an inclusive environment that celebrates equity and inclusion and enhances our students’ ability to become global citizens. Members of the Programs & Activities Council (PAC) hosted 21 events reaching over 15,000 students. As a result of their leadership experiences within PAC: • 9 4% of members felt their ability to work in teams was enhanced • 87% of members learned problem solving skills • 92% of members improved their verbal communication skills SALD allocated over $13,000 in grants to students to travel to conferences or study abroad trips. A student who traveled to a conference in Atlanta said “…during this trip, I was able to put all of the textbook knowledge I have learned throughout my first two years in physical therapy school into practice. The experience taught me to communicate with patients on a whole new level, and it challenged my clinical decision-making skills working with a diverse population.”
STUDENT VOICES “Being on the Club Sports Board helped me to develop tangible skills like budgeting and events planning that I can use in my co-op and future jobs.”
$220,000 The University Funding Board (UFB) funded student travel to 111 conferences totaling $220,000.
1,400 club sports participants performed over 2,000 hours of community service.
77,156 total Campus LINK users with 732 active portals.
97% of the students in SALD advised organizations or cohort programs maintained a 3.0 GPA or higher.
—Club Sports Board member “RAPP has been the closest thing to a real challenging space to debate and explore the ideas of others that I have ever experienced.” —RAPP XXXII member
80%
Nearly 80% of the students in Accelerating Racial Justice (ARJ) and the Racial Awareness Program (RAPP) XXXII reported feeling better connected to the university because of their participation in the respective programs.
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Student Conduct & Community Standards (SCCS)
440 students attended substance abuse education or decisionmaking skills workshops.
MISSION The mission of the Office of Student Conduct and Community Standards (SCCS) is to support the mission of the University of Cincinnati through the implementation of the Student Code of Conduct (SCOC), educational programs/sanctions, intervention programs and a due process judicial system.
STUDENT VOICES “I am very happy that I was able to be a part of the decision-making seminar because it really helped me define my values.” –student participant
3% There was a 3% reduction in recidivism rates for students who violated the Student Code of Conduct.
SCCS developed resources to helps students better understand community values, expectations, the conduct process, and their rights. As a result, students charged with conduct violations were able to articulate their rights based on a due process form they received in their notice letter. Students who participated in the decision-making seminar expressed the value of the workshop: • 92% of the participants strongly agreed or agreed that they have a better understanding of their values and personal code as a result of participating • 92% of the participants strongly agreed or agreed that they have a better understanding of how their decisions impact their future goals • 9 5% of the participants strongly agreed or agreed that they understand what is expected of them as a UC student by the Bearcat Bond and Student Code of Conduct SCCS assisted Undergraduate Student Government in launching Student Court, a revitalization of the judicial branch of Student Government, which has not been active in more than 15 years. Student Conduct & Community Standards collaborated with Langsam Library to develop an online plagiarism course for students to complete as a sanction for academic misconduct.
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Student Wellness Center (SWC)
$20,000
MISSION
The Student Wellness Center received a $20,000 grant from the American Cancer Society to launch Tobacco Free UC initiatives.
The Student Wellness Center prevents and reduces health risks and illnesses that interfere with student academic and personal success. The Student Wellness Center partnered with Student Conduct and Community Standards to revise the alcohol and drug sanction process. Over 350 students were educated through alcohol and drug education courses, which focused on improving the decision-making skills of students.
STUDENT VOICES “My favorite part about being a Peer Educator is running the programs with different groups on campus, especially learning communities. To be able to bring important lessons and knowledge to students in a way that is fun and engaging is a unique opportunity. As someone who is very passionate about public health, this job is the perfect way to get involved in improving health and wellness on a community level.” —Peer educator “Being a Peer Educator is more than just an on-campus job. It teaches you those tangible and intangible skills such as adaptability, leadership, and open mindedness that are necessary in today’s world, especially in the professional field. I have learned to speak in front of people that I don’t know, and I can now do it with ease and confidence. I have learned what it takes to lead and lead effectively. I can now plan events, whether it be large or small. Most importantly, I have learned what it takes to be a team player.” —Peer educator
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3,800 Over 3,800 students were reached through a variety of health education and awareness events during the academic year.
4,136 visits to the Student Wellness Center, where over 31,000 health products were distributed.
Testing Services MISSION Testing Services assists members of the university community and the Greater Cincinnati area reach educational and professional goals by providing secure and convenient testing services. Testing Services enhanced its communication procedures with students this year by explaining changes to the late registration policy. This enhanced communication resulted in a 10% decrease from the prior academic year in late registrations, where late registrations composed only 3.5% of all registrations in 2016–2017. Testing Services hosted the first Testing and Accessibility MiniConference in November 2016. The event featured sessions on best practices in testing, facilitation of accommodated testing, and universal design in higher education.
STUDENT VOICES “Being able to have extended test time has been a huge blessing. I can’t thank you enough for taking the time to help.” —Parent of a new student utilizing testing accommodations “I took the LSAT test at UC. The proctors that we had for the exam were excellent. The test started on time, there were no delays, and they got us in and out as efficiently as possible. The proctors were top notch!”
2,981 Testing Services administered 2,981 accommodated tests to students registered with Accessibility Resources, a 26% increase from 2016–2017.
0 Zero errors were made in accommodated testing returns during finals week, resulting in 740 exams administered.
51% increase of outreach and educational sessions over the prior academic year.
—Student who took the LSAT at UC
FUTURE DIRECTION Testing Services continues to be an integral part of the development of the new Prior Learning Assessment (PLA) policy. The PLA implementation, expected during the 2017–2018 academic year, is an opportunity for students to earn credit for knowledge gained outside the classroom through trainings, certifications, and work experience.
8,096 total exams were given throughout the year, a 14% increase from the prior academic year.
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Veterans Programs and Services (VPS)
2,034 There are 2,034 student veterans at UC.
MISSION Veterans Programs and Services supports the mission of the university through the development and implementation of outreach programs designed to provide student support services focused on the special needs and requirements of today’s military veterans, service members, dependents, and survivors. VPS was awarded the Above and Beyond Award through the Employee Support of the Guard and Reserve. The award recognizes local employers who have gone above and beyond the legal requirements by providing their Guard and Reserve employees additional, non-mandated benefits. VPS partnered with the Women’s Center to screen Invisible War. The film highlighted military sexual trauma, which is prevalent in the Armed Forces. Each year Veterans Programs & Services certifies GI Bill benefits for veterans, active duty military, and dependents. Over 3,730 certifications were approved during the 2016–2017 academic year. VPS issued scholarships to five female student veterans at the Sisters-in-Arms ceremony; the scholarships honored the military accomplishments, grade point average, and services of the women recognized.
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40 participants donated over 100 pounds of food to the Bearcats Pantry in the Mission 22 Awareness Walk. The walk raises awareness about the 22 veteran death by suicides that occur each day.
500 people participated in the 9/11 Stadium Stair Run, which honors the 3,500 people who died on September 11, 2001. Participants climb 2,017 steps in 56 minutes, symbolic of the 110 floors of each World Trade Center tower.
Women’s Center (UCWC) MISSION The UC Women’s Center is committed to the personal, political, professional, and intellectual growth of women students at the University of Cincinnati by facilitating action, promoting intersectional justice, and fostering connections for all students. The Women’s Center increased its effort in helping students understand how to use intersectional feminism to analyze and address interlocking systems of oppression. By doing so, students reported learning how to navigate conflict with civility and how to recognize and address racial microaggressions. The Women’s Center hosted Elect HER, a daylong leadership development program designed to assist women-identified students who wish to run for campus or community political organizations. As a result of participating, 94% of students said they would consider running for elected office either on- or off-campus. In addition, four students who participated ran for a campus-based position, with two being elected. The Women’s Center coordinated more than 125 educational and developmental programs which helped 2,800 students develop leadership skills, build community, gain professional development skills, and learn more about preventing and responding to gender-based violence.
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students, faculty, staff, and community members attended the inaugural Black Feminist Symposium: Creating Black Feminist Futures. This one-day symposium featured workshops, roundtable discussions, and panels about black women’s experiences and social justice activism.
15 students from 10 local middle and high schools connected with UC students and staff at the inaugural Social Justice Conference Speak Out: Embracing Your Story organized by students from WILL (Women in Leadership and Learning).
FUTURE DIRECTION Stay tuned! 2018 marks the 40th anniversary of the UC Women’s Center, making it one of the oldest, continuously running Women’s Centers in the country. Be on the lookout for celebrations to highlight forty years of feminist activism on campus next spring.
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Student Affairs 630 Steger Student Life Center PO Box 210638 Cincinnati OH 45221-0638 Phone: 513-556-4119 | Fax: 513-556-6727
uc.edu/sa