DSA 2018-19 End-of-Year Reports

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Anderson Student Center ..................................................................................................................................... 3 Club Sports ...................................................................................................................................................... 12 Campus Life......................................................................................................................................................... 18 Career Development Center ............................................................................................................................... 34 Counseling & Psychological Services .................................................................................................................. 37 Dean of Students ................................................................................................................................................ 39 Dean of Students Office: FLAG Report............................................................................................................ 41 Dean of Students Office: Off-Campus Student Life........................................................................................ 44 Dean of Students: Office of Violence Prevention & Awareness .................................................................... 50 Dean of Students Office: Student Conduct ..................................................................................................... 61 Dean of Students Office: St. Thomas Veterans Services ................................................................................ 66 Health Services & Wellness Center ..................................................................................................................... 69 Innovation and Changemaking: create[space]/Innovation Hub & Changemaking............................................ 80 Retention and Student Success .......................................................................................................................... 85 Proud to Be First ............................................................................................................................................. 96 Residence Life ................................................................................................................................................... 101 Student Diversity and Inclusion Services .......................................................................................................... 105 Vice President for Student Affairs Office .......................................................................................................... 125

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CLUB SPORTS The St. Thomas Club Sports program was widely successful in its first year under Anderson Student Center guidance. Multiple programs qualified for and won National Championships, and many others had successful seasons regionally. The program reached new levels in fundraising, saw increased participation among students and made strides to expand the program starting in the next academic year.

PARTICIPATION Participation in Club Sports saw an increase in the 2018-2019 academic year. Women’s Lacrosse received the largest bump in participation with 10 more members than the year before. Teams that saw a dip in participation also had troubles with coaching or student leadership. The Cheer Team head coach resigned after football season. She was replaced by an assistant coach, but the transition was not as smooth as intended. Several members of the team quit in the fall for various reasons. Women’s Ultimate Frisbee teetered on existence. The club struggled to gain new members after several seniors graduated last spring.

The Cheer program has rebounded during spring tryouts and will see their numbers improve next fall.

Men’s Lacrosse Women’s Lacrosse Crew Men’s Ultimate Women’s Ultimate Dance Team Cheer Team TOTAL PARTICIPANTS

Club Sports Participation 2017-2018 44 18 32 20 15 20 19 168

2018-2019 44 28 35 22 10 20 14 173

EXPOSURE St. Thomas Club Sports competed in 15 states this year. Below is a snapshot of where the University was proudly represented through club competition.

CLUB SPORTS FUNDS Club Sports rely on three main sources of income for their expenses. Student Dues, Fundraising, and University allocated funds.

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CLUB SPORTS FUNDING

University Funds 20% Fundraising 13%

Student Dues

Student Dues 67%

Fundraising

University Funds

FUNDRAISING Through partnership with the Development Office and their individual efforts Club Sports raised over $36,000 through fundraisers this year. Since Club Sports are a largely self-funded operation, successful fundraising efforts help keep costs maintainable for students.

Club Sport Fundraising $18,000 $16,000 $16,000

$14,000 $12,000

$12,201

$10,000 $8,000 $6,000 $4,000

$6,000

$2,000

$500

$1,335

$0

$0

MEN'S ULTIMATE

WOMEN'S ULTIMATE

CHEER TEAM

$0 CREW

MEN'S LACROSSE

WOMEN'S LACROSSE

DANCE TEAM Fundraising

STUDENT DUES Student dues for club members range depending on the club and amount of members. Clubs that travel nationally have higher dues to support the costs of bus rides, flights and lodging. Relative to previous years, dues remained stable this year. Each club sport is willing to accommodate students should dues be a hindrance to their participation, often through designated money reserved for this circumstance.

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UNIVERSITY FUNDS University Funds were awarded to all clubs. Additionally funding was given to clubs on a need based evaluation. Clubs competing at Nationals and incurring those unexpected costs were also given priority for University funds. Clubs that made prior purchases that went against St. Thomas Purchasing Policy were limited in funding as a result.

SUCCESS DANCE TEAM

The St. Thomas Dance Team won the rare double UDA National Championship at the ESPN Wide World of Sports complex at Disney World. The team took first place in both jazz and hip-hop under first year head coach Julia Randall and first year assistant Morgan McGowan. The team also had a few high profile performances, one at US Bank Stadium during the Men’s Basketball event and another at Celebrity Crunch Classic associated with the NCAA Final Four.

MEN’S LACROSSE

After falling short in the last two national championship games, Men’s Lacrosse locked down its 6th MCLA National Championship by beating Dayton in the MCLA Final in Salt Lake City. The Tommies made trips to Missouri, Tennessee, Indiana, North Dakota and Utah this year. Longtime coach and former player, Brian Gross, announced he will step away from the team. He will be succeeded by longtime offensive assistant and Tommie graduate, Jason King.

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WOMEN’S LACROSSE Despite not capturing the National Championship, Women’s Lacrosse still put together their best season in program history. The team finished 15-1, with their only loss coming against the Naval Academy in the National Tournament. The team was recognized with 3 AllAmericans and senior Sydney Liebl was named WCLA National Player of the Year, the first Tommie to ever receive the honor.

CREW St. Thomas Crew saw an uptick in membership during fall semester, which helped land St. Thomas back in rowing’s most prestigious event, The Head of the Charles, for the first time since 2015. Over 300k spectators saw the Tommies compete in the two day event on the Charles River between Cambridge and Boston. Crew also traveled to Georgia for the collegiate National Championships where the Women’s 4 boat won the CFinal.

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2019-2020 OUTLOOK Next year Club Sports will welcome six new clubs to the program. Baseball, Hockey, Rugby, Women’s Soccer, Women’s Volleyball and Men’s Volleyball will all receive Club Sports recognition. As the program expands it will continue to provide an outlet for competitive sport for St. Thomas students. The addition of these six clubs rounds out the two year transition from Campus Life to the Anderson Student Center. Over the next year, the ASC will introduce a new Club Sport Handbook governing all club sport policies and procedures.

These new guidelines will help improve compliance by our clubs and oversight by the ASC for all club sports operations.

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National Average NACE * Situated/ Success Rate Employed Graduate School Service Program Seeking Employment

University of St Thomas

Creighton University

University of Dayton

University of San Diego

Loyola Marymount

N/A 58%

94% 70%

98% 62%

97% 65%

91% 73%

N/A 78%

18%

16%

32%

27%

16%

15%

0.9%

1%

4%

2%

2%

5%

15%

7%

2%

3%

7%

1%

*2017 vs 2018. 2018 national data not available yet. Included to show typical average results of most schools

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Maintained a weekly presence in SDIS to build relationships and counsel students Coordinated a successful collaboration with the Inroads diversity internship program leading to the hiring of several students Strengthened partnership with the Veterans Resource Center, including the following: o Hosted drop-in hours at the Veteran’s open house o Provided informal resume and job search assistance at the Veteran Alumni Networking event o Secured employers for a Veteran employer panel o Supported first annual Veteran’s Ball Presented to Dougherty Family College students. Developed career center transition strategy for DFC transitioning students as well as its alumni Continued work on International Student initiatives such as presentations, attending information sessions and fairs to develop students and promote engagement with the CDC Collaborated with Brad Pulles to administer the IDI assessment to the Executive Education team

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2017/2018 Am Indian/AK Native Asian Black or African American Hispanic Race/Ethnicity Unknown Two or More Races International

4 85 47 44 61 30 71

2018/2019 3 85 48 63 100 38 60

1683 968 715

2018/2019 1740 1173 567

2017/2018 Total appointments Appointments Pop-ins

2018 2017

Utilized Services 73.07% 73.87%

Satisfied with Services 98.09% 96.28%

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Fall 2018

St. Thomas

Dayton

Gonzaga

Loyola Marymount

Marquette

San Diego

St. Louis

Creighton

Student Headcount 10,035

10,899

7,566

9,484

11,400

8,330

12,853

8,654

Employee FTE (clinical staff only)

7

5

8

8

8

7

7

1 : 1,185

1 : 1,425

1: 1,041

1: 1,836

1 : 1,236

14-15 17.80% 8.70% 4.10%

15-16 17.70% 9.80% 2.80%

16-17 18.20% 8.70% 3.30%

17-18 22.50% 11.20% 6.40%

18-19 20% 14.20% 4.90%

NA

13.20%

13.60%

15.90%

13.30%

5.32

Ratio of FTE Staff to 1 : 1,886 Students (IACS recommends 1:1000 to 1:1500 ratio)

Self-Identified at First Session Students of Color LGBTQ International Student First Generation College Student

1 : 1,557 1 : 1,513

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Individual Counseling To What extent did counseling change your ability to continue as a student at UST Year "Somewhat improved" or "significantly improved" 14-15 79% 15-16 84% 16-17 72% 17-18 74% 18-19 62%

UST CAPS Group Evaluations 2018-2019

% Agree % Agree

Fall 2018 Sprg 2019 The group intake meeting was useful in clarifying expectations and preparing me for group participation.

81 92 My group counselors seemed genuinely interested in helping me.

100 100 I felt engaged and able to participate at a level I wanted to.

90 85 I made progress towards my goals in group counseling.

86 92 Others (friends/family/group members) have noticed the progress I have made.

48 50 I am less distressed by the issues that brought me into counseling.

57 88 I have more satisfying relationships with others.

57 81 I have a better understanding of myself and my problems/issues.

100 96 I feel more willing to be vulnerable and authentic with others as a result of my experiences in 81 group. 92 I am better able to resolve conflict in my relationships.

55 81 I am better able to communicate my thoughts and feelings.

86 96 I am more sensitive to and accepting of differences in others.

95 92 Group counseling helped increase my ability to perform better academically.

29 63 Overall, I am satisfied with the quality of my group counseling experience.

90 96 I would recommend group counseling to a friend.

95 100

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Welcome Days 2018 Assessment (002).pptx

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The purpose of our work The intended outcomes of our work Campus partners who should be part of the team (with space for fluctuation depending on the circumstances) Useful tips/insights for process (i.e. appropriate info to include in management systems, when/how to involve parents and various campus partners) What has worked well in the past What may need modification Topics that each of us should be familiar/well-versed in (i.e. FERPA, culturally responsive case management, key university policies for withdrawals, accommodations, etc.)

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Year

F14F15

F15F16

F16F17

F17F18

F18F19*

5yr Avg

First-Year Commuter Retention

84%

91%

80%

81%

79%

83%

Overall First-Year Retention

89%

91%

89%

88%

87%

89%

Difference

-5%

0%

-9%

-7%

-8%

-6%

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100% 95% 90% 85% 80%

First-Year Commuter Retention

75%

Overall First-Year Retention

70% 65% 60% F13-F14

F14-F15

F15-F16

F16-F17

F17-F18

Year

F14S15

F15S16

F16S17

F17S18

F18S19

5yr Avg

First-Year Commuter Retention

89%

92%

92%

92%

86%

90%

Overall First-Year Retention

96%

97%

97%

95%

93%

96%

Difference

-7%

-5%

-5%

-3%

-7%

-5%

100% 95% 90% 85% 80%

First-Year Commuter Retention

75%

Overall First-Year Retention

70% 65% 60% F14-S15

F15-S16

F16-S17

F17-S18

F18-S19

Percentage selecting Strongly Agree or Somewhat Agree

Spring 2012

Spring 2014

Spring 2016

Spring 2018

St. Thomas shows concern for the needs of commuter students

59.90%

56.20%

59.30%

58.50%

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I am involved in one or more campus groups or organizations

64.70%

66.20%

68.90%

71.30%

COSES

75.00% 70.00%

Spring 2012

65.00%

Spring 2014

60.00%

Spring 2016

55.00%

Spring 2018

50.00% St. Thomas shows concern for the needs of commuter students

2014-2015 34

Participants

I am involved in one or more campus groups or organizations

2015-2016 37

2016-2017 17

2017-2018 104

2018-2019 94

STEP Participants 120 100 80 60 40 20 0 2014-2015

2015-2016

Percentage selecting Strongly Agree or Somewhat Agree I learned something new I feel better prepared to live off campus I am more aware of the resources available through Off-Campus Student Services.

2016-2017

2017-2018

2018-2019

2014-2015 90%

2015-2016 100%

2016-2017 100%

2017-2018 100%

2018-2019 100%

90%

100%

98%

100%

100%

100%

100%

98%

88%

92%

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STEP Evaluation 100% 90%

2014-2015

80%

2015-2016

70%

2016-2017

60%

2017-2018

50%

2018-2019 I learned something new

I feel better prepared to live offI am more aware of the campus resources available through OffCampus Student Services.

2018-2019 Total Entries

2019-2020

2020-2021

2021-2022

9,919

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:

54

55

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– – – – – –

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Answer

%

Count

Strongly Disagree

17.74%

11

Disagree

48.39%

30

Agree

16.13%

10

Strongly Agree

17.74%

11

Total

100%

62

61

Answer

%

Count

Strongly disagree

14.29%

11

Somewhat disagree

18.18%

14

Somewhat agree

37.66%

29

Strongly agree

29.87%

23

Total

100%

77

Answer

%

Count

Not Knowledgeable at all

25.42%

15

Not Knowledgeable

27.12%

16

Knowledgeable

45.76%

27

Extremely knowledgeable

1.69%

1

Total

100%

59

Answer

%

Count

Strongly Disagree

7.79%

6

Disagree

14.29%

11

Agree

55.84%

43

Strongly Agree

22.08%

17

ï‚·

62

Total

100%

77

Answer

%

Count

Strongly Disagree

3.19%

3

Disagree

9.57%

9

Agree

48.94%

46

Strongly Agree

32.98%

31

I do not know the University's mission and convictions

5.32%

5

Total

100%

94

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2018-2019 Year-Year Conduct Analytics Report July 1, 2018 through June 30, 2019 Overall Conduct Information Total incidents

210

Total students involved in incidents

475

Students found not responsible of all violations

45

Alcohol Policy Students charged with violations of alcohol policy

273

Students responsible for violations of alcohol policy

271

Students under 21 found responsible for alcohol violations

249 63

Students over 21 found responsible for alcohol violations

22

Students with 2 violations of alcohol policy Students with 3 violations of alcohol policy Students with 4 violations of alcohol policy Marijuana/Drug Policy Students found responsible for violations of marijuana/drug policy

21

Students with 2 violations of marijuana/drug policy Students with 3 or more violations of marijuana/drug policy Other Violations Students responsible for weapons violations

1

Students responsible for damage to or destruction of property

20

Additional Information Number of students suspended

2

Number of students placed on conduct probation

27

Number of students removed from the residence halls

8

Administrative appeals

14

Hearing Board cases

19

Grievance & Disciplinary cases

2

Pre-enrollment incidents processed

10

FYI reports processed

586

Neighborhood Complaints

406

64

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July 1 -June 24 Total Freshman

2018-2019 Patient visits 7784 268

Flu Clinic 1320 38

Sophomore

1578

230

Junior

1150

187

Senior Graduate

2218 779

366 113

Total 7784

69

Law 1 Law 2

18 5

11 2

Law 3

16

16

Faculty Staff

430

357

American College Health Association: National College Health Assessment Past 12 months experience

1.

2.

3.

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4.

Continue with Center for Well-Being integration and moving process Complete hiring and onboarding of new staff Assist in the development and implementation of resiliency program Expand Tommie Advantage initiatives

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University of St. Thomas Wellness Center 2018-2019 Summary Report

Violations

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Alcohol Responsibility Course– 223 Marijuana E-Checkup - 19

Alcohol 417 students served ●

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Truth or Myth: Alcohol Edition ○ 65 students served ○ Initiative: To provide education about the importance of implementing protective factors and the positive outcomes associated with Stop@Buzzed Coasters and Cocoa ○ 45 students served ○ Initiative: To provide education about the importance of implementing protective factors and the positive outcomes associated with Stop@Buzzed What’s Really Going On? The Physiology Behind Alcohol ○ 20 students served ○ Initiative: To provide education on alcohol poisoning and the science behind alcohol on our bodies Eat Before You Go Out Granola Bars ○ 144 students served ○ Initiative: Provide education about the importance of implementing protective factors Mario Kart Drunk Goggle Edition ○ 20 students served ○ Initiative: To show the danger of driving drunk in an educational way and to demonstrate alternatives to drinking alcoholic beverages.

Dr. Siegel Talk ○ 65 students served ○ Initiative: To make students aware of how alcohol affects their athletic performance Tabling outside the View ○ 50 students served eCheckup2go ○ 8 students served ○ Initiative: To make students more aware of their drinking patterns through an online educational program that students can use as an educational resource

Fitness 469 students served 72

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17th Annual Wellness 5K Run/Walk ○ 300 students served ○ Initiative: Provided a physical activity for students to get active and have fun with friends, family and the community. ● Power Yoga and Power Snacks ○ 18 students served ○ Initiative: Provided a different style of yoga to students to help boost energy and feel good, also show that yoga can be a great form of exercise. ○ Collaboration: Nutrition Indicator ● Yoga in the Lib--Spring into Yoga ○ 6 students served ○ Initiative: Showed students that there are many different ways to exercise and relax at the same time, it doesn't have to be super intense! ● How Alcohol Affects Fitness ○ 65 students served ○ Initiatives: Students that came learned a lot about alcohol and how it affects the body and how that can translate to athletic performance as well as other big health issues.

Meditation 471 students served ●

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Therapeutic Thursdays (10 in total) ○ 7 students served at each event ○ 70 students served in total ○ Initiative: Provide a warm, green, and happy place for students to de-stress, drink tea, and try out a walking meditation. ○ Collaboration: JRC Greenhouse and Nutrition Indicator Mindfulness Meditation (44 in total) ○ 5 students served at each event ○ 220 students served in total ○ Initiative: To give students, staff, and faculty the opportunity to learn and build life-skills based in mindfulness meditation, in an effort to cultivate greater mental and emotional well-being.

Mindfulness Journaling Program ○ 21 students served ○ Initiative: Empowering students to gain better agency over their mental habits, deepening insight into their thoughts, and gaining a sense of how to transform their thinking patterns to develop a better quality of life.

Don’t Cancel That Class (8 times total) ○ 20 students served at each event ○ 160 students served in total ○ Initiative: Instead of canceling class due to illness/other obligation, professors had a Wellness Center employee visit their class and guide mindfulness meditation. Professors were also able to make this presentation an addendum to their coursework. ○ Collaboration: The faculty of St. Thomas 73

Nutrition 663 students served ●

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Fruit/Veggie of the Month (7 in total) ○ 50 students served at each event ○ 350 students served in total ○ Collaborations: Brightside Produce ○ Initiatives met: Provided nutrition information on increasing fruits and vegetables into diet with recipes, provided healthy snacks, gave out nutrient dense foods, increased students’ accessibility to fruit and vegetables, and handed out information on how to USDA My Plate (magnets) Grocery Trivia (7 in total) ○ 30 students served at each event ○ 210 students served in total ○ Initiatives Met: Provided nutrition information about USDA My Plate, healthy eating, and how to eat healthy on campus. Also provided a bag of groceries to winners to increase student accessibility to healthy foods.

Christina Meyer-Jax Nutrition Talk ○ 35 students served ○ Initiatives: Provided nutrition education for athletes and physically active students at UST to learn how to make healthy choices for their bodies.

Fall-A-Palooza RHA Event ○ 75 students served ○ Collaboration: RHA ○ Initiatives: Handed out nutrition MyPlate magnets and told students more about the Wellness Center and the different events planned throughout the year.

Make Your Own Overnight Oats ○ 1 student served ○ Initiatives: Student learned about the benefits of eating breakfast and then a easy recipe for a fast and healthy breakfast that they can grab and go in the mornings.

Yoga With Happy Tommies ○ 3 students served ○ Collaboration: Happy Tommies ○ Initiatives: Provided an introduction to yoga and it's stress relief benefits.

Sustainability Tea Event ○ 65 students served ○ Initiatives: Students learned about the health benefits of drinking tea and learned how to do it sustainably.

Healthy Cooking Class ○ 10 students served ○ Initiatives: Students learned about how to make a variety of health meals and snacks.

Students were able to try the food they made and take home recipes. ○ Collaboration: Head Chef of Dining Services 74

Stress & Wellbeing 421 students served ●

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Finals Week Survival Kit (2 in total) ○ 67 students served at each event ○ Initiative: Students learned numerous healthy ways about how to deal with the stress of finals - through fun school supplies, destress tools, sleep kits, and snacks! ○ Collaboration: The Library Aromatherapy ○ 19 students served at the event ○ Initiative: Students learned about the benefits of essential oils on stress and wellbeing and how to create their own.

Create Your Own Vision Board ○ 12 students served at the event ○ Initiative: Students learn about the benefits of vision boards and how visualization can decrease stress.

Partner Massage ○ 10 students served ○ Initiative: Students learned how to give others massages to help them destress and relax.

Reflexology ○ 10 students served ○ Initiative: Students learned the benefits of a reflexology massage.

Create Your Own Tea Bags ○ 25 students served ○ Initiative: The students learned about how beneficial tea can be. They were able to destress while being creative in making their own tea bags. As they came up to choose the tea that they wanted to put into their bags we told students about each teas nutritional and stress aiding benefits! ○ Collaboration: Nutrition Indicator Study Night in the Library (2 times total) ○ 50 students served at each event ○ 100 students served in total ○ Initiative: Students were able to destress with free chair massages and meditation, and utilize tutors and writing center workers to decrease their stress about assignments.

Gratitude Station - Thank You Notes (2 times total) ○ 35 students served at each event ○ 70 students served in total ○ Initiative: Students learned the value of expressing gratitude to others. ○ Collaboration: Meditation Indicator De-Stress with the St. Paul Chamber Orchestra ○ 8 students served 75

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Initiative: Students learned about how music is linked to our emotions, so it can help manage and reduce stress. Going to this concert helped reduce stress for students and showed how powerful music can be as a tool for managing stress.

Tabling Event w/ Fitness (2 times total) ○ 50 students served at each event ○ 100 students served in total ○ Initiative: Students were able to learn about the Wellness Center and the events that we would be offering. Also a good way to hand out some WC swag and get the word out about Learn 2 Live. ○ Collaboration: Fitness Indicator

Sexual Health 415 students served ●

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Intentional Dating Talk With Dr. Buri ○ 50 students served ○ Initiative: Students learned about dating and relationships, from a psychological and healthy perspective.

Healthy Relationships Trivia ○ 20 students served ○ Initiative: Students were able to identify characteristics of healthy relationships. Hopefully this increased the number of students who make choices around sex and dating that are intentional and healthy. In addition, students will be able to discern what choices will lead them to healthy relationships.

Consent Cupcakes ○ 50 students served ○ Initiative: Students got a free cupcake with a fact about consent attached to it. Students were able to define affirmative consent and provide examples of verbal and non-verbal signs of consent and non-consent.

Learn Your Love Language Table ○ 50 students served ○ Initiative: Students identified skills for enhancing effective communication and explored personal values about relationships. Students were be able to explain their own values on dating and relationships and this can help lead to sustainable, healthy relationships that are consistent with their own values.

Healthy Relationship Do's and Donuts ○ 100 students served ○ Initiative: Students learned what a healthy relationship looks like and gained an understanding of things they must and mustn't do in order to maintain healthy relationships.

Healthy Relationship BINGO ○ 25 students served ○ Initiative: Students gained a better understanding of characteristics related to healthy relationships.

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Milk, Cookies, and Mythbusters ○ 100 students served ○ Initiative: Students learned the truth behind common misconceptions about sexual health.

Free STI self-screening at Health Services ○ 20 students served ○ Initiative: Students were able to take control of their sexual health by making an appointment to get tested for Chlamydia through a self-screening service. Students were given handouts that taught them more about Chlamydia and how to make their sexual health a priority. Resources like Learn2Live and CAPS were also discussed in the handouts.

Sleep 215 students served ●

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DIY Blackout Curtains ○ 10 served ○ Initiatives: Provide sleep products that aid in quality of sleep DIY Aromatherapy Heating Pads ○ 19 served ○ Initiatives: Provide sleep products that aid in quality of sleep DIY PJ Pants ○ Initiatives: Provide sleep products that aid in quality of sleep Fall Sleep Challenge ○ 40 served ○ Sleep Challenge Kick Off ○ 20 served ○ Initiatives: Identifying three major elements in developing healthy sleep - importance of consistent, restorative, & sufficient sleep; positive outcomes associated with sufficient sleep; basic sleep hygiene tips to decrease sleep latency and improve the quantity and quality of sleep Sleep Lecture to HLTH 250 Students ○ 20 students served Caffeine Reduction Tea Party ○ 4 served

○ Describe reasons why electronics, poor time management, stress, caffeine, and alcohol interfere with healthy sleep ●

Spring Sleep Challenge ○ 36 students served ○ Initiatives: Identifying three major elements in developing healthy sleep - importance of consistent, restorative, & sufficient sleep; positive outcomes associated with sufficient sleep; basic sleep hygiene tips to decrease sleep latency and improve the quantity and quality of sleep ○ Sleep Challenge Kick-Off ○ 8 served 77

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Initiatives: Organized Saturday and/or Sunday morning activities to encourage consistent sleep patterns ● Brain Awareness Week Talk ○ 30 served ● Peer Ministry Training Lecture ○ 10 served ○ Initiatives: Educate community partners on the relationship between sleep and academic performance, athletic performance, retention, and co-curricular experience Aromatherapy Heating Pads & Bath Bombs

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○ 30 served ○ Initiatives: Provide sleep products that aid in quality of sleep DIY Meditation Cushions ○ 6 served ○ Initiatives: Provide sleep products that aid in quality of sleep Lecture with Neuroscience Club ○ 10 served Afternoon Nap Session with the Create[space]

Tommies Unplugged 168 students served

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Unplug & Unwind with Yoga in the Library ○ 21 students served Tommies Unplugged Mindfulness Meditation ○ 10 students served ○ Offered guided meditation to learn the connection between technology and mindfulness and take some time away from technology devices.

Digital Detox Movement ○ 33 students served ○ Daily reminders to unplug digtitally and reconnect with yourself and the world around you.

The Digital Detox Movement was a great way for students to regain focus on school, work, and relationships after spring break.

Finals Week Survival Kit ○ Allows students to find healthy ways to destress before finals week Fall-A-Palooza RHA Event Digital Detox Movement ○ 24 students served ○ Daily reminders to unplug digtitally and reconnect with yourself and the world around you.

The Digital Detox Movement was a great way for students to regain focus on school, work, and relationships after spring break.

Wall Chargers ○ 50 students served 78

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Handouts ○ Marketing for upcoming events Tabling with Stop at Buzzed STAR Sustainability Event ○ 30 students served ○ A unique event focused on the connection between technology and sustainability Tech-Mindful Study Night ○ Providing a technology-mindful study space for students on Study Monday. As technology can be a distraction during finals week, Tommies Unplugged provided a place where students were encouraged to unplug and focus on their studies. A safe place for technology to be dropped off was provided at the event

Wellness Center Health Fair 75 students served Indicator collaboration included nutrition, sexual health, Stop@Buzzed, and sleep Conclusion: In total, 3,314 students served.

Wellness Center Highlights Implemented the ACHA-NCHA to identify the most common health and behavior risks affecting students' academic performance and design evidence-based health promotion programs with targeted educational and environmental initiatives Served a total of 3,314 students through Wellness Center programming and promotion.

Collaborated with faculty in Psychology, Health and Exercise Science to provide a lecture-based program for athletes and non-athletes entitled “How Alcohol Affects Fitness”.

In an effort to expand our work with stress relief and mental health, an enhancement to the meditation program was created called Therapeutic Thursdays. It was a student-led walking meditation among the plants and foliage in the JRC Greenhouse, followed by tea and down time. This provided a unique, healthy study break incorporating nature during the long winter.

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CREATE[SPACE] VISIT BY NUMBERS 28807

27403

Visit Numbers 2017

18677

28478

Visit Numbers 2018

FALL 2017

SPRING 2018

FALL 2018

SPRING 2019

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Academic year of create[space] users other 2%

freshmen 4%

senior 33% sophomore 39%

junior 22%

Academic School of Students using create[space] other 2%

Arts & Sci 25% undeclare 39%

BA Soc Wk 1% Sch of Ed 4%

BSCPE Coll of Eng 15%

Coll of Bus 14%

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Reasons for Leaving Too close to home Health Challenges St. Thomas wasn't my first choice Always intended on transferring Didn't connect with faculty Campus Climate Wanted to be closer to home Major not offered Didn't connect with students Financial Aid Belonging

Reasons for…

0

5

10

15

20

25

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2018-19 Annual Department/Program Report

Proud to Be First: An Academic and Student Affairs collaborative initiative steered by the Dean of Students Office and the Director of Retention and Student Success. Departmental representation on the Proud to Be First committee include: Academic Counseling, Admissions, Dean of Students Office, Dougherty Family College, Faculty, Financial Aid, GHR Fellows/Opus College of Business, Residence Life, Retention and Student Success as well as an undergrad and graduate student.

Accomplishments: List and briefly describe three to five of your department’s/ program’s most significant accomplishments/highlights of the year. Include any new programs and innovations.

1. 2018-2019 marked an intentional Increase in the number of events offered to be consistent, monthly, and relevant to the time of year. Our monthly Proud to Be First events were developed in collaboration with key departments and stakeholders within the St. Thomas Academic and Student Affairs community. The most well-attended programs in 2018-2019 included: Welcome Reception (for first-gen students and families), Navigating the Hidden Curriculum, First Gen College Celebration, Study Abroad workshop, and End-of-Year Relaxation event.

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2. New: Celebrating first-gen students and their accomplishments. November 8th, 2018 marked our first First-Gen College Celebration in conjunction with the National First-Gen events. We look to expand this in 2019-2020. In February 2019, PTBF collaborated with SDIS to host an event celebrating the accomplishments of the 3 Tommie Award finalists who were Students of Color and first-generation college students.

3. New: Proud to Be First engagement/attendance tracked in Salesforce. In the spirit of centralizing data and ability to show student engagement with our institution, we tracked all attendance in Salesforce adding to the wealth of data present for retention. Data represented below from November-May 31.

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4. New: Coffee Chats and drop-in mentoring hosted by our graduate assistant and undergraduate intern were launched in 2018-2019. This development was based on feedback from first-gen students that they wished to have this type of support and opportunity. PTBF held 1-2 coffee chats per month and varied between formal programming (such as Setting Your Priorities) and informal gatherings. These events were held in CSA partner space: LIB 108.

5. New: Launched #firstgenfriday social media initiative through the Center for Student Achievement highlighting first generation students, faculty, and staff. In 2019-2020, we will offer separate first-gen specific social media.

Benchmark Data: Provide comparison information for your department/program including national data, benchmark institutions. Benchmark data on retention rates for first-gen students is not readily accessible for 98

benchmark institutions. We are currently researching our aspirational peer institutions and their offerings for first-gen students and will report in 2019-2020.

Diversity, Equity & Inclusion: Provide summary of department activities and initiatives that support the University’s Anti-Racism Action Plan.

Proud to be First is a space for diverse students to feel a sense of belonging at St. Thomas—regardless of what identities (beyond first-generation) that they hold. Recruiting and retaining students of color often (though not always) includes recruiting and retaining first-generation students.

Recruitment & Retention Data: Data that captures recruitment activities and retention data including data that highlights impact of programs/services.

More than 90 students were recorded as attending events (starting in November 2018) *This data does not include early fall programming and Welcome Reception. There were 44 distinct students. The most well attended event was Study Abroad/Financial Aid with 19 students. There were 20 students who attended the Spring Relaxation (non-programmatic) event.

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Data and Trend Analysis: Provide a summary and brief analysis of quantitative data and/or qualitative trends that represent effectiveness of the programs and services your department/program provides.

An average of 3-5 students attended coffee chats. Engagement with monthly workshops averaged around 10 attendees per session with a low of 3 and a high of 20. We attribute our less attended events with time of year, not with the content. For example, the CAPS event was right before spring break and while the content was excellent, attendance was low. We will be more cognizant of the schedules when determining dates for events.

Data informed actions: Based on data provided, what changes (if any) will you make moving forward? 

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Intersectionality data (above): has illustrated a need to consider all identities when supporting first gen students. Further, this data us to prioritize individualized outreach to student populations that had intersecting identities negatively impacting retention and those who earned F’s or W’s in their first term.

Dip in first-gen retention rates suggests needs to further examine retention data. What factors led to this decline in retention for the FTFY 2017 cohort?

An end-of-year survey was sent to students at the end of the academic year to have students forecast when they anticipate they will be able to attend events in 2019-2020 in an effort to provide more intentional and timely programming. We also asked students for feedback on the workshops held this year (i.e. are there any topics they feel were missed?)

Changes/Innovations: Briefly describe any changes/innovations you would like to make in the coming year.

We will be offering more opportunities for feedback (blank notecards at events and digital feedback opportunities), programmatic assessments so that we can determine whether students have ideas for various ways to improve programming to meet their needs. We also plan to incorporate more non-programmatic events around high-stress periods.

Goals: List and briefly describe three to five goals for next year.

1. Develop a Proud to Be First pathway for first year students in Tommie Link.

2. Increase the attendance at PTBF events, workshops and coffee chats expanding the reach of valuable and timely programming. Providing student input on sessions, improvements in marketing and social media and consistent, timely messaging will help.

3. Incorporating feedback from this year’s students on how to continue to engage students after their first year in efforts to expand the scope of programming for sophomores, juniors and seniors.

4. Develop distinct social media presence for Proud to be First.

5. Fully integrate learning outcomes into the Proud to be First program, assessments per each learning outcome and utilization of the pathways.

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Averages

How often do you have conversation with a person or group of this topic?

50 40 30 20 10 0 Almost Always

Often

Sometimes Seldom

Never

Responses

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How often has this topic been discussed in your UST courses?

Averages

50 40 30 20 10 0 Almost Always

Often

Sometimes

Seldom

Never

Responses Responses

%

Almost Always

7.69

Often

11.82

Sometimes

23.82

Seldom

41.81

Never

29.19

Averages

How would you assess your knowledge AFTER attending this program?

70 60 50 40 30 20 10 0 Excellent

Above Average

Average

Below Average

Very Poor

Responses

%

Excellent

21.37

Above Average

60.97

Average

22.71

Below Average

0

Very Poor

0

Responses

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As a result of this event I was able to recognize the important and the barriers to creating more equitable & inclusive community

60 50

Averages

40 30 20 10 0 Strongly Agree

Agree

Not Sure

Responses Responses

Disagree

Strongly Disagree

%

Strongly Agree

46.54

Agree

50.79

Not Sure

4

Disagree

0

Strongly Disagree

0

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What was the most impactful part of the service retreat?

Definitely being able to volunteer in a safe space with various types of service and seeing the direct affect.

Visiting the homeless shelter Serving the meals and touring the shelter building.

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REAL Program Exit Interview Themes

FINDINGS Summary    

Social nights were super important for this group. Almost all of them reflected on the social nights and/or the general bond and connection made within the group! o There were even suggestions to do weekend events Tension about living with someone they didn’t know came up for quite a few students, a couple of them had some issues There was some drama which some students felt was not addressed o For some students this was in relation to the case study o For others, it was roommate related Even students who had some tough times really enjoyed the program

Quotes             

“There was a sense of community for us students of color – that was a contrast from orientation.”

“I valued the friendships the most – I wasn’t expecting it.”

“The last week got so chaotic/bgggusy. The talent show was a surprise!”

“I don’t feel like I am on my own [at St. Thomas].”

“Please address roommate issues if they come up.”

“I liked that the workshops were not just academic but on well-being too.”

“Campus feels like home.”

“I wish we talked more about how hard it might be as the only person of color in a class.”

“I went through a lot of change and found independence.”

“If I could get through [the REAL program] I can do this.”

“I learned to manage little pockets of time.”

“I am still at my work study job and good friends with my coworkers.”

“The social nights showed us that just because we are in college doesn’t mean all days have to be boring!”

My suggestions  

Can there be like a Microsoft site with info for students to check for information once they are in the REAL program but before it starts?

Perhaps a roommate preference system would alleviate some tension/anxiety around roommates? o Maybe a survey with a question that says write a short introduction to your REAL program roommate. You will get the same from them!

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THE DATA The (#) reflect how many students made this comment. It is in order of most popular to least popular. Some outliers of note are in red. Be advised – some students provided more than one answer per questions so totals per question might be more than 16.

What did you value most about being a student in the REAL Program?         

Sense of community/bonding/friendships (8) Living on campus (4) Getting a feel for the college experience (3) Being around other students of color – real contrast from orientation (3) The course was good (3) Workshops – one student especially liked that they weren’t just about academics but well-being too (2) Self-discovery/independence (1) Care from the organizers (1) Job (1)

What did you value the least?        

Mornings (4) Workshops (4) Case study was rolled out late – hard to plan (2) Class 3 hours (2) Students not open minded sometimes (1) Living here (1) Drama (1) Roommate relationship/pairing process (1)

REAL Program is intended to help prepare students coming out of high school for their first year in college.

As you’ve gone through your first semester, how successful or unsuccessful do you think REAL Program was in doing accomplishing this?           

Helped with time management (5) I was prepared – did a lot of college prep before (3) More connected/helped socially (3) Familiar with campus (3) I am well informed now (2) Know where to do homework (1) Helped prepare for college life (1) Still a big change, culture shock (1) Good to get a feel for homework and studying (1) Different because I commute now (1) Helped with tips and tricks and expectations (“street smarts”) (1)

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What were your thoughts on the workshops that were provided? Did any stand out as being particularly helpful or not helpful?             

Career good (6) Excel good (5) Personality one great (5) Some were repetitive and/or not engaging (2) Stress management good (2) Skills good (1) Sleep good (1) Pub safety good (1) $1000 good (1) Sleep good (1) Liked where we go to hear from students’ previous experiences (1) Felt long (1) The public safety one was not relevant (1)

What were your thoughts on the time commitments involved with REAL Program?        

Manageable (7) Good to be busy (3) Adjustment (2) Needed more homework time (2) Was weird to have a set schedule and not being able to do own schedule (1) Felt like a lot at the time, now that I started college it was good (1) Hard not to procrastinate further in (1) Was already prepared (1)

What part of REAL Program do you really want to make sure continues in the future?           

Social nights (11) Job – still there/friends (5) Class (4) Bonding (3) Career workshops (2) End celebration (1) Case study (1) Team work activities (1) Excel workshop (1) Value workshop (1) Self-discovery aspects (1)

Do you feel you had the support you needed? If not, what was missing?    

Yes (6) Mentors were great! (5) Liked “levels” of leaders (e.g. peer mentors, staff, Patricia) (1) Knew it was there, didn’t utilize (1) 122

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Yes – but was only male person of my racial group was hard (1)

Now that you are midway through your first semester, what would you recommend to help us create a better experience for future REAL Program students? What should we do more of, less of, or the same?           

Trying to get students to stay weekends/have weekend socials (2) Wish there was more time after class ended (for case study and celebration and socializing)(1) Help more with conflicts (1) Loved t shirt (1) Liked altering between work and study time (1) Talk more about being only person of color in class (1) Felt out of place at orientation (1) It was hard having work before an exam (1) Wish there was on campus activities or clubs (1) More bonding/social nights/on campus hang out time (1) Maybe a cooking night (1)

Is there anything you wish you had known going into your experience in REAL Program that you think we should let people know in advance?            

Felt informed (6) Roommate info (2) Talent show (2) Lot of reading (1) Where to get textbooks or textbook buying tips? (1) That the tuition bill would come but be covered (1) Case study (1) More reminders on what to bring (1) That you can leave on weekends (1) Not as bad as you think (1) Class was long (1) Might be drama (1)

What other advice, recommendations, or insights can you share that might help keep the REAL Program strong?            

Use the CDC (1) Tell students it is not all about class – get connected with resources/network (1) More events in different buildings (1) Weekend stuff? (1) More homework time (1) More bonding! (1) Can you facilitate some of that student life aspect (e.g. clubs) (1) Class felt a little easy (1) Advertise more in advance, more for students unsure (1) Pick case study groups? (1) More clarity about REAL program application (by vs. on) due date (1) Bad experience with O.L. (1) 123

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Felt like culture was misunderstood (1) Please address roommate issues (1)

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2018-19 Annual Department/Program Report

Accomplishments: “As a result of students’ co-curricular experiences at the University of St. Thomas, students will become leaders who meaningfully advance the common good.� This educational priority of Tommie Advantage is designed to bring an intentional focus on student learning to our work and inspire collaboration across co-curricular units on campus. On a national level, Tommie Advantage is referred to as a curricular approach, a shift away from traditional programming approaches in Student Affairs to a more intentional, developmentally sequenced approach that is defined by institutional mission and purpose. A video was created by undergraduate student affairs social media interns as an introduction to Tommie Advantage.

The National SEED Project is a peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity. Rachel Harris from Student Affairs together with Rama Hart from Opus College of Business and Michelle Thom from Human Resources were trained as SEED leaders and facilitated the inaugural SEED seminar for faculty and staff at St. Thomas. The seminars are designed to include personal reflection and testimony, listening to others' voices, and learning experientially and collectively. Through this methodology, SEED equips us to connect our lives to one another and to society at large by acknowledging systems of oppression, power, and privilege.

Evaluation comments from participants identify the powerful change SEED is bringing to St. Thomas: "I have used concepts from SEED in the classroom to facilitate difficult dialogues about white silence (serial testimony and cross talk) and I have been inspired to take greater risks in my teaching (around topics of race) and trusting I can handle student reactions. Additionally, I have been sharing learning with my fellow faculty peers and I see how SEED concepts and processes could be used within my department to assist our work and how we work with cohorts of students. I see this as impacting all aspects of education: admissions, in the classroom, and as graduates who take their awareness and skills out in to the world. To me, SEED could turn out to be a really excellent vehicle for helping our campuses become the anti-racist places we want them to be. The more people on campus who experience SEED, to more we will be able to have organic conversations outside of formal programming." - SEED Cohort 1 participant "I have found that I look at everything I do in my day-to-day work with a more critical eye around issues of race, gender, and other identities. When someone proposes a new project, for example, I think about whether this will make St. Thomas more inclusive or not. I do my best to see everything through that lens, and it has helped me become much more aware of the structural and unconscious racism that exists all around me on a daily basis. As a white person, I don't see it naturally, but SEED has created something of a new reflex in me around this topic, which I greatly appreciate." - SEED Cohort 1 participant

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Welcome Days is a required comprehensive educational and social program designed to prepare incoming first-year students to succeed at St. Thomas. This video was created by undergraduate student affairs social media interns as a recap of the 2018 Welcome Days experience.

The new Center for Well-Being is scheduled to open in the fall of 2019. This initiative will put the health and wellness of our students front and center while making St. Thomas an innovator in student well-being. The center will integrate counseling, primary health services, wellness and violence prevention into one location. Students who seek help will be able to access both physical and mental health services in an integrated care setting, in a timely manner. The center will promote the health of mind, spirit and body to help our students become resilient learners and engaged members of our university community. Planning and preparation for the renovation of the Child Development Center and the implementation of expanded health, mental health and resiliency initiatives have been front and center in our work during the 2018-2019 academic year.

Along with the planning for the opening of the Center for Well Being, this year has included the compassionate planning and implementation of the closing of the Child Development Center. This was a very difficult decision. The CDC has done a wonderful job over the years developing children.

Deep care was shown for the employees and families who use the CDC and certainly for the children who attend. We made it a priority to give the employees, families and children adequate time to deal with this closure. A transition plan supported those impacted. We identified other child care options for families and provided resources, including one month of free child care, to help with the transition.

Two-Year Residency Requirement Beginning with the Fall 2021 entering first-year class, the University of St. Thomas will implement a new policy requiring full-time, undergraduate, first- and second-year students to live on campus at St. Thomas. We believe that living on campus in a student’s first and second years provides learning opportunities that are holistic and transformative. Benefits of living on campus the first two years at St. Thomas include:

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Developing a sense of belonging to the campus community.

Creating meaningful connections with students, staff, and faculty that support a student’s academic and career journey.  Experiencing co-curricular learning aligned with the Tommie Advantage.  Engaging in campus events and taking advantage of campus resources.  Guaranteed housing on campus for a student’s first two years.

Students feeling fulfilled with their university experience.

Tommie Johnnie Game The Johnnie-Tommie football game has a long, storied, and successful tradition that draws enormous crowds. Student Affairs works with students to make every effort to maintain a safe, fun and family-friendly environment for fans. This year our undergrad student affairs social media interns created a TOJO survival guide video for students.

Student Affairs Fellows 126

Launched a pilot Student Affairs Fellows leadership development program targeting mid-level student affairs professionals, offering shadowing experiences and broader understanding of student affairs leadership this fall with six professionals participating. Participants were each paired with three directors within the division for a shadowing experience and met monthly to discuss various topics of student affairs leadership. Each participant also attended one leadership council meeting and had a 1:1 meeting with Karen.

Center for Student Achievement.

The Division of Student Affairs and Academic Affairs launched the next phase of the Center for Student Achievement. Collaborative programming initiatives targeted increased retention of first-year students, students of color, first-generation students and commuter students.

Student Affairs hosted the annual Late Night Breakfast for all student on Study Monday. Students have enjoyed this late night breakfast at St. Thomas for over 25 years.

Over fifty individuals from Student Affairs volunteered their time and skills in cooking, greeting, serving, washing dishes, organizing games and cleaning.

Celebrity volunteers from across campus helped serve the delicious breakfast of eggs, sausage, potatoes, fruit, and baked goods to just under 1000 students.

Student Affairs planned the “American Textures� film screening followed by a dialogue with Jonathan Santos, Facilitator, Soul Singer and Cultural Organizer and one of individuals featured in the film. Over 400 undergraduate students attended this event that kicked off the spring semester of classes.

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The Inclusive Leadership Collaboratory (ILC) was created within the Frank and Judy Sunberg Leadership Center. The mission of the ILC is to foster a multicultural environment where students can engage in foundational learning experiences that will help them develop the attitudes, knowledge, and skills needed for inclusive leadership in an increasingly diverse world. Campus Life collaborates with faculty and students to use the Inclusive Leadership Collaboratory for collaboration activities and educational events.

Programming on Inclusive Leadership this spring included:

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Creating an Inclusive Community Intercultural Communication Democratizing Leadership

The Intercultural Center within Student Diversity and Inclusion Services (SDIS) celebrated its grand opening in March 2019.

Programming in the Center includes:

Mid-Week Conversations: Starting February 6, we have had heart-to-heart conversations on the following social identities: African American, Multi-Racial, and Asian American Pacific Islander. Attendance ranges from 530 members each week including students, staff, and faculty. People in attendance stated they experienced:        

empathy an enhanced sense of community engagement in critical thinking reflection on their own social identity communication across diverse perspectives engagement in truth telling and healing cultural competency development identification of their own biases and triggers.

Quickbites: Starting February 27th and held every day at 12:15pm, SDIS shows quick video clips on topics related to diversity and inclusion such as: spoken word and inspiring TED Talks.

Then SDIS has students, staff, and faculty write reactions to the video on the SMART Board in the Center.

Shared Spaces: Dr. Buffy Smith was the first faculty member to hold office hours in the Intercultural Center on April 18th. Laura Bru from the Undergraduate Research Opportunities Program, Violeta Lara from the Career Development Center, and staff from Academic Counseling also hold office hours in the Center.

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Purple Couch continues to serve as a gathering time/space for our community and our students to process current events. For example, in response to the tragedy in New Zealand we were able to hold space for the St. Thomas community members to process (many of whom were Muslim women).

University Action and Response Team The University Action and Response Team (UART) designed and rolled out an online active shooter training to the entire St. Thomas community this year. UART coordinated the institutional response to a bomb threat to the St. Paul campus in the spring. This response allowed UART to execute the emergency training and protocols that they practice through tabletop exercises each quarter. As is protocol, a hotwash of the incident response identified areas that the university can improve in its emergency campus response. UART continues to train, practice response through tabletop exercises and improve campus readiness and resilience.

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