University of Maryland Eastern Shore DIVISION OF STUDENT AFFAIRS YEARLY OBJECTIVES 2016-2017
TABLE OF CONTENTS INTRODUCTION Welcome to the Division of Student Affairs Mission Core Values Division of Student Affairs Executive Summary Division of Student Affairs Organization Chart
3 3 3 3 4-6 7-8
RESIDENT LIFE – YEAR END REPORT – FY 16/17 Life Major Accomplishments 2016-2017 Conclusion
9 10-13 14
HEALTH & WELLNESS – YEAR END REPORT – FY 16/17 Brief Description of the Health & Wellness Program Program/Service Offerings Professional Accomplishments 2016 Goals and Objectives
15 16 16 17 17-19
COUSELING SERVICES – YEAR END REPORT – FY 16/17 Introduction Academic Year 2016-17 Counseling Services and Retention FY 2017–2018 Performance Objectives
20 21 21-23 23-24 24-25
STUDENT CONDUCT – YEAR END REPORT – FY 16/17 Missions 3 Main Unit Goals – Objective and Related Initiatives Accomplishments 2016-2017 UMES Parents Association Golden Key International Honour Society
26 27 27 28 28-29 29 30
STUDENT DISBILITY SERVICES – YEAR END REPORT – FY 16/17 Mission Goals and Objectives
31 32 33
STUDENT HEALTH CENTER - YEAR END REPORT – FY 16/17 Mission Goals for 2016-2017
34 35 36-38
CAREER & PROFESSIONAL DEVELOPMENT CENTER YEAR END REPORT – FY 16/17 Missions Professional Accomplishments Performance Indicators Learning Outcomes UMES/EPA MOU Redesign US Peace Corps Proposal Goals and Objectives – FY 2017-2018 Strategies Measure of Success Identify Resources Requirements needed – FY 2016-2017
UNIVERSITY ENGAGEMENT LIFELONG LEARNING YEAR END REPORT – FY 16/17 Mission Vision Organizational Structure Accomplishments Staff Accomplishments Unit Accomplishments Objectives and Goals – FY 2016-2017 University Engagement and Lifelong Learning Initiative Findings
CAMPUS LIFE – YEAR END REPORT – FY 16/17 Objective – Strategic Enrollment Management Plan Measure of Success
55 56 56-57
STUDENT GOVERNMENT ASSOCIATION – YEAR END REPORT – FY 16/17 Objectives and Goals Strategies Measures of Success
58 59 59 59
GRANTS and SPECIAL INITATIVES – YEAR END REPORT – FY 16/17 Funded and Unfunded
40 41 42 42-46 46 46 47 47 48
50 50 50 50 51 51-52 52-54 54
Welcome from the Division of Student Affairs Mission The Division of Student Affairs contributes to fulfilling the educational mission of the University of Maryland Eastern Shore by employing a holistic approach that fosters student success, student development, and experiential learning. Moreover, through our programs and services we seek to create a culturally diverse living and learning campus environment for our students that enhances inclusion, civic engagement, intellectual, academic and spiritual development. The Student Affairs team works across campus challenging and enabling our students to become compassionate and responsible citizens and leaders of the world.
Core Values Our Core Values are essential to the work of Student Affairs. It is these values that drives us every day to never put our students second and operate with exceptional professionalism. Our students are never a disruption of our work; they are the purpose of our work! The Student Affairs educators within the Division are proactive leaders, who are committed to preparing you to live, work and succeed in a global society Student-Centered Integrity Engagement Pluralism
EXECUTIVE SUMMARY Supporting students’ growth and holistic development is the foundation of the units in the Division of Student Affairs’ commitment to establishing partnerships focused on student learning and providing intentional opportunities for our young learners. The units encompassed within the Division of Student Affairs will demonstrate an unvarying commitment to increasing student engagement, persistence and retention. The Division of Student Affairs 2017-2018 academic year plan will focus on maintaining and developing new partnerships with our Academic Affairs colleagues, improving the use of technology to more effectively communicate with students, improving the quality of life for students and focusing on building a studentcenteredness philosophy for the campus community. STRATEGIC AREAS AND INITIATIVES Our strategic areas reflect the essential components of the student experience at UMES. They allow us to intentionally align our priorities and resources in service to students and organizational success. Staff will be encouraged and expected to contribute collaboratively within and across the strategic areas. Specific initiatives have been identified as priorities for 2017-2018 academic year. HEALTH AND WELLNESS Health and wellness are fundamental to student success. We will promote and nurture holistic health and wellness in our students and within the broader campus community. We will provide and support initiatives that connect health and wellness to the academic and personal achievements of our students.
Develop and implement a comprehensive, sustainable and evidenced-based harm reduction plan for alcohol and substance use on campus.
Promote mental health awareness, decrease stigma, and provide appropriate support and resources for students with mental health needs.
Promote programs throughout campus to advance wellness and a balance between academic and work excellence while striving for a life-long commitment to healthy living.
CAMPUS COMMUNITY Community is the foundation from which students can maximize the opportunities and education that UMES offers. It is essential for students to feel welcomed, included, supported, and celebrated. We have a collective responsibility to work with internal and external partners, especially students, to cultivate a spirit of community.
Develop and implement a series of programs and educational interventions that focus on personal and community safety leading to students being aware of safety-related resources and actions to keep themselves safe on and off-campus.
Develop and implement a sexual violence awareness campaign to increase an on-going awareness and use of resources, reporting mechanisms, and intervention strategies to change campus culture and individual attitudes towards sexual violence.
Increase cooperation, collaboration, programming, and innovation across Student Affairs to address issues of inclusion. Helping to identify administrative, programmatic, and community needs that cannot be met by individual efforts. 4|Page
Conduct a campus climate assessment to determine how students feel about issues of community and inclusion at UMES leading to the development of programmatic initiatives that will contribute to foster a sense of belonging and connection to the university community.
Develop a capital improvement plan to guide the enhancement of Student Affairs facilities to foster greater student engagement, campus pride and community.
STUDENT ENGAGEMENT Student engagement is the foundation of student learning. When students are inspired to actively participate they broaden their perspectives and explore their full potential. Through transformative and intentional experiences, students have the opportunity to examine new ideas and differing points of view, forge new friendships, challenge assumptions, discover their leadership style, think critically, and develop essential skills. When students are fully and actively engaged, they become proud, well-rounded citizens of the UMES community, now and in the future.
Educate students about the opportunities for engagement at UMES, with specific focus on departments within Student Affairs.
Develop intentional programs and services that facilitate student learning and competency development to prepare students for post-graduation success.
Promote Hawk pride and engagement by fostering a commitment to citizenship, community, care, and civility.
STUDENT ADVOCACY Students are at the heart of all we do. We will foster an environment where all students feel valued, supported, empowered and challenged. Effective advocacy holds students accountable for their actions and behaviors while facilitating a culture of respect and care for individuals, and the UMES community.
Create and develop systems and processes that support and nurture students through crisis and critical incidents.
Provide opportunities that challenge students and make them more aware of their responsibilities as members of a greater community.
Train and educate staff to assist students regarding their rights and available resources in order to help students create a sense of self-reliance, resiliency and self-discovery.
Identify and improve processes, services, and resources to meet the unique needs of graduate students.
ORGANIZATIONAL DEVELOPMENT A healthy, responsive, and productive organization provides the foundation for effective program and service delivery. We will be committed to investing time, energy, and resources in key operational areas to fully develop the Division’s capacity for positively shaping the UMES student experience and the work experience of our employees. 5|Page
Create a communications plan that will help us consistently and most effectively disseminate accurate and timely information to appropriate parties.
Implement a comprehensive professional development program to ensure all staff members have the skills and perspectives to serve students well and excel professionally.
Cultivate an evidence-based and outcomes-driven culture that leverages data to inform decisions and practice.
Develop a fund raising plan for Student Affairs focusing on students, parents, alumni, friends, and corporate and non-profit organizations.
Develop an annual budgeting process that is transparent and allocates financial resources to address student needs and fulfill divisional priorities.
DIVISION OF STUDENT AFFAIRS
Career and Professional Services *Commuter Student Services Counseling & Psychiatric Services Greek Life Affairs Health Outreach, Promotion and Education (SAMSHA Grant) Health & Wellness Initiatives Housing & Residence Life Health Services Leadership and Experiential Learning Major Events and Programs (Campus Life) *Office of Mediation and Restorative Justice New Student Orientation and Family Programs *Off-Campus Living and Community Partnerships (AmeriCorps Program) Intramural/Recreation Programs Student Services Center Student Conduct and Community Standards
DIVISION OF STUDENT AFFAIRS
Organization Chart 7|Page
Interim Assistant VPSA
Mr. Marvin L. Jones
Special Assistant to the VPSA
Residence Life Year End Report 2016 - 2017
RESIDENCE LIFE Year End Report FY 16/17 UMES provides individuals, including first generation college students, access to a holistic learning environment that fosters multicultural diversity, academic success, and intellectual and social growth. The Residence Life team seeks to provide and manage safe/affordable on-campus student housing coupled with opportunities for students to develop through personal enrichment programming and other enhancement experiences. It is perceived Residence Life will exist as a major leader towards providing high quality student-centered services and function in a complementary role to other campus entities which leads to graduation for each resident. It is believed Residence Life will continue to build upon a very solid foundation with respect to the changing needs of the residential community as future demands in higher education dictate. Thus, its vision is expanded to seek new approaches and exciting opportunities to result in a more positive impact upon University recruitment and student retention. Throughout this academic year the department established and accomplished goals in alignment with university objectives to promote and sustain a campus environment that supports a high quality of life and learning that positively impacts retention through graduation and produces knowledgeable and culturally competent citizens able to lead effectively and compete globally; improve academic and administrative systems to facilitate learning, discovery and community engagement; to gain national and international eminence, and efficiently and effectively manage the resources of the University and aggressively pursue public and private resources to support the enterprise. The following chart highlights major departmental accomplishments and partnerships in support of UMES goals and objectives. These pursuits were managed by a highly professional team with various skillsets aligned to accomplish great outcomes. The Director was embedded in these activities and processes in a manner of support to bring about completion or continued planning. Office of Residence Life Major Accomplishments 2016-2017 Initiative
Real Rap Stage Play
Stage play and prevention program presented to over 200 freshman students to educate and shed light on subjects such as safe sex, sexual consent, sexual misconduct, STDâ€™s, and substance abuse.
National Black HIV/AIDS Awareness Day Womenâ€™s Empowerment Brunch
ORL partnered with ATOD, and DST Inc. to host an observance of this national day in the SSC rotunda. Activity developed to support WOD objective to foster sisterhood and provide opportunity to network. NSLS is a UMES chapter of a national organization that develops leadership skills and provides networking and community service opportunities.
Various stakeholders collaborated to provide prizes, educational supplies, and literature for the event. Other supports and services such as volunteer hours (student actors, stage hands, lighting, music and sound technicians) and donation of supplies (literature, drug free paraphernalia, prizes and give-a-ways). Students were educated about HIV/AIDS and prevention during this inaugural observance event.
National Society of Leadership and Success (NSLS)
Women of Distinction (WOD)
WOD is a female student organization developed to foster sisterhood and to be of service to the community.
Fifty females from various organizations attended event. NSLS continues to be one of the largest student organizations on campus and continues a tradition of inducting new members each spring after providing ongoing leadership training opportunities throughout the academic year. WOD continues to induct new members each year that assist in completing community service opportunities across the campus. 10 | P a g e
Men of Distinction (MOD) REACH (Responsible, Educated, Action Oriented, Civically engaged, Hawk 4 Life) Reslife Week
Rho Alpha Sigma (RAS) Psi Chapter
Residential Community Programming
MOD is a male student organization developed to teach young men leadership skills and to provide community service to the community. REACH is a hybrid of living learning community and student organization that selects a cohort of freshman females and engages each cohort in various development and community service opportunities from the start of college to graduation. Series of activities planned for each day of the week to engage students and to promote housing. RAS Psi Chapter is the UMES chapter of a national honorary developed to recognize RAs for excellence in the performance of the position. The chapter serves to provide professional and personal development for HFPP and to provide community service. RAs are required to perform monthly programs in each residential community.
MOD continues to induct new members each year that assist in completing community service opportunities across the campus. REACH continues to engage in weekly activities such as Power Hour (strategy sessions) and field trips. REACH has established a clothes clothes/food pantry for students with limited resources.
Students participated in array of activities with the final event culminating in a cookout that over 1500 students (UMES and other universities) attended without major incident. RAS inducts a new class each spring. Throughout the academic year RAS has sponsored socials for HFPP and stress relief kits for HFPP during midterms.
Through required programming efforts over 100 programs are offered in ORL housing communities each semester.
Initiative Herman Franklin Paraprofessional Program (HFPP)
Description HFPP is an elite group of student leaders hired by the ORL to assist in community building and facilities management in the residential communities.
Office of Residence Life Workforce (The Force)
The Force is a select group of students hired by ORL to assist in facilities management of the residential communities.
Mid Atlantic Association of College and University Housing Officers (MACUHO) conference
MACUHO conference is an annual conference held in at a host university site in the mid-Atlantic region.
Association of College and University Housing Officers-International (ACUHO-I) Conference
ACUHO-I is the international housing professionals organization that provides various resources and development opportunities.
MACUHO Student Staff Live In Conference (SSLI)
SSLI is an annual conference sponsored by MACUHO to provide housing student staff and live-in staff the opportunity to engage in professional networking while learning of trends and best practices in the field of college housing. A select group of approximately 5 members of HFPP visited Hampton University to learn about housing operations at another institute.
Outcomes Students hired in this capacity are engaged in ongoing professional development such as in-service workshops, professional conference attendance, and community/civic engagement opportunities. Student work force safely completed over 2,200 man-hours of maintenance in direct support to the Office of Residence life while provided valuable work experience to our students. Each year a contingent of UMES ORL professional staff attend this conference to determine best practices amongst housing professionals that will enhance operations. UMES maintains annual membership in this vital housing professional organization and also sends a contingent of professional staff to the annual conference to remain current on best practices in the industry. Each year a small contingent of student staff is accompanied by a professional staff member to participate in this valuable learning experience. Approximately 10 staff attended this yearâ€™s event in West Virginia. Students obtained perspective of community at a different college and were able to participate in professional networking. 11 | P a g e
Annual HFPP Appreciation Banquet
Initiative Souls to the Polls
Annual formal celebration held to recognize student staff for yearly accomplishments.
Description An ongoing voter registration that entailed training volunteers to register voters, voter registration drives, and transporting students to the polls on election day. Free family-friendly alternative to traditional trick-or-treating that included face painting, carnival games, learning activities, prizes, superheroes and a mini petting zoo.
If You Dare Haunted House
This event was hosted at the Marksman House for Halloween. Participants were able to experience a haunted house experience at no charge. Adopt A School The department selects a local school (Greenwood Elementary) to partner with on an ongoing basis to provide supplies, volunteers, etc. to assist school meet its educational goals. UMES Garden plot purchased in the Community UMES community garden to Garden plant various vegetables. Elementary Initiative to increase Science, STEM Awareness Technology, Engineering, and Math awareness for youth in elementary school.
Over 100 stakeholders attend the is event that culminates in the awarding of several thousands of dollars in scholarship funding for students who perform in excellence.
Outcomes Twenty-five UMES student/staff members were trained and certified as poll workers, information officers, poll clerks and election judges. Additionally, 300+ students were bussed to polls on election day.
Over 400 kindergarten through 8th grade students and their families visited the Richard A. Henson Center Multipurpose Room from 6pm-9pm to participate in the first annual Pumpkinpalooza. More than 85 UMES students served as volunteers and managed over 20 interactive stations where guests engaged in fun and educational activities and a pizza party was planned in their honor. Hundreds of students and local community members participated in this event. The event was in high demand and was highly praised for the production efforts. Provided volunteers for the GES Winter Bazaar, collected box tops for education to donate to school, and collected/donated school supplies on an ongoing basis.
Crops from garden will be donated to local food pantry/organization that provides food for the community. 100 bags containing information on STEM was donated to Princess Anne Elementary.
Preventive Maintenance Projects Completed SRC laundry room floor resurfaced SRC laundry bathroom renovated Campus barber shop renovated ORL Community Center bathroom converted to kitchen ORL Community Center remodeled 12 | P a g e
ORL Community Center bathroom remodeled Court Plaza community kitchen upgraded with new counter tops and AD apartment kitchen remodeled ORL office space converted to beauty shop ORL AD housing converted to Residence Life Multi-purpose Center Hawks Pointe stage resurfaced
Unit Tasks/Functions Completed Major Projects Coordinator appointed to oversee ORL major facilities projects. The coordinator provides oversight for major projects including serving as departmental liaison with various offices to ensure appropriate state and local laws and university procurement policies are followed. Facilitated housing for summer event special groups Served as university liaison to coordinate logistics for Lott Carey summer conference group that had approximately 800 participants. Developed Standard Operating Procedures to disseminate University information for Emergency Management and Preparedness functions Developed and expanded comprehensive housing policies for newly acquired housing facility Reviewed, updated, and edited ORL housing contract Develop comprehensive welcome kit for new students that included resource brochure, lanyards, buttons, notebooks, and pens for 1300 students Organization Division of Student Affairs Prevention Works University Engagement and Lifelong Learning Drug Free Coalition Executive Board Big Brother/Big Sisters UMES Disaster Preparedness Team UMES Behavioral Threat Assessment Team MD Fire and Rescue Institute UMES School of Pharmacy UMES Title IX Coordinator Conduct Board
Organization Function Develop prevention strategies for the campus community Provide students with community service opportunities and civic engagement experiences Develop and host major programs/initiatives with regard to drug prevention/abstinence Organization that pairs mentors with youth Develop, disseminate, and implement campus emergency procedures Identify potential at risk students on campus Provide fire safety training Provide training in administering opioid overdose medication Provide policy training Provide disciplinary recommendations for conduct violations
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Conclusion A major portion of the fiscal year was devoted to preparing for acquisition of 180 beds at the community identified as Hawk Plaza, formally graduate student housing south of campus. This initiative presented and continues to present numerous challenges through coordinating the various start up requirements. The office of Residence Life is managing each of its components towards readiness.
Unit staff are optimistic about the future of Residence Life and University Housing. Such optimism is highlighted in the numerous accomplishments presented herein, which is not an all-inclusive report. It is believed the team assembled to deliver housing and related services is highly effective and will help move the University from â€œExcellence to Eminenceâ€?.
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Health &Wellness Year End Report 2016 - 2017
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HEALTH & WELLNESS Year End Report 2016-2017 Part I: Narrative Brief Description of the Health & Wellness Program: The Director of the Health and Wellness oversees an office committed to furthering a community that supports staff and every studentâ€™s optimum well-being, including providing access to programs, services and resources designed to enhance their personal health and wellness. The Director of Health and Wellness will coordinate efforts throughout the campus to promote healthy living and developing lifelong habits that will help students and staff achieve their fullest potential. The fitness component is designed to challenge and support staff and students to develop attitudes which result in flexibility, strength, and endurance and safety practices. Students and staff will be evaluated as well as the fitness needs and programs will be targeted, commensurate with these needs. The health education component is designed to develop and implement university and community wide health education programs; participate in needs assessment and evaluations; develop and obtain educational materials; and consult with campus staff on joint programs involving prevention and health education. The Health & Wellness mission is to promote the understanding of a balanced life (mind, body and spirit), provide new and enhanced programs, and essential services in wellness and health promotion by expanding and shaping the learning environment outside the classroom and communicating the campus culture to the greater community. The target audience includes UMES students facing special health and wellness challenges (emotional, intellectual, physical, spiritual, occupational, and social) that impinge upon academic success, students alienated and disconnected from their college environment, students who feel stigmatized and are at risk for adverse outcomes, and students, faculty/staff who are in need of improving long-term health outcomes through disease prevention, health promotion and fitness activities. Program/Service Offerings: MIND: Exercise Therapy Programs (Yoga, Pilates, Ta-Chi, etc.) Information designed to support Healthier lifestyle choices (newsletters, articles, brochures, audiotapes, and videotapes). BODY: Wellness Lecturers for Exercise Science and PT Department Employee Wellness Imitative Program Internship site for Exercise Science students Strength Training programs Group fitness initiatives (Yoga, salsa, Ta-boo, slides, and hip-hop classes) Tobacco Cessations Workshops Strength Training for Golf Biggest Loser Challenge programs Nutrition education and counseling Health screening and referral services Workshops on Health and Wellness topics SPIRIT: Breathing and relaxation Meditation and Walking Programs 16 | P a g e
Yoga Self-esteem and goals in life Wellness Support Groups Professional accomplishments: Programs aired online or local TV stations: Mike Hall was featured on Discover UMES YouTube Channel. He discussed his natural powers and the danger of steroids. Workshops Staff Attended: CPR and First Aid Training Training/Development: Provided wellness lectures Training supervision for Exercise Science Intern Students Provided training programs for UMES athletes Emergency Evaluation Training Provided CPR classes for staff/faculty and students (2015-2016) Trained intern students how to implement a safe exercise program (2015 - 2016) Customer Service Training Workshop Leadership Training Workshop Speaking Engagements: Enrollment 101 New Student Orientation Upward Bound Students Articles: Combat Diabetes with exercise Smoking Cessation Articles Freshman 15 Articles Effective Weight Loss Strategies Part II: 2016 Goals and Objectives, USM Format Goal 1: Develop, strengthen, and implement academic programs that are responsive to the UMES mission and are systematically reviewed for sustained quality, relevance, and excellence to meet the challenges of a highly competitive and global workforce. Objective 1: To add two new programs, based on assessments each semester to our national programming efforts on fitness, strength training, nutrition, cardio respiratory, obesity, and smoking cessation programs. (Addresses UMES Goal 1:1.1 & UMES Goal 3:3, 4 & 6) Performance Indicators a. This reporting period based on the results of need assessments and student evaluations, the Health and Wellness program provided 14 additional programs and activities during this period. 17 | P a g e
b. Activities and accomplishments for this reporting period: New Group Fitness Training for Employee Wellness program, Breast Cancer Awareness Month, which were held in October, guest speaker was Mrs. Elsa Satchell, a breast cancer survivor, addressed our students with her battle with breast cancer. National Diabetes Month and the Great American Smoke-Out. Cessation Program activities were held in November and World Aids Day workshop was in December. Each program provided workshops and educational information to help raise and prevent health issues facing college students. During January 2017, we recognized our “Biggest Loser” winner who lost over 65lbs. February was National Heart Month in which the Health and Wellness Center provided various workshops, raising awareness about heart disease. c. Fitness Specialist, Mike Hall appeared on local television program, Delmarva Life raising awareness and talking about heart healthy tips. Also during Black History Month, Mr. Hall was featured on local WBOC station, Discover UMES along with UMES students honoring his drug-free legacy. March is National Nutrition Month, in which the Wellness Center in collaboration with Human Ecology, provided nutrition workshops and healthy meals to students. Also, the Annual Health and Wellness Festival was held in March which we participated in, serving over two hundred clients. In April, two students from UMES competed in the first women’s powerlifting team and placed first in the Delaware State powerlifting championships. d. In May 2017, Women’s Health Week was the highlight in which 100 women participated in various workshops and fitness classes provided at the Wellness Center. During the 2016-2017 academic year, between the months of October 2016 thru May 2017, there has been 23,000 documentation visits at the Health and Wellness Center. e. The Health and Wellness Center provides our students in maintaining their health, by making healthier decisions to balance, retention and academic success through graduation. Required Resources None Objective 2: To increase the number of participants by 10 in our bi-annual health needs assessment. (Addresses UMES Goal 1:1.1 & Goal 3:3, 4 & 6) Performance Indicators During this reporting period, results of conducting the need assessment for health screenings, students, and faculty/staff indicated that the following services were desired, Women’s body sculpturing, weightlifting team, cardiovascular and flexibility testing, blood pressure, HIV, STD and diabetes screenings, and weight loss outcomes. In addition to the implementing of information and education programs, workshops, lecturers, multidisciplinary community referrals, and linkages were developed. The increase number of clients by 10 was surpassed during this marking period. Required Resources None Objective 3: To provide a one day workshop on prevention programs once a semester related to health and wellness in partnership with other State and National promotions, such as National Breast Cancer Awareness Month, National Diabetes Month, the Great American Smoke-Out, and National Nutrition Week, each semester. (Addresses UMES Goals 1:1-2 Goal 2:2-3 & Goals 3:3, 4, 6) 18 | P a g e
Performance Indicators a. Provided four educational wellness workshops and awareness health prevention programs in partnership with other state and national promotions during this reporting period. We have exceeded our projected number of programs in collaboration with other external and internal resources. National Employee Health and Fitness Day, National Health and Fitness Education Week, National Men’s and Women’s Health Week, Great American Smoke-Out, Earth Day, World’s Aid Day, National Nutrition, Heart Month , 17th Annual Health and Wellness Festival, Diabetes Awareness and Breast Cancer Awareness Months, Prostate, Lung and Colon Cancer workshops providing quality service to our clients. b. Provided lectures and seminars to classes of students in the academic disciplines of exercise science. c. Exceeded our projected number of programs in collaboration with other external and internal resources. Required Resources None Objective 4: To enhance our participation in the National 50 Million Pound Weight Loss Program, by adding 30 additional students this calendar year. (Addresses UMES Goals 1:1, Goal 1:2.3, Goal 1 11: 3, 4 & 6 & Goal 5:4) Performance Indicators a. This reporting period 40 additional students registered for this program, giving us a total of 236 participants. Some of our students in the past have achieved significant weight loss goals, ranging from 10 to 100 pounds, therefore allowing them to be a healthier student. b. This reporting period in collaboration with resources on as well as off campus included: Body and Soul Fitness, Dietetic Internship Program, Exercise Science, Physical Therapy, Human Ecology, and Counseling and Human Ecology departments. They have been very instrumental in providing intern students the opportunity to enhance their learning experience under the supervision of the Health & Wellness Fitness Specialist. c. Health and Wellness Center have been very instrumental throughout the year providing intern students the opportunity to enhance their learning experience under the supervision of the Health & Wellness Fitness Specialist. Required Resources None
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UMES Counseling Services Year End Report 2016 - 2017
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UMES Counseling Services Year End Report 2016-2017 Introduction There are two interrelated sets of professional principles that govern Counseling Services practices. The first set of principles, outlined in the International Association of Counseling Services (IACS), provides the foundation of our professional activities; the second set of principles, outlined by the Code of Ethics of the American Psychological Association, provides the foundation of our professional ethics. Therefore we are required: •
To provide professional development opportunities for staff to maintain high standards of competence in the field of our professional.
To provide cutting edge counseling services to students experiencing psychological, interpersonal, or behavioral challenges.
To respect the fundamental rights, confidentiality, dignity and autonomy of all people.
To facilitate relevant mental health awareness, psycho-educational programs and outreach events to enhance students’ learning experiences, coping skills, and academic success.
To provide consultative services to administrators, faculty and staff to assist in offering an environment that promotes students’ intellectual, emotional, and physical development. Academic Year 2016-17
UMES Goal 3: Promote and sustain a safe campus environment that supports a high quality of life and learning that positively impacts retention through graduation and produces knowledgeable and culturally competent citizens able to lead effectively and compete globally. Objective 1: Provide professional development opportunities for staff, including in-service training programs, conferences, workshops and other continuing education activities to meet the demand for the increase in mental health services. Performance Indicator(s) a. Interim Director and each counselor will attend professional conferences, webinars, and/or trainings or workshops each academic year. Learning Outcome(s) a. Staff received CEU’s and certificates for attending professional conferences, workshops, webinars, and training sessions on topics such as “Mindfulness” “SafeTalk Suicide Prevention” “Sexual Assault Victim Advocacy” “Mental Health and Substance Abuse Prevention,” “LGBTQA” Objective 2: Provide high quality individual and group counseling to assist students with emotional, social, educational and learning skills challenges and difficulties. 21 | P a g e
Performance Indicators a. Number of individual and group counseling sessions The total number of clients seen this academic year was 178. The average number of group participants was 5. b. Number of session contact and follow-up hours spent with clients The total student counseling session contact hours was 626. The consulting psychiatrist conducted evaluations and treatment for 134 clients. c. Number of clients that graduated May 26, 2017 Approximately 9 clients who received counseling services during the past 4 years graduated on May 26, 2017. Learning Outcome(s) a. Clients learned coping techniques and decision making skills. Clients indicated on the Counseling Services Satisfaction Survey that Counseling Services and psychiatric services had a positive effect on their chances of staying in college.
Objective 3: Provide a variety of educational programs and events related to student success, well-being and emotional health. Performance Indicators a. Number of educational programs offered to students Results of the Program Evaluations of Counseling Services workshops indicated that the information and materials presented were helpful. b. Number of students who participated Approximately 112 students attended one out of nine Personal Development Workshops offered during this academic year. Learning Outcome(s) a. Students indicated on the program evaluations that the information they learned helped them adjust to college life. Objective 4: Promote outreach awareness of mental health services and student well-being. Performance Indicators a. Number of mental health promotional outreach activities facilitated or supported on campus This objective was accomplished by collaborating with other university units to support outreach events. Counseling Services awareness and mental health educational materials were distributed to 22 | P a g e
approximately: 702 new students and their families during New Student Enrollment 101; 100 Center for Access and Success new student orientation; 56 students were given information during National Depression Screening Day; 83 students were given information during the UMES First Look Fair; 43 students were received information during the “Handle Your Business Fair.” Learning Outcome(s) a. The campus community was informed well in advance about counseling services location, hours of operation, contact information, services provided, workshops, and special events. b. Counseling Services Student Satisfaction Survey Results 2016 – 2017 UMES Students who received individual counseling for psychological concerns indicated that overall, they were most satisfied with the encouragement they received from the counseling services counselors to make their own decisions. Students were also very satisfied with how the counselors respected them as a person. Students indicated that their counseling experience was successful; they would return for counseling if they felt the need; they would recommend counseling services to other students; their counseling experience has positively affected their chances of remaining in college; counseling has helped them to be more successful in school; and counseling services is a necessary part of the university. Although satisfied, students were concerned with their needs being met in a timely manner. Hiring more counselors would help service the student demand for psychological counseling services on our UMES campus. Counseling Services and Retention Counseling Services offers a range of services designed to promote the personal growth, academic success, emotional health and well-being of students. Recognizing the interplay between students’ psychological development and academic performance, the Center’s holistic and student centered approach to counseling allows the staff to help students learn to make reasoned decisions in the multiple areas of their academic and personal lives in order to support the university’s retention efforts. According to Randall and Dobson (1993), students with high levels of psychopathology tend to have impaired information-processing skills, which are a critical component for academic performance and success. However, Kitzrow (2003) found counseling services positively impacted students with psychological problems in the areas of personal well-being, academic success and retention. A survey conducted by the University of Idaho Student Counseling Center (2000) also found that 77% of students who responded reported that they were more likely to stay in school because of counseling and that their school performance would have declined without counseling services. Wilson, Mason and Ewing (1997) found that the retention rate for students who received counseling was 14% higher than for students who did not receive counseling. The familiar saying “It takes a village…” is absolutely true when it comes to college student retention. A. How does Counseling Services promote student retention? The University Counseling Center promotes student retention by assisting with their intellectual, educational, occupational, social, cultural, moral, and physical growth and development.
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How do you know? The University Counseling Center seeks to track its services of supporting retention efforts by using empirical evidence reported by student satisfaction surveys, monthly reports, and program evaluation results. A. List of Learning Outcomes that are observable, measurable and can be explained in behavioral terms: 1. Individual, Couples, and Group Counseling – Students learn skills to solve problems and make decisions to positively affect their chances of remaining in school. 2. Psychiatric Services – Students learn more about their mental health diagnosis and options of medication management in order to remain in the university environment. 3. Educational Programs – Students learn about coping skills for mental health related topics to prevent distress that may interfere with their academic performance. 4. Consultation – Counselors model advocacy for the student; and help all parties involved in retaining the student. 5. Outreach Programming – The university community becomes aware and informed about mental health related topics and how counseling helps with student retention. 6. Emergency Services – Students learn that seeking immediate assistance can help them stay in school. UMES Counseling Services (CS) FY 2017-2018 Performance Objectives UMES Goal 3: Promote and sustain a safe campus environment that supports a high quality of life and learning that positively impacts retention through graduation and produces knowledgeable and culturally competent citizens able to lead effectively and compete globally. Strategies: a. Increase Student retention; four and six year graduation rates. Measures of Success: a. Increase freshman to sophomore retention rate for 2017 cohort. CS Goal I: Continue to provide on-going mental health services to support year- to-year student retention. Strategies: a. Staff will provide competent individual and group counseling; psychiatric treatment; crisis interventions; consultations; triage; on-call counselor; and off-campus referrals as needed. b. Titanium data will be used to determine the target number of clients utilizing counseling services. Measures of Success: a. Increase utilization of counseling services during the fall semester of 2017. b. Develop a plan to assess innovative intervention programs and prioritize funding for those with the greatest impact on student outcomes.
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CS Goal II: Utilize social media technology to assist in facilitating diverse and early intervention educational programs that promote positive mental health and well-being.
Strategies: a. Staff will use social media for publicity and collaborate with other colleagues and conduct workshops to increase a successful transition to campus life. b. Six workshops will be offered each semester to enhance personal growth, improve coping skills, and promote student retention. Measures of Success: a. Program evaluation data will be used to assess what participants learned. CS Goal III: Continue to provide professional development opportunities for staff, and host a behavioral and mental health conferences. Performance Indicator(s) a.
Interim Director and each counselor will continue to attend professional conferences, webinars, trainings and workshops. The Staff will host a conference in 2018.
Learning Outcome(s) a. Staff will receive CEUâ€™s and certificates for attending professional development trainings.
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Student Conduct Year End Report 2016 - 2017
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STUDENT CONDUCT Year End Report 2016-2017 Mission The Office of Student Conduct is responsible for upholding the integrity and purpose of the University through the fair and consistent application of policies and procedures to undergraduate studentsâ€™ behavior to ensure a community that respects the dignity and right of all persons to reach their highest potential. The Office delivers programs and services in order to promote student safety and success, the pursuit of knowledge, respect for self and others, global citizenship, personal accountability and integrity, and ethical development. Vision The Office strives to be a model student conduct and conflict resolution by offering innovative, research-based programs and services. Congruence This strategic plan is consistent with the mission, vision and strategic goals of the University of Maryland Eastern Shore, the Division of Student Affairs and the guidelines and standards for student conduct set forth by the Council for the Advancement of Standards (CAS) and the Association of Student Conduct Administration (ASCA). Strategic Plan a. Goal 1: Provide comprehensive programs and procedures to address student conduct and conflict resolution. b. Goal 2: Provide evidence based educational opportunities and training for the UMES community. c. Goal 3: Meet and promote the ethical & legal standards of the University, Division and profession. d. Goal 4: Improve the recognition and reputation of the Office of Student Conduct within the community, regionally and nationally. e. Contribute to student development, leadership, community and diversity. The goals of the office are: 3 main Unit Goals. Objectives and Related Accomplishments for 2016-2017 Unit Goals Objectives Accomplishments To promote socially acceptable standards of good conduct.
To reduce the number of overall policy violations by providing Code of Conduct information to students.
There were 90 incidents from July, 2016 to June 30, 2017. There were 13 No Contact Orders issued. There were 104 incidents from July, 2016 to June, 2017 There were 47 No Contact Orders. 27 | P a g e
To promote a safe and secure living-learning environment.
To promote future adherence to the University polices policies after students violate such policies.
To reduce the number of major policy violations by educating students about these serious behaviors.
To prevent students from repeating violations of policy by holding students accountable for their behavior, supporting their behavioral change efforts, and educating them on the consequences of further negative behavior.
Number of violations violence to persons, 18 Fighting and Battery 31 and drug, 14 Drugs Paraphernalia 6, Alcohol, 7 Disruptive, Disorderly, or Reckless Conduct, 22 Non-Compliance 5, Theft 4, Recording/Taping of Images or Sound Without Consent 1, Harassment 3, Possession of Stolen Property and Identity Theft 1, Student ID Card 3, Illegal Gambling or Wagering 5, and 3 weapons violations. There was 1 expulsion, 13 suspensions, and 20 probations. From July to December 2016 0 student violated policy a second time and 0 students violated policy a third time.
Initiatives Student Conduct initiatives for 2016-2017 are the following (priority order): Explore software options to facilitate case management and record-keeping. Purchase software such as Simplicity to monitor student conduct activities. Increase partnerships and communication among Student Conduct and Prevention & Outreach Services to ensure that workshop outcomes are measured and data is shared throughout the year so continuous improvement can occur. Identify campus community members who could serve as board members; to incorporate teams and rotation schedules for board members. Partner with the university constituents to ensure students have a seamless, positive experience in achieving their academic goals. Work with trained Information Technology staff to develop user-friendly, informative website. Coordinated and serve as a reviewer for the 40 hour Mediation Training for January 9-13, 2017. Accomplishments 2016-2017: Attended and completed the 2016 NASPA Law Certificate Program in Student Affairs Law and Policy. Consult on regular basis with faculty and staff concerning the interpretation and application of University standards for student behavior. 28 | P a g e
Maintained efficient office procedures to ensure fair, consistent and timely response to allegations of violations of University standards. Adjudicated 90 students referred for non-academic allegations. Served on UMES Alcohol Prevention Committee. Received 47 referrals from Residence Life/Academic and Public Safety for No Contact Orders. A majority of cases in the Residence Hall were roommate issues. No students were removed from housing for disciplinary violations. Attended Workshop: Enforcing Campus Alcohol Policies in Residence Halls and Special Events Appointed to the Good Neighbor Community Taskforce Meet & Greet NASPA International Delegates Attended the Threat Management Training at UMBC Presented: Disruptive Students in Classroom – School of Pharmacy Faculty and Staff Webinar: Why We Need a Paradigm in the College Student Drinking Narrative Webinar: Brief Interventions for Marijuana: Applying Motivational Interviewing Strategies Webinar: Generation Rx University: Tools to Prevent Prescription Drug Misuse on Campus Host an intern for Campus Violence Prevention Project Webinar: Higher Education Center for Alcohol and Drug Misuse Prevention and Recovery: Cannabis and the Adolescent Brain: What does the Evidence Say Completed People Admin Training-Search Committee for hiring Evaluated Mediators in the Mediation Training Program. UMES Parents Association
The Parents Association is a University-wide effort to nurture a strong community of the University of Maryland Eastern Shore parents. It is one of the association’s top priorities to see that each of you feels a part of the UMES spirit on campus and in your home state or country. The Parents Association’s priorities are to enhanced communication, outreach, and fundraising for the UMES students. Accomplishments
Re-established the Parents Association and sent letters and applications to all new parents of students who enrolled in the University for the 2017 fall semester.
Published and distributed two issues of the UMES Parents Newsletter to new and returning parent’s association members.
Processed 13 new parents association members.
Published and distributed issues of the UMES Parents Newsletter to new students’ parents at Enrollment 101 sessions.
Implementation of the Parent Association Website and Donation online (pending approval).
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Golden Key International Honour Society The Golden Key International Honor Society was founded at the University of Maryland Eastern Shore, Princess Anne, MD in 2005 with sixty-eight members. This organization is the world’s largest and foremost collegiate honor society, recognizing distinguished scholars and connecting them with unique opportunities to advance their personal and professional success. Golden Key membership is offered exclusively to students ranking in the top 15% of their class. Today some 1.7 million members from countries across the globe are enjoying access to scholarships, international career networking, internship programs, and volunteer and leadership development opportunities both at home and abroad. Objectives
Reinstate the Golden Key International Honor Society April, 2017. Met Golden Keys International Honor Society –Bronze status
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Student Disability Services Year End Report 2016 - 2017
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STUDENT DISABILITY SERVICES 2016-2017 ANNUAL REPORT Student Disability Services (SDS) assists the University of Maryland Eastern Shore in keeping in compliance with the provisions of the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 for graduate and undergraduate students enrolled at the University. SDS also helps the University community in understanding the effects of disabilities and eliminating the physical, technical, attitudinal and programmatic barriers that limit the range of opportunities for students with disabilities. The office also arranges for the review of documentation, provides individuals with reasonable accommodations, and maintains and protects the confidentiality of individual records as required by state and federal laws. SDS consists of a Coordinator and sixteen (16) note takers who assist in providing services to students each semester. The note takers are full time graduate and undergraduate students who are contracted and trained for employment each semester and can work up to twenty (20) hours per week. I.
Goals and Objectives Goals and Objectives of Student Disability Services include: a.
provide accommodations to students with disabilities who self-identify with SDS,
hire and provide training for note takers,
assure confidentiality of documentation of disabilities,
provide assistive technology to students who need it; Zoom Text, Kurtzweil Reader, JAWS and Dragon Speaks,
provide a distraction-free environment for testing with extra time when documented,
request text books in alternate format from publishers, books on CD or tapes,
provide interpreters for students with hearing impaired disabilities
Students self-disclose and provide appropriate documentation of their disability and receive reasonable accommodations and services from the Student Disability Services office. Letters are generated listing the accommodations that disabled students need and are sent to faculty members each semester. Approximately five hundred and fifty (550) letters of accommodations were sent to faculty members for the fall, 2016 semester. An additional five hundred and twenty five (525) letters of accommodations were sent to faculty members for spring, 2017. Six hundred and ninety (690) visits were made for the fall 2016 semester and six hundred and seven (607) visits for the spring, 2017 semester were made. A total of twelve hundred and ninety seven (1297) referrals were made to the Student Disability Services office for 20162017 school year. Note takers are hired and trained at the beginning of each semester. Letters of introduction of note takers are sent to faculty members listing their roles in the classroom and the need for confidentiality of information on disabled students. Note takers sign confidentiality statements each semester during their training. They are provided with note taking paper and pens for taking notes for students with disabilities. Copies of notes are given to students at the end of each class period. Copies of notes are also housed in 32 | P a g e
SDS and given to students twice each semester; one week before mid-term exam and one week before final exams. Students with disabilities use assistive technology for studying and taking exams. JAWS, the Kurtzweil Reader and Zoom Text are examples of the software used for and by visually impaired students. Students are provided with a distraction-free environment and given extra time for examinations based on their documentations. For the 2016-2017 school year, more than three hundred (350) examinations were proctored and completed in this office. The completed exams were then delivered to faculty members’ offices. There are a plethora of learning disabilities that students. Other disabilities include: visually impairment, hearing impairment, sleep disorder, multiple sclerosis, epilepsy and seizures, PTSD, nerve damage in leg, dislocated wrist, liver transplant and others. 111.
The Coordinator of Student Disability Services presented at the Graduate School Student Enrollment, Physical Therapy Orientation, and the School of Pharmacy Orientation meetings on Disability Services for Students with Disabilities at UMES. Dr. Joseph also provided training for tutors in the Center for Assess and Academic Success (CASS) during the fall and spring semesters to tutors on “Tutoring Students with Disabilities”. She also became a member of the FIPSE/HBCU Disability Consortium. The Disability Consortium focuses on low college matriculation, retention and graduation rates for African American students with disabilities. Dr. Joseph was in attendance, made presentations and set up tables with display boards for several visits by prospective students visiting UMES through the Office of Admissions and Recruitment.
Resources/goals a. b.. c. d. e. f. g. g. h.
have all disability files/documentation - filed in locked cabinets, (need five (5) file cabinets) make use of Image Now for all files and documentation (assistance to do this) use of Accutrack for data collection of visits to office buy and prepare a new Display Board for Student Disability Services buy (10) lap tops for note takers’ use buy three (3) new computers for office Color printer for brochures etc. need assistance in office (assistant/graduate assistant) need funding to provide services – note takers and interpreters.
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Charles R. Drew Student Health Center Year End Report 2016 - 2017
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Charles R. Drew Student Health Center 2016-2017 Annual Report
The mission of the Charles R. Drew Student Health Center is to provide appropriate health care services to the student population. Services provided include treatment for injuries, illness and minor emergencies. The center operates as part of the Student Affairs Division. The staff consists of a Nurse Director (who as an RN also provides clinical services), one full-time Campus Health Nurse II (an RN), one full-time administrative assistant, one full-time nurse practitioner and one part-time (one day/week) medical doctor. The center continues to operate with an unfilled vacancy created by the retirement of the part-time nurse practitioner. Methods have been introduced to manage patient workload including adjusting appointment scheduling and evaluating appropriateness of available services.
The services at the Student Health Center are available to all registered students. This includes graduate, undergraduate, part-time and commuter students. The primary function of the department is to deliver medical services; however, in addition the unit provides prevention, public health, and educational activities to address current medical trends. Most services are provided to students without charge with the exception of certain lab and administration fees. Medications are prescribed and many are provided on-site.
The goals and objectives for the 2016-2017 year are being met. Quality health care services are provided on average to 18 â€“ 20 students per day. Assisting students to maintain a high, positive level of health allows students to miss fewer classes due to illness and function more effectively in the academic environment. Treatment for minor illnesses or injuries results in less missed class time. Educational activities and information aimed at increasing student knowledge of healthy lifestyles will ideally allow students to make informed choices about issues which could have substantial impact on their lives.
Student Health Center staff continues to participate in continuing education and other campus wide activities. a. All staff participated in Opioid Overdose training and received certification to administer naloxone to reverse overdose b. Participated in Suicide Awareness training sponsored by Counseling Center and received certification c. Collaborated with ATOD office on chronic pain, opioid and alcohol use. d. Nurse practitioner attended conferences in April and December to meet licensing requirements. Additionally, the Nurse Practitioner participated in monthly educational webinars on health related subjects resulting in continuing education credits. e. Staff participated in freshman orientation sessions f. Publicized and supported Wellness Mobile van with free flu shots g. Provided information on Zika virus to the campus community h. Collaborated with the new director of the Office of International Students regarding health insurance policies for international students. A total of 92 students were enrolled. The policy will be reviewed for renewal for fall semester. i. Participated in BAT conferences j. Supported commencement activities by providing first aid services k. Continued work with health holds and assisting students with meeting immunization requirements. 35 | P a g e
l. m. n. o. p. q. r. s. t. u. v. w. II.
Met with Campus Police to evaluate building security and develop recommendation for upgrades. Attended meeting of system health center directors Prepared materials for Health Center ;audit follow up visit (has been rescheduled to July) Obtained approval for purchase of electronic medical records system Building alarm system has been reactivated Medical Doctor represented university at mental health community meeting and held discussion with Counseling Center Director on topic on information sharing protocols Collaborative efforts continue with Somerset County Health Department – meeting held to discuss STI awareness efforts Center webpage updated Participated in Substance Abuse Coalition Advisory Board Crisis Management meetings and table top exercise Supported campus blood drive Attended Threat Assessment Training at UMBC
Goals for 2016-2017 Goal I: To provide appropriate health related services which support and advance the health of the university student population Objective 1: Maintain staff of licensed care providers and adequate supplies to provide services to student population o Performance Indicators: Health Center will be staffed by a minimum of one full time nurse practitioner and one full time registered nurse Health center will be staffed by one part-time medical director and one part-time registered nurse Evaluate funding sources for additional staff (medical assistant and parttime nurse practitioner) Purchase medications and supplies for services
Comment: This objective has been met with the exception of identifying funding for additional staff. The fiscal climate does not support this. Objective 2:
Provide educational resources pertaining to current and relevant health care
Provide information to campus community to promote student healthy lifestyles, self-care and wellness
Comment: Information shared with the UMES community regarding outbreak and protective methods for Zika virus and for seasonal flu.
Objective 3: Upgrade and utilize technology to enhance data collection and manage inventory
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Identify electronic medical records (EMR) program for use within health center (Spring, 2016) Completed Spring, 2016 Complete procurement process for obtaining EMR In process as of June, 2017 Schedule installation of EMR (Fall, 2017) Will occur based on vendor schedule Schedule staff training on EMR (Fall, 2017) Will occur based on vendor schedule
Comment: Approval of funding for the electronic medical record system was obtained June, 2017. Procurement is being processed with the assistance of Administrative Computing department. Installation will proceed per the vendor schedule once the program has been delivered. Objective 4: To obtain and manage a student health insurance program for international students
Outcome measures Complete/renew agreements with insurance vendor (Fall, 2016) Identify international students through PeopleSoft (September 15, 2016) Collaborate with International Student Director to ensure international students are identified and notified of insurance requirement Initiate billing for insurance to international students using PeopleSoft program (September 30, 2016 and February 28, 2017) All indicators for this objective have been met. A total of 92 students were enrolled.
Objective 5: To ensure student compliance with campus medical requirements for enrollment
Outcome measures Number of completed health forms received Number of health holds placed on non-compliant student Number of notifications sent to noncompliant students Health holds placed in Fall 2016 - 355 all but 41 resolved. The 41 students did not return to school. Health hold placed in Spring 17-42 with all but 13 resolved.
To collaborate with campus Triage Team to coordinate student care and services Outcome measures Triage team meetings to discuss students in need of additional services (Team will meet as needed)
These meeting convene on as needed basis.
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Objective 7: To develop assessment for health services to determine student use of service Outcome measures Assessment tool identified for use in health services Number of assessments obtained each semester Comment:
This will be part of the electronic medical records program scheduled for installation Fall 2017.
Objective 8: Maintain up-to-date webpage for student health services
Outcome measures Health center webpage assessable through internet connection Update/review of webpage each semester Comment: Completed.
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CAREER & PROFESSIONAL DEVELOPMENT CENTER Year End Report 2016 - 2017
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OFFICE OF CAREER & PROFESSIONAL DEVELOPMENT CENTER ANNUAL REPORT 2016-2017 The Career & Professional Development Center at the University of Maryland Eastern Shore is well positioned to prepare students for an ever changing workforce by having access to numerous career related services offered by the Center. During the fall/spring academic year 2016- 2017, the total number of student visits was 1,831. Gender of UMES Students Visits (1059-Females/772-Males); UMES: Classification Breakdown Freshmen398, Sophomores- 367, Juniors-361, Seniors-555 and Graduate Students- 150. All students who visit the Center are required to develop a professional resume. The following services were sought by UMES students: Career Counseling/Career Assessments 372, Resume Critique 474, Employment/Job Strategies 460 and Internship Guidance 525. The data reflects the total number of student visits. All of these services and components assist students with entering into a global workforce. The Career & Professional Development Center contributes a distinctive outlook regarding students, extracurricular and co-curricular experiences and the campus environment. This office educates students on how to obtain essential work skills, while encouraging personal responsibility to explore and achieve career goals. It is an integral part of extending the University’s influence beyond the classroom. The Office of Career & Professional Development Center focuses on a comprehensive delivery of services to students for the duration of their undergraduate and graduate education. The mission is to assist students with defining unique and specific career goals and strategies, while connecting them in a multidimensional, personalized way to the resources, people, corporations and opportunities necessary to succeed. As a result of this, students are able to take their experiences and opportunities and integrate them into the academic process effectively. Career & Professional Development staff continue to deliver effective and innovative career and employability programs to students. Thus, in keeping with the university’s commitment to provide quality education to individuals who demonstrate the potential to become quality students, the Director of the Career & Professional Development Center oversees an office whose mission is to serve as an important component in the student’s academic environment and training. Students must be empowered at every stage of their career development process, so they can acquire the skills necessary to be competitive in a global workforce. Staff are available to assist with exploring careers, while also helping to ensure a successful transition from academic life to the world of work. This office must continue to provide cutting edge career programs and experiences for students, while assisting them with further development of their skills. There are staff prepared to assist students with self- assessment, career exploration, assisting students with the integration of classroom theory with actual job work experiences, the selection or affirmation of career choices, provide assistance with identifying professional interests, work values, various career options, develop job search/decision making skills and to also assist students with the overall successful transition from college to the workforce. Involvement with incoming freshmen and encouraging them to become involved with the career services process upon entering the university is a priority. This office understands that access to high quality independent and impartial career information, career advice and guidance is vital if students are to make informed decisions about career opportunities in a rapidly changing global workforce. The Career & Professional Development Center is dedicated to educating students in the career development process through sponsoring various career related programs. The staff provides individualized career counseling, which involves the beginning stages of career development and career assessment. Emphasis is also placed on workshops and seminars addressing specific career development topics, including Resume Preparation, Career Assessment, Interviewing Techniques, Job Search Strategies, Professional Attire, Graduate/Professional School Search and many other career-related programs. The center continues to further enhance the technology and social media in order to improve student’s knowledge, access and career
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preparedness. This office promotes the value of experiential learning and supports students in their pursuit to explore career related interest and develop their skills. Multiple Title IIII grant requests have been submitted in order to accentuate career programming efforts to meet the ever-changing needs of the student population. For example, for the past five years a program entitled â€œDevelopment of Career Service Internships and Corporate Partnership Programsâ€? was implemented. This program is supported by Title III and has been designed to develop and assist with the enhancement of careerrelated programs that offer internship opportunities, while also developing strong partnerships with numerous corporations. This program provides internship opportunities which often lead to permanent employment for university students. The Career & Professional Development Center also operates as the University Testing Center for Educational Testing Services and Law School Administration. The office administers and provides information about testing for Graduate and Professional School. The exams currently administered are Graduate Record Examination (GRE), Scholastic Assessment Test (SAT) and Law School Admission Test (LSAT). Professional Accomplishments During the Fall/Spring 2016-2017 academic year, the Director and the Career Specialist attended a three-day intensive Career Coaching Certification Seminar in Sterling, Virginia. The elements of this seminar included new approaches to do job search skills, various career development techniques and also how to assist students in making a successful job transitions, while identifying long-term career options. Staff were able to further enhance their coaching skills and learned how to assist students with navigating in a changing workplace. The workshops included an overview of the changing nature of work, jobs, and careers as well as job search techniques and new career assessment tools. As a result of this training, both staff members are certified as Job and Career Transition Coaches as well as Job and Career Developer Coaches. There were also several Webinars attended such as The Federal Resume, the Application Process, V-Mock, the Concept of Branding, Exploring Emerging Trends in Career Services, and the Importance of Internships. Beginning in the fall 2017 semester, the Career & Professional Development Center, in collaboration with the Center for Access and Academic Success, was tasked to coordinate and incorporate the Transit Financial Wellness Program into the Freshman Seminar courses. This program is designed to empower students with the skills to successfully manage their finances while in school and beyond. The Transit Financial Wellness Program course features interactive modules that cover key concepts around personal finance, financial aid management, and learning activities that are personalized to each individual student based on their current financial attitudes and behaviors. The course also creates an Action Plan to provide students with a recap of the items and information they found to be most relevant to their own financial situation. Part II: 2017 Goals and Objectives, USM Format Goal I: Continue to design and implement academic programs that are responsive to the UMES mission and are systematically reviewed for sustained quality, relevance and excellence to meet the challenges of a highly competitive and global workforce. Objective 1: Design and implement career related educational seminars. Performance Indicators A. Present career related educational seminars to 90% of all first time students. There have been collaborations with the following programs where the focus is on first-generation students. They were as follows; Enrollment 101, the Office of Access and Success Program, Hyatt Summer Bridge Program and Freshmen Orientation Programs. Staff presented seminars/workshops for 41 | P a g e
freshman that include Career Assessment Seminars, New Student Orientation, Freshmen Orientation classes, Career & Professional Development Center Orientation, Career Assessment Day for freshmen, Undeclared Majors/Career Assessment Clinic, Internship Seminar and Resume Workshops for freshmen.
These programs assisted with the career development of retention strategies for first-time full-time freshmen. The mission of these programs is to involve first generation students in the career development process, while enhancing their educational experiences. This will impact the student’s selection of a major and also improve the retention and graduation rates of UMES students. The involvement of career services programs demonstrates an understanding of each student’s career choice, motivates students to utilize critical thinking when assessing the selection of a major as it correlates with selecting a career and assisting with the development of professional resumes, while also preparing for a global workforce.
The office is heavily involved with the Freshmen Orientation curriculum. Staff have worked closely with C.A.S.S. staff to assist students with career development and assessment. The C.A.S.S. staff ensures that each student takes the FOCUS- II Career Assessment which is located on the Career & Professional Development Center website. Upon completion, students who are undecided about their major bring their results to the office for career counseling before selecting classes or a major.
According to the Career & Professional Development Sign-In Log, Surveys and Workshop Assessment Forms, evidence revealed to date reflects there were 598 freshmen visits to the office. A wealth of career related information was distributed to freshmen students throughout campus via social media, informational stations located throughout campus, marketing materials and classroom visits. Students received Career & Professional Development Packets that contained the following: Career Packet for freshmen and sophomores, The Resume Packet, Interview Packet, Internship Booklet, Career Services Calendar of Events, information about new career-related software and other items.
Additionally, this information was given to each Dean and Chair at the beginning of each semester.
Learning Outcomes New students will be aware of the services provided. There will be an increase in the number of new students utilizing the services and the Career & Professional Development website. Increase in the number of freshmen who will take ownership of their career development process. Students will learn how to engage in self- assessment activities, while exploring personal characteristics, identifying majors and career options. B. Increase student attendance by 5% at career related workshops and/or activities. The office distributed to each academic department and the campus community the following materials: Career & Professional Development Center Calendar of Events Fall- Spring 2016/2017, packets consisting of employment opportunities and trends, internship materials, recruiter information, seminars and workshops. Also distributed were the following workbooks; Graduate School Packet, Career Services Success Guide, Resume Skills Guideline Packet, Employment Interview Work Book and Internship Informational Booklet. These materials are also available on the Career & Professional Development Center website. It should also be noted that Career
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Professionals and recruiters have also conducted career related workshops, seminars and presentations in the classroom
There have been over 35 workshops, clinics, seminars, and programs, Career & Professional Development Center Stations and/or Informational classroom sessions held during fall/spring 2016-2017. Some of the workshops were as follows: The Career Services Orientation, Resume Building for HAWKS, The Portfolio Packet Successful Interview Tips and Strategies Clinic, Learn How to be Noticed by Employers at a Career Fair, Baltimore Scholars Law School Program, Career Assessment, Career Advising, Graduate/Professional School Clinic, Ignite Your Brand, The Elevator Pitch, The George Washington PA Program, Southwest Airlines Resume-Interview Seminar and many other career-related programs.
Career Ambassadors continue to be trained to volunteer in the office, to conduct workshops and orientate other students to the office, while also assisting during the Career Fairs. There were 32 Career Ambassadors that assisted the office during fall/spring 2016-2017. Each student is given community service hours.
The Office of Career & Professional Development Center has a Twitter and Facebook page to advertise career events and other career related materials. Information is sent to academic departments, faculty members, UMES Student Radio Station, Public Relations Office and other entities throughout the campus. As a result of marketing services to the campus community, student attendance to date has increased and recruitment participation has increased. The upgrade of career related software systems/resources regarding internships and employment continues to expand.
During the fall-spring 2016-2017 academic year Development Center website is as follows:
Semester Fall 2016 Spring 2017
the usage of the Career & Professional
Career & Professional Development Website Usage 2016-2017 Sessions New Sessions New Users 1,708 44.96% 768 2, 770 55% 1,420
The following chart reflects what technology students utilized to access information/Career & Professional Development Center Website. Semester Fall 2016 Spring 2017
Desktop 1,380 2,049
Mobil 292 642
Tablet 26 79
Learning Outcomes Students will have the ability to develop an effective resume and cover letter. There will be an increase of students accessing and using Career & Professional Development Website. Students will learn more about upcoming events, programs, services and recruiting opportunities. Students will be able to identify several strategies for conducting a job and/or internship search. 43 | P a g e
Twenty career related events will be held to assist with preparing students for the workforce. During the Fall/Spring 2016-2017 academic year there were over 35 workshops, clinics, classroom presentations, seminars and informational sessions presented. There have been about 10- 45 students a session. The Career & Professional Development Center has well exceeded this objective, with some of the popular workshops being requested. Orientation to Career Services, Career Assessment Clinic, Internships, The Elevator Pitch, Perfect Resume Software & Cover Letter Preparation For all HAWKS, Apply to Graduate/Professional School Clinic and In Roads Seminar.
There were 235 corporations, government agencies, graduate/professional schools and school districts who visited the University this academic year. Examples of this type of engagement include onsite interviews of the students that participated in the Fall Career Graduate/Professional School Fair, the Spring/Career & Internship Fair 2017 and the UMES/SU Education Job Fair 2017. Additionally, as well as conducting onsite interviews, informational sessions, hosting a table in the rotunda of the SSC or other buildings throughout campus, classroom visits or seminars.
The Director continues to pursue outreach initiatives for UMES student recruitment through technology such as Web-X, Go To Meeting, Scape, I- Chat, I- Stream and Share Screen Meetings.
Learning Outcomes Students who participate in a Resume/Cover Letter/Interviewing sessions will improve their knowledge of resume and cover letter writing preparation. Students will identify and evaluate opportunities for career exploration, skill development, and experiences relevant to career goals. Students will understand and apply the job search skills and behaviors required to effectively and professionally pursue a job or graduate school admission. Student will obtain the ability to understand employers’ recruiting and hiring practices. Students learn how to conduct themselves at various events and the importance of professionalism.
D. Survey and assessments will continue to be completed to assess effectiveness of programs and corporate recruiter process.
Documentation of program effectiveness to date has been collected through surveys and assessments administered to students, as well as recruiters, after each career related events. (Student Evaluation of Recruiters, Student Interview Report, Career Services Program Assessment Form). So therefore, to date 100% of the assessment surveys for programs have been administered and completed, since they are disseminated after each event. Statistical data (51%) reveals that students rated programs between Very Good and Good.
The feedback from surveys assists staff with coaching students. Most students who participate in interviews attend the individualized Mock Interview Workshop where recruiters evaluate how students conduct themselves during interviews. Students are also allowed access to the recruiters after the interviews which allows the recruiters to give a definitive evaluation of the mock interview and tips for improvement. Surveys provide the information about the career related programs sponsored, interview sessions and how to further enhance programs. Students are in the process of applying to internship programs and data from the sign-in book indicates there has been an increase in the number of students utilizing the internship resources that are available to students. Fortunately, as a result of this program students have access to online internship resources 24/7. 44 | P a g e
Marketing of career related program has resulted in an increase of Academic Departmental request for workshops in the areas of resume, interview and internships. C.A.S.S., Aviation, Criminal Justice, Engineering and HTM faculty continue to bring classes to the Career & Professional Development Center for an orientation and overview of the services offered from this office.
Student responses on evaluations and follow-up surveys should indicate high levels of satisfaction. Employer feedback shows high levels of satisfaction regarding effectiveness and assistance provided by the unit staff. Increase in the development of new career related programs. Securement of important data and feedback regarding the quality of services in order to strengthen programs and services to students.
Objective 2: Design and implement a centralized information system to collect data about graduating seniors. Performance Indicators a. Revision of UMES Graduation Class Survey 2016-2017 The Career Services Graduation Survey Form has been revised. This form provides the office with statistical data about graduating seniors and other demographics. Students complete this form for graduation clearance. III. Discuss unit accomplishments/signature programs.
Baltimore Scholars Program The Fannie Angelo’s Program for Academic Excellence is a highly selective program operated by the University of Baltimore School of Law that helps find qualified students and alumni at Maryland’s four Historically Black Colleges and Universities (HBCU) and other select Maryland public colleges and universities (University of Baltimore, Towson University, Salisbury University and the Universities at Shady Grove) and prepares them for law school. The Program has two components, the Baltimore Scholars Program and the LSAT Award Program. There are a total of eight slots for the Baltimore Scholars Program. Two students from UMES have been selected to the Boot Camp and there are more UMES students being interviewed for the LSAT Preparatory.
Development of a Career Service Internship and Corporate Partnership Program. The office implemented the objectives for a Title III Program entitled “Development of a Career Service Internship and Corporate Partnership Program.“ Assessments were developed and implemented to assess the quality and effectiveness of this program. Students were able to also acquire exposure in their specific career choice. Students have been provided with the techniques of how to develop a resume and also how to prepare for interviews. There have been internship workshops, seminars and clinics held to ensure the professionalism and self-confidence of each
UMES/CISCO COMPETITION CISCO Systems Inc., selected UMES junior Wane Seawell and senior Christian Walston, winners in the second annual CISCO Invitational Sales Competition that was held at UMES during the fall 2016 semester. This was a dynamic sales competition that challenged top university students to engage in a mock sales conversation with a potential customer. The process tested each student’s 45 | P a g e
ability to ask effective questions, build rapport with the client and identify the customers’ business initiatives. Walston, an engineering major from Crisfield, Md., flew to Raleigh, N.C. to interview with the company for a potential position in sales or network engineering as his prize for winning the competition as a graduating senior. “Normally, I would have to pass about three interviews, but by winning the competition I get to skip to the front of the line,” Walston said. Walston attributes his success to prep sessions held by last year’s victor in the junior category, Temi Okulate. Students utilized the services offered (Interview Techniques, Resume Building and Professionalism in a Global Workforce) by the Career & Professional Development Center to prepare for competition. As a result of this competition at UMES, students are now receiving jobs and internships at CISCO. UMES/EPA MOU Redesign The Career & Professional Development Center championed the signing of the UMES/EPA MOU signed by President Bell (2016) that has been updated by EPA from the original UMES/EPA MOU that was signed in 2011. The purpose of the MOU is to continue to promote higher education and contribute to UMES’ capacity to provide high quality education, offer internships and employment to students, serve as a resource/mentor to students and conduct forums/presentation. This partnership will provide internship opportunities to students for the summer of 2017. U.S. Peace Corps Proposal The U.S. Peace Corps continues to actively recruit UMES students to join this organization. Representatives have stepped up their efforts to recruit, attend Career Fairs, conduct classroom presentations and host informational tables at the University this academic year. The Career & Professional Development Center has a strong partnership with recruiters from this agency and has provided a forum to assist with the marketing of this program.
UMES is committed to providing both academic and co-curricular international opportunities to students so that they are prepared to address challenges for a knowledge-based competitive global economy. The commitment to international education and service is formalized in Objective 1.3 of our university’s Strategic Plan, which states that we will “develop a comprehensive international program to support: (i) student study abroad, (ii) international students and scholars, (iii) globalization of the curricula, and (iv) linkages with international institutions.”
Behavioral Health Promotion And Awareness Among LGBTQ Students The workforce development section for this grant was crafted from Career & Professional Development Center. The grant is a partnership effort between the Department of Rehabilitation which has a chemical dependency program, the Counseling Center which services students’ behavioral health needs, and the Career & Professional Development Center which supports students preparing for internships.
Institutional SAT The office is designated by Educational Testing Services and Law School Services as certified Testing Center at the University. The Director and Career Specialist are certified to administer these type of examines at UMES.
Enterprise Holding Foundation $2,500 Donation Enterprise Holding Foundation presented the Career & Professional Development Center with a $2,500 donation to further upgrade the software technology for the unit.
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IV. Goals & Objectives for the year 2017-2018 CPDC/Goal I: Design and implement career related educational seminars and workshops. Offer a comprehensive array of career related programs and events designed to assist students through the career development process in order to be competitive in a global workforce. Strategies A. Present career related educational seminars to 90% of all first time students. B. Increase in student attendance by 5% at career related workshops and/or activities. C. Twenty 25 career related events will be held to assist with preparing undergraduate and graduate students with selecting careers and entering the workforce. D. Increase job, internship and career opportunities for students nationally and globally. E. Survey and assessments will continue to be completed to assess effectiveness of programs and corporate recruitment process.
Measure of Success
Increase in the number of new students using the services provided by the Center, as well as the website by 5%. Increase student attendance by 10% at career related workshops and/or activities. Students will understand and apply the job search skills and behaviors required to effectively and professionally pursue employment or graduate school admission. Increase job, internship and career opportunities for students nationally and globally.
CPDC/Goal II: Survey and assessments will continue to be completed to assess effectiveness of programs and corporate recruitment process. Strategies A. Further enhance the design and implementation of a centralized information computerized system to collect data about graduating seniors. B. Revise UMES Graduation Class Survey. C. Survey data will be used to determine employment demographics. Measure of Success
Student responses on evaluations and follow-up surveys should indicate high levels of satisfaction. Employer feedback will show high levels of satisfaction regarding effectiveness and assistance provided by Career Professionals. Increase in the development of new career related programs. Assessment will provide important data and feedback regarding the quality of services, and strengthening of programs to students. Increase in demographic statistical data collected about UMES graduating seniors’ entrance into a global workforce.
The goals mentioned earlier will continue to be implemented and further enhanced by staff. However, the Director will explore the following goals. 47 | P a g e
Further enhancement of a comprehensive array of career related programs and events designed to assist students through the career development process. Increase job, internship and career opportunities for students by maintaining effective working relationships with local area, state and national employers and/or graduate and professional school recruiters. Further enhance the Career Services website. Obtain a virtual On-Line Career Library and further career related software for 24/7 website.
IV. Identify resource requirements needed to achieve the balance of your 2016-2017 goals. Career & Professional Development Professionals continuously strives to maintain current knowledge and skills to effectively and efficiently assist students. This office is in need of staff and financial resources. Staff continue to pursue affordable professional development opportunities by participating in various webinars, workshops and conferences. The Title III program has a positive impact on the operations of the Career & Professional Development Center however, funds have been cut this past academic year which resulted in limited spending and has impacted some of the programs offered by the Center. A number of indicators show a gradual but continual improvement for the economy. This should translate into an increase of employer’s participation in University recruiting and internship opportunities. Continued outreach efforts to potential corporations to facilitate recruitment of UMES students will continue.
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University Engagement Lifelong Learning Year End Report 2016 - 2017
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UNIVERSITY ENGAGEMENT LIFELONG LEARNING YEAR END REPORT 2016-2017 Mission Our mission is to work collaboratively with local communities to enrich the quality of living on the Eastern Shore through outreach programs, engaging faculty and students in scholarly activities that positively impact Maryland citizens; and providing lifelong learning opportunities to a global community. OUELL promotes college readiness and retention while working with local schools to build a pipeline to postsecondary education. Vision Our vision is to become a Center of Excellence for community engagement, university partnerships, and lifelong learning. Organizational Structure OUELL is one of thirteen units in the Division of Student Affairs, and is one of five offices that utilize or are sustained by Title III funds. Day-to-day administration of the Title III initiative and the office is the responsibility of Mr. Clifton Harcum who reports to Dr. J. Harpe, Vice President of Student Affairs. Mr. Harcum is supported by a skilled team comprising a full-time Administrative Assistant and a full-time AmeriCorps VISTA member as illustrated on the organizational structure. The administrative assistant, Ms. Susan Rainey, is responsible for assisting with day to day operations. Ms. Rainey’s duties include, but are not limited to providing office reception in person and via telephone; understanding and articulating University and Title III rules, policies and practices to serve as liaison between faculty, staff, students, and outside constituents; organizing travel arrangements and itineraries; organizing and executing logistics for events and meetings hosted by OUELL (e.g. space reservation, catering, attendance tracking); completing regular paperwork for routine office function (check requests, purchase orders, credit card reconciliation, etc.); managing office inventory of supplies; maintaining filing system and systematic record keeping; and assisting with special projects in support of the Division of Student Affairs. The MDCCC AmeriCorps VISTA position is considered a volunteer position. Selected individuals are vetted through the host institution and approved through the Corporation for National Community Service (CNCS). Members commit to a year (365 days) of service. VISTA members receive a living allowance and other CNCS resources as well. Mr. McCoy Curtis is UMES’ 2016-2017 AmeriCorps VISTA member responsible for coordinating and implementing activities outlined in the UMES-Men Achieving Dreams through Education youth empowerment project hosted at the Garland Hayward Youth Center. Mr. Curtis’s duties are to recruit and coordinate the placement of UMES student volunteers at the GHYC for afterschool tutoring/mentoring; plan and coordinate pre-service and in-service training workshop for UMES students, as well as, monthly parent/community workshops and events; collaborate with UMES faculty, students, local schools, and GHYC staff to develop and increase enrichment programs and civic engagement/service-learning projects offered at the Center; and leverage resources by building partnerships to improve the GHYC’s long term ability to implement diverse community programs and expand the use of the Center. Accomplishments OUELL has had a very impactful year both in engaging students in community outreach and leadership development, and amongst staff. Following are several personal and departmental accomplishments for FY 20162017.
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Mr. Harcum presented at the Inaugural Innovations in Teaching at Learning Conference at UMES on, What is the Impact of Community Engagement on Students Collegiate Experience?
Mr. Harcum presented at the 8th Annual Regional Research Symposium at UMES on, Separate Identities: Exploring the Separation between Home and College Life for African American Males.
Mr. Harcum co-authored an upcoming Maryland DC Campus Compact AmeriCorps VISTA project titled, UMES Vet Connect. Vet Connect will provide a central office to assist Veterans and their families obtain resources to combat poverty. The new project has been approved and will begin June 2017.
Mr. Harcum has traveled to several conferences and workshops that focused on best practices in student engagement, retention strategies and community outreach.
Ms. Susan Rainey received her Microsoft Office Specialist Certification in PowerPoint, Word and Excel as well as attending a 2-day Business Writing Skills Workshop. Ms. Rainey served as a chaperone for the eight day service learning trip to the Dominican Republic.
Ms. Susan Rainey established community partnerships with the Maryland Department of Natural Resources and The Red Cross to work collaboratively to provide UMES students the opportunity to receive free training in CPR/ADE, First-Aid, Lifeguarding and Rescue Skills. Fifteen students completed the program and received their certification. The Maryland Department of Natural Resources paid the certification costs for the students. All students were encouraged to apply for lifeguard positions at Maryland State Parks.
Mr. McCoy Curtis, MDCCC AmeriCorps VISTA, presented at several university campuses and various organizations. Engagements involve: Goal Setting Seminar at UMES [CAAS], MDCCC Continuation Interview at Prince George’s Community College, SAGE Meeting at Chesapeake College, VISTA Leadership Training at Loyola University, and United Way.
Mr. McCoy developed long term sustainable community outreach programs at the Garland Hayward Youth Center. Programs included: 50K Souls monthly community food drive, Expanded Food and Nutrition Education Program (EFNEP), Rotary Club book bag giveaway and the GHYC Community Garden. Unit Accomplishments
Developed and initiated the University of Maryland Eastern Shore’s 2 nd Alternative Break Program (2017), which engaged men and women in on-going societal and historical implications of life on the Delmarva Peninsula. Eight students participated in a week long Alternative Spring Break activity. Students engaged in enrichment activities that ranged from teambuilding, leadership development, community outreach and cultural education. Each student earned 11 hours of community service work and 7 hours of service learning. With tours to the new Harriet Tubman Underground Railroad Visitor Center Cultural, Harriet Tubman Underground Railroad Byway, the new National Museum of African American History and Culture in Washington DC and the Cape May Zoo students received 17 hours of Cultural/Educational enrichment.
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Fifteen students received the Governor’s Volunteer Service Certificate for their outstanding volunteer contributions to the community.
Collaborated with local community partner to provide an alternative weekend break at the Dougherty Creek Conference Center located on Janes Island State Park in Crisfield, Maryland. Students learned the history of Crisfield Maryland and helped restore a historical site. These efforts were in conjunction with UMES’s Honors programs students and Director. Students collectively provided 162 hours of community service.
Collaborated for an eight day service learning educational trip to the Dominican Republic for UMES students. Partners include, UMES’ PGA program, Honors Program and the Center for International Education.
Co-organized “Hawk Vote”, a campus wide voting registration drive and voter transportation effort. Over 200 students registered to vote and voted during the 2016 Presidential election. Efforts were noted in campus and countywide news publications.
The MDCCC AmeriCorps VISTA project has successfully engaged youth at the Garland Hayward Youth Center. The VISTA project has been able to gain volunteer participation from over 278 recruited student and community volunteers who have contributed 1,613 hours of community service. In kind resources leveraged through volunteer efforts and donations totaled $47,997.63. Programs have included on campus visits, motivational speakers, entertainment, workshops, and parent/ child engagement activities.
OUELL named “Volunteer Group of the Year” by nonprofit, Chesapeake Housing Mission. Two Men Achieving Dreams through Education (MADE) mentees were awarded “Volunteer of the Year” awards.
MADE mentee and active student volunteer named the 2017 Newman Civic Fellow.
OUELL programming has been featured on numerous media outlets and tri county news publications.
Approximately 431 students who have interacted with OUELL have participated in 4,884 hours. Of this total 514 hours represent participation in leadership training and cultural enrichment. The balance of 4,370 hours represent volunteering for charities, community service, and service learning and mentoring with a value totaling $117,072.30. OBJECTIVES FY 2016-2017
To Strengthen the Office of University Engagement and Lifelong Learning (OUELL) to facilitate the fulfillment of UMES’ mission and purpose as a land grant university. Strategies: a. Enrich student learning opportunities by establishing/increasing and/or enhancing collaborative partnerships using OUELL’s Service/Engaged Learning Program (online database). b. Promote college readiness and retention while working with local schools to build a pipeline to postsecondary education by joining local community organizations to identify needs, providing tours and on-campus workshops for youth in surrounding school systems to promote college readiness. 52 | P a g e
Volunteer request forms submitted with a minimum of 200 students participating in volunteer/ service learning activities promoted on OUELL webpage and through publications.
Local K-12 youth will participate in campus tours and leadership training throughout the academic year.
To increase lifelong learning opportunities that meet the changing workforce needs, provide professional enrichment, and promote learning experiences at the University and on the Eastern Shore. Strategies: a. Improve accessibility to current UMES outreach programs through the OUELL website and social media. b. Produce and distribute publications of university-wide non-credited learning opportunities and faculty lecture series. c. Two professional/personal enrichment workshops/events to be held throughout the year. d. Develop and publish a UMES lifelong learning catalog of semester offerings. Performance Indicators:
Centralized source for locating outreach programs maintained and promoted through website and social media.
Continuous education opportunities identified and promoted through website, newsletters and publications.
Two professional enrichment workshops/events will be held throughout the year, evaluation surveys measure effectiveness.
Publications will be created to promote UMES lifelong learning activities with digital versions available on OUELL website.
To enhance professional development for faculty, staff, and students through workshops, guest lectureship and/or teleconferences, related to service learning and community linkages. Strategies: a. Plan and conduct two on-campus seminar/workshops on community engagement and service learning curriculum development. b. Attend off/on campus seminars/workshops related to academic leadership, service learning, retention and enhancing community linkages. Performance Indicators:
Two service learning seminar/workshop conducted and survey data collected and evaluated. 53 | P a g e
Information and knowledge obtained from seminars/workshops will improve academic leadership, quality of service learning programs, increase retention and community linkages.
OUELL has received numerous accolades for their work to ensure that UMES is successfully providing support to increase and support retention efforts. (See External Evaluator mid-year report below) Activity Title: University Engagement and Lifelong Learning Initiative Findings The main focus of this activity is to encourage and inspire the personal growth of UMES students and the following three (3) objectives are being carried out to accomplish this goal. Impressive and significant progress has been made to reach the overall goal of this activity. Documentation, that includes brochures and information on workshops, volunteer services, feedback from students, etc., has been provided to support the overall success of this activity. Student engagement and enthusiasm with this activity is outstanding. Tasks identified to meet the objectives of this activity in an effort to reach the overall goal are progressing very well. Obj.1 – To strengthen the University’s Office of Lifelong Learning to facilitate the fulfillment of UMES’s mission and purpose as a land-grant university.
Updated QUELL website; Conducted three professional enrichment workshops; Developed publications to promote UMES lifelong/service learning and volunteer activities campus wide; and Presentation to brief faculty on QUELL’s techniques and service events;
Obj.2- Increase lifelong learning opportunities that meet changing workforce needs, provide professional enrichment and to promote learning experiences at the university.
Eleven (11) community partnerships were established;
Nine (9) tutors/mentors contributed over 182 volunteer service hours at the local youth center; and Over 75 students dedicated more than 300 hours of volunteer services to assist with activities for the community that included food drives and distribution, etc.
Obj.3- To enhance and establish linkages with Tri-County area school districts that will encourage K-12 students to develop academic skills and promote interest in pursuing postsecondary education. Again, the experience and exposure this activity has on UMES students is very impressive. The students demonstrate an overwhelming interest in the activity by willingly engaging in the workshops, exercises, and community events provided through this activity. Recommendations: None
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Campus Life Year End Report 2016-2017
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CAMPUS LIFE ANNUAL REPORT 2016-2017 Objective: Implement the Universityâ€™s Strategic Enrollment Management Plan Goal I: Improve institutional effectiveness, academic quality, accountability and performance by enhancing the student experience so that it positively impacts student persistence and retention. Strategies: Clubs and organizations a. Develop an affiliate member program for clubs and organizations that involves Student Affairs staff and faculty. b. Collaborate with the Student Government Association to improve campus moral and help students identify campus resources, c. Institute a student-centeredness by promoting a positive relationship among students, faculty, staff, administrators and external constituents. Campus Life a. Engage student leadership in addressing the lack of activities to do over the weekends and develop appropriate programs and target resources to address this problem. b. Work toward developing a Central Calendar of all programs and activities for the campus community. This will be done through the various social media platforms to connect with the student population. c. Provide programs that nurture studentsâ€™ knowledge and understanding of diverse cultures and globalization. d. Pursue opportunities to collaborate with the academic community in areas that will enhance diversity and multicultural competence. e. Coordinate with staff and student boards/clubs to establish thematic programming around holidays/awareness months. Goal II: Matrices will be developed and used to assess services offered to the students that would be used to improve, adapt and advocate for resources. Measure of Success: a. Students will have access to events, services, and facilities so they may fully participate. b. Students and the university community members participating in thematic-specific programming will be able to report/demonstrate desired learning outcomes targeted by the program. Strategies:
Provide high quality, diverse programming in a welcoming environment for all students. a. 2nd annual Color Run participation at Delaware State University b. Leadership Certificate program â€“ Parliamentary Procedure, Stress Reduction 56 | P a g e
c. White Water Rafting trip for Intramural Sports & Recreation d. Election Day watch party e. Hispanic Heritage Month closing celebration f. Assisted the Homecoming committee with the planning and execution of a week of events including a fashion show, stroll competition and two concerts. g. SpringFest Week Activities – laser tag, casino night, movie on the yard, carnival and concert. II.
Build interdepartmental relationships through collaborative programming and activities. a. Partnered with Department of Athletics to encourage student participation with the Wicomico County Relay for Life in September. b. Partnered with Campus Police Department and National Pan-Hellenic Council on an open forum about police relations on campus and within our communities. c. Partnered with Alcohol, Tobacco and Other Drugs Prevention Center on three activities - Do You K.I.S.S.? - Day Party and speaker and Winter Wonderland and Cinco de Mayo Celebration. In addition we worked with ATOD to provide a “Chill Out” room for major parties including Halloween, Homecoming and Spring Fest. d. Partnered with Uniquely Defined for an awareness event and celebration for National Coming Out Day and Queer Prom.
Growth of the fraternity and sorority community on campus. a. Successful fall intake for 5 of the 8 chapters we have on campus adding a total of 31 new members to our Greek-letter community. Current active membership sits at 64 members in our Greek-lettered organizations and social fellowships. b. Return of Phi Beta Sigma Fraternity to active status during fall 2016. c. Re-chartering of Delta Sigma Theta Sorority, Inc. with 36 members in spring 2017. d. Return of Omega Psi Phi Fraternity, Inc. at the end of May after two years of suspension for hazing.
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Student Government Association Year End Report 2017 - 2018
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UMES Student Government Association 2017-2018 Strategic Goals, Objectives, Strategies & Tactics Objective: GOAL I:
Implement the universityâ€™s strategic enrollment management plan Develop programs to promote studentsâ€™ sense of school spirit, incorporated from their entrance and throughout their UMES experience.
Strategies: a. Mentored student organizations to sustain school spirit with student-generated tradition -friendly programs. Measures of Success: a. SGA members will develop/maintain four tradition-rich programs yearly. ď‚ˇ Students will report a sense of inclusion and heightened school spirit as a result of participating in these programs. b. A schedule of tradition-rich University and Student Affairs programs will be implemented throughout the academic year for the campus community.
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Grant and Special Initiatives Year End Report 2016 - 2017
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Grants Management Year End Report 2016-2017 The Grants Management (GM) unit is responsible for assisting division staff in identifying external funding sources. GM is also responsible for submitting all proposals for grants and contracts for research and other scholarly activities to public agencies (federal, state or local government), private non-profit research organizations and industry. The Grants Management staff assists investigators in preparation and submission of all proposals. Funded The Executive Office of the President, Office of National Drug Control Policy (ONDCP), and the Department of Health and Human Services (HHS), Substance Abuse and Mental Health Services Administration (SAMHSA), Center for Substance Abuse Prevention (CSAP) Submitted: March 15, 2017 Awarded: October 1, 2017 â€“ September 30, 2022 Amount: $125,000 per year for 5 years ($625,000) The purpose of the Drug-Free Community Coalition is to mobilize and work with leaders in the community to identify and address local youth substance use problems and create sustainable community-level change through the use of the Seven Strategies for Community Change. The DFC Support Program has two goals: 1.Establish and strengthen collaboration among communities, public and private non-profit agencies, as well as federal, state, local, and tribal governments to support the efforts of community coalitions working to prevent and reduce substance use among youth*. 2.Reduce substance use among youth and, over time, reduce substance abuse among adults by addressing the factors in a community that increase the risk of substance abuse and promoting the factors that minimize the risk of substance abuse. Community Services and Research Center, Inc. Award: $10,000 To support the activities of the UMES Prevention Works Initiation and planning for the Opioid and Marijuana Summit 2018. Unfunded for 2017 FY 2017 Grants to Reduce Sexual Assault, Domestic Violence, Dating Violence and Stalking on Campus Program (Campus Grants Program) Submitted: February 23, 2017 Amount: $550,000 (eliminated from consideration because the application did not have the civil/legal partner because the Somerset Police Department needed more time to sign the MOU)
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The proposed project is collaboration between the University of Maryland Eastern Shore (UMES) and Wor-Wic Community College (Wor-Wic). These two institutions of higher education have joined to form a consortium to reduce campus sexual assault, domestic violence, and dating violence in partnership with the Life Crisis Center, Inc. (LCC), the local statutory community-based victim service provider for the Lower Eastern Shore of Maryland, for the comprehensive victim services and advocacy that will be provided to survivors of sexual assault, domestic violence, and dating violence at UMES and Wor-Wic. The LCC victim services portfolio will be supported by a 3-prong approach designed to develop and strengthen effective security and investigations strategies to prevent and prosecute such crimes on campuses: (1) mandatory prevention and education programs for all incoming students, (2) training all campus law enforcement to respond effectively to sexual assault, domestic violence, dating violence, (3) train all members of campus disciplinary board to respond effectively to situations involving sexual assault, domestic violence, and dating violence. Morehouse School of Medicine – Historical Black Colleges and Universities – Center for Excellence (HBCU-CFE) Behavioral Health Workforce Capacity Expansion Sub-Award Application –Submitted: September 28, 2017 Amount: $7,500 (not funded but possibility of funding later in year) The purpose of the proposed project is to develop a LGBTQ Resource Center to implement peer-to-peer and workforce development strategies that support the behavioral health needs of UMES LGBTQ students. The goals of the project are: (1) reinforce the infrastructure of the overall HBCU Network to implement a public health approach between HBCUs, professional associations, and other resources to support campus capacity expansion, and internship opportunities and (2) promote behavioral health workforce development through exposure to evidenced-based practices, mentoring and field based experiences. The objectives are to: (1) conduct behavioral health education and training on campus, (2) partner with MAPPA for student exposure to career options on the behavioral health field, and (3) train LGBTQ students to serve as Peer Educators.
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