Division Of Student Affairs Annual Objectives 2017-2018

University of Maryland Eastern Shore DIVISION OF STUDENT AFFAIRS ANNUAL OBJECTIVES 2017-2018

TABLE OF CONTENTS INTRODUCTION Welcome to the Division of Student Affairs Mission Core Values Division of Student Affairs Executive Summary Organizational Structure/Responsibilities Division of Student Affairs Organization Chart

2 3 3 3 4-6 7-8 9-10

RESIDENT LIFE – YEAR END REPORT – FY 17/18 Brief Description Resident Life Organizational Chart 2018-2019 Mission Statement Life Staff Accomplishments Goals & Objectives FY 2018

11 12 12 13 14 15-16

HEALTH & WELLNESS – YEAR END REPORT – FY 17/18 Brief Description Program/Service Offerings Goals & Objectives Unit Accomplishments Photo Gallery of Highlighted Events

20 21 21 22-23 13-25 26-33

COUSELING SERVICES – YEAR END REPORT – FY 17/18 Brief Description Student Disability Services Professional Accomplishments 2017 Goals & Objectives Future Goals Conclusion

34 35 35-36 36-37 37-39 39 40

STUDENT CONDUCT – YEAR END REPORT – FY 17/18 Missions 3 Main Unit Goals – Objective and Related Initiatives Accomplishments 2017-2018 UMES Parents Association Webinars and Challenges

41 42 42-43 43 43-44 44 45

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STUDENT HEALTH CENTER - YEAR END REPORT – FY 17/18 Mission Goals for 2016-2017 Highlights

46 47 47-50 50-51

CAREER & PROFESSIONAL DEVELOPMENT CENTER YEAR END REPORT – FY 17/18 Missions Organizational Chart Goals & Objectives FY 2017 – 2018 Goals & Objectives FY 2018 – 2018

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UNIVERSITY ENGAGEMENT LIFELONG LEARNING YEAR END REPORT – FY 17/18 Mission Vision Organizational Structure Staff Accomplishments Unit Accomplishments Objectives and Goals – FY 2017-2018

61

CAMPUS LIFE – YEAR END REPORT – FY 17/18 Narrative Goals & Objectives Organizational Chart

66 67-68 68-69 69

GRANTS MANAGEMENT – YEAR END REPORT –FY 17/18 Introduction FY 18 Submitted Proposals

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PREVENTION PRACTICE & SCIENCE – YEAR END REPORT – FY 17-18 Mission, Purpose and Structure Activities Achievements FY 17-18 Activities FY 18-19 Goals & Objectives

73 74 75 75-76 76 76-77

53 54 54-58 59-60

62 62-63 63 63-64 64 64-65

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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 your learners to live, work and succeed in a global society. Thus, our core values are as follows: ● Student-Centeredness ● Integrity ●Engagement ●Pluralism

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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 continue to demonstrate an unvarying commitment to increasing student engagement, persistence and retention. The Division of Student Affairs 2017-2018 academic year plan focused 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 were encouraged and expected to contribute collaboratively within and across the strategic areas of the Division and the University. Specific initiatives that were identified as priorities for 2017-2018 academic year in order to improve and accentuate the student learning experience are listed below in order HEALTH AND WELLNESS Health and wellness are fundamental to student success. Staff promoted and encouraged holistic health and wellness in our students and within the broader campus community. We provided and supported initiatives that connected health and wellness to the academic and personal achievements of our students. The following are initiatives that were implemented for the 2017-2018 academic year: 

Developed and implemented a comprehensive, sustainable and evidenced-based harm reduction plan for alcohol and substance use on campus through a partnership with the representatives from the Alcohol, Tobacco and Other Drugs office, Campus Life and Residence Life offices.

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Promoted mental health awareness by decreasing the stigma associated with this type of service. Staff in the University Counseling and Disability Services unit provided appropriate support and resources for students with mental health needs.

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Promoted programs throughout campus to advance wellness and a balance between academic and work excellence while striving for a life-long commitment to healthy living. This initiative was stewarded by staff from the Health and Wellness Center, Campus Life and Residence Life units.

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.

The following initiatives were a major part of the co-curricular initiatives that involved various units and academic programs for the benefit of heightening the student experience through transformative learning opportunities. 

Staff in the Residence Life and Campus Life units collaborated with UMES Campus Police and the Criminal Justice academic program to develop and implement a series of programs and educational interventions that focus on personal and community safety leading to students being aware of safetyrelated resources and actions to keep themselves safe on and off-campus.

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Developed and implemented 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.

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Increased cooperation, collaboration, programming, and innovation across Student Affairs to address issues of inclusion. This was done by helping to identify administrative, programmatic, and community needs that could not be met by individual efforts in order to address this important issue for the campus community.

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Utilized a social media campaign to conduct campus climate assessments to determine how students feel about issues of community and inclusion at UMES leading to the development of programmatic initiatives that contributed to foster a sense of belonging and connection to the university community.

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Developed 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. This initiative was facilitated throughout the Division by incorporating the following goals into the unit operations: 

Educating students about the opportunities for engagement at UMES, with specific focus on departments within the Division of Student Affairs.

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Develop intentional programs and services that facilitate student learning and competency development to prepare students for post-graduation success.

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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. Staff were attentive in their efforts to make sure the following objectives were met and will continue to be promoted for the campus community: 

Creation and development of systems and processes that support and nurture students through crisis and critical incidents.

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Provided program opportunities that challenge students and make them more aware of their responsibilities as members of a greater community.

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Training and educating 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 as a continuous programmatic initiative.

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Identification and improvement of 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 continue to 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. The following initiatives were implemented to accentuate Division operations: 

Creation of a communications plan that will help staff consistently and most effectively disseminate accurate and timely information to appropriate parties.

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Increased support of professional development program opportunities to ensure all staff members have the skills and perspectives to serve students well and excel professionally.

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Cultivate an evidence-based and outcomes-driven culture that leverages data to inform decisions and practice.

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Develop an annual budgeting process that is transparent and allocates financial resources to address student needs and fulfill divisional priorities.

DIVISION OF STUDENT AFFAIRS

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Career and Professional Services *Commuter Student Services Counseling & Disability Services Greek Life Affairs Health Outreach, Promotion and Education (SAMSHA Grant) Health & Wellness Initiatives Housing & Residence Life Major Events and Programs (Campus Life) *Office of Mediation and Restorative Justice New Student Orientation and Family Programs Campus Compact AmeriCorps Vista Programs Intramural/Recreation Programs Student Health Center Student Services Center Student Conduct and Community Standards University Engagement and Lifelong Learning *Veteran’s Affairs Office Prevention Practice & Science

*Proposed initiatives for the 2018-2019 academic year 6|Page

Division of Student Affairs Organizational Structure/Responsibilities Position

Incumbent

Interim Vice Dr. J. Michael President for Student Harpe Affairs Interim Assistant Vice Mr. Marvin Jones President for Student Affairs

Areas of Oversight/Responsibility  Division of Student Affairs    

Special Assistant to the Vice President for Student Affairs

Mr. Marcellus Connor

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 Director of Campus Life

Office of Residence Life

Ms. Cecilia Rivera

Ms. Shannon Warren

       

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Direct Reports 

All Divisional Directorate, staff

Judicial Affairs State Residency Commencement Exercises Special Projects (e.g., Office of Multicultural Affairs, Commuter Services Special Projects (e.g., Office of Multicultural Affairs, Commuter Services, Living/Learning Communities-Housing & Residence Life Honda Campus AllStar Challenge Team SGA Student organizations Programming Greek Life Year book Ticket master Website management Intramural/Recreational Programs

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Day-to-day operations of divisional directorate and administrative staff

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N/A

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Assistant Director Program Coordinators SGA President Administrative Assistant Coordinator, Yearbook Ticketmaster

Housing Operations Residence Life Initiatives Facilities management

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Housing Coordinator Asst.

Director/Major Projects

Area Directors Program Specialist Residence Hall Security IT Support

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University Counseling Ms. Kate Kent Services & Disability Services

Student Health Services

Mrs. Sharone Grant, RN

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Counseling & Mental Health Services Crisis intervention Behavioral Assessment Disability servicesmain campus and Shady Grove Campus health care and services Health care initiatives

      

Career and Professional Services

Dr. Theresa Queenan

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Health & Wellness Center

Mr. Michael Hall

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Career and professional development Special career initiatives External engagement

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Campus community health & wellness initiatives

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U.E.L.L.

Mr. Marcellus Connor

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Student Conduct & Ms. Louise Gaile Community Standards Project Management/Special Grant Programs

Ms. Sylvia Quinton

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External outreach engagement Service Learning initiatives Civic engagement Student Code of Conduct Adjudications Parent Association Grants management Special projects

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Counseling staff Psychologist Administrative Assistant Student Assistants Registered Nurse Nurse Practitioner Administrative Assistant Career Specialist Administrative Assistant

Fitness Attendant General Assistant Administrative Assistant Administrative Assistant Americorp Vista members (2)

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Judicial Board

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Student Assistants

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DIVISION OF STUDENT AFFAIRS 

Organization Chart 9|Page

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Interim Assistant VPSA

Mr. Marvin L. Jones

Special Assistant to the VPSA

VACANT

Residence Life Annual Report 2017 - 2018

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Office of Residence Life 2017-2018 Annual Report UMES provides learners access to a holistic environment that fosters multicultural diversity, academic success, intellectual and social growth. The Office of Residence Life unit seeks to provide and manage safe/affordable oncampus student housing coupled with opportunities for students to develop through personal enrichment programming and other enhancement experiences.

The Office of Residence Life exists 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 the Office of 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 that result in a more positive impact upon University recruitment and student retention.

The unit is composed of administrative staff in the main office that coordinates and communicates the Office of Residence Life policies and procedures; a professional staff of area directors and graduate assistants who manage daily operations in the housing communities as well as student staff who assist in the daily operations of the housing communities.

Office of Residence Life Chain of Command

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Office of Residence Life staff accomplishments include: The Office of Residence Life works as a unit to develop and deliver comprehensive services that provide for a holistic and enriching experience for our students. Throughout this academic year, the Office of Residence Life established and accomplished goals in alignment with UMES' overarching goals that are consistent with the goals and themes of the University System of Maryland. The following is an abbreviated listing of accomplishments by staff during the 2017-2018 academic year: 

Recognition as a UMES Campus Hero: Mrs. Rache Alaran

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Attendance at the CBORD Annual Conference to continue advancement of the online housing system: Ms. Shannon Warren, Mr. Craig Terrell, and Ms. Larita L. Hugee

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Attendance at the annual MACUHO (Mid-Atlantic College and University Housing Officers) conference

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Attendance at the annual MACUHO SSLI (Student-Staff Live-In) Conference: Dwight Tennyson and 4 student staff representatives

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Staff secured Certification for administering opioid overdose medication: Zachary Castell, Bijone Artis, Larita L. Hugee

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Recognition for 10 years of service to UMES: Larita L. Hugee

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Conducted a series of personal development workshops entitled “See Me.” This was a collaborative effort led by Mrs. Whitney Gerst (Imbedded University Counselor), University Counseling Center staff and Residence Life staff within each residence hall community.

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Successful completion of the 5th annual Residence Life Week, including the safely-executed capstone student social event.

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Office of Residence Life Goals and Objectives FY 2018 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: Develop and facilitate enrichment opportunities and learning experiences that can be offered for academic credit (Addresses UMES’ Goal 1.1) Performance Indicators a. The Wise-Up Financial Literacy course has been facilitated by ORL staff since its inception in 2006. b. REACH (Responsible, Educated, Action Oriented, Civically engaged, Hawk 4 Life) 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 including a required FYE course specifically for this cohort.

Required Resources a. Approval to offer Wise UP and REACH FYE for college credit b. Continued ORL staff and financial support in facilitating the developmental programs for the residential communities Objective 2: Develop and facilitate opportunities to support local school systems (addresses UMES Goal 1.1) Performance Indicators a. ORL staff sponsor a local elementary school by providing school supplies, volunteering/mentoring opportunities and providing volunteers to assist in school-wide initiatives b. ORL staff provide workshops in local schools about completing the FAFSA and applying for college c. Student staff provides tutoring assistance during after-school programs Required Resources a. Continued professional staff support to provide oversight of initiatives b. Continued requirement for student staff to engage with community

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GOAL 2: Enhance university infrastructure to advance productivity in research, economic development, technology development; contribute to an enhanced quality of life in Maryland; and facilitate sustainable domestic and international economic development and competitiveness.

Objective 1: Partner with businesses and industries, governmental agencies, and community-based organizations to provide internship experiences for UMES students during winter and summer sessions.

(UMES Goal 2.3) Performance Indicators a. Staff have identified several local business organizations willing to partner with UMES students to provide practical work experiences b. Staff will identify a cohort of students who are willing to participate in the program c. Program initiatives for placement will begin during the Winter 2017 session Required Resources a. ORL will provide housing for students who participate in the program b. Continued staffing to establish relationships within the community to expand this initiative

GOAL 3: 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.

Objective 1: Enhance laundry operations (UMES Goal 3.6) Performance Indicators a. Completed bid process to have vendor provide laundry services b. Facilitated the awarding of the CSC contract to provide laundry services to the campus community c. Upgraded laundry services during the Spring 2018 semester Required Resources a. Staff liaison to partner with CSC to manage transition of the laundry services b. Staff training to educate campus community about the upgraded services c. Continued monitoring of services and equipment provided by CSC Objective 2: Work closely with various partners to provide professional development opportunities for student employees that help manage housing programs (UMES Goal 3.6)

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Performance Indicators a. Established partnerships within the campus community and the local tri-county area to provide community service/civic engagement hours for students b. Collaborated interdepartmentally and with community partners (e.g., Counseling Services and Life Crisis) to train student staff c. Experienced student staff will develop and facilitate workshops for new student staff to meet the holistic development of student living communities (e.g., Living-Learning Communities) Required Resources a. Continued funding for each initiative b. Continued collaboration with various campus stakeholders Objective 3: Continue to develop programs in the housing communities to help meet the university mission to provide college students access to a holistic learning environment that fosters multicultural diversity, academic success, and intellectual and social growth. (UMES Goal 3.6) Performance Indicators a. Completion of ongoing community programming by Residence Life professional and student staff b. Documented student attendance at programs facilitated by Residence Life staff Required Resources a. Continued funding for this initiative b. Continued collaboration with various campus stakeholders Objective 4: Develop and facilitate first-year interest in the UMES Residential Complexes GOAL 4: Improve academic and administrative systems to facilitate learning, discovery and community engagement; to gain national and international eminence.

Objective 1: Identify and utilize resources to improve Office of Residence Life services and brand.

(UMES Goal 4.4) Performance Indicators a. A vendor was identified to create and manage a comprehensive UMES virtual tour of the residence hall facilities on the ORL webpage b. Virtual tour services are currently utilized on the Residence Life webpage for all of the campus housing communities 17 | P a g e

Required Resources a. Continued funding to maintain this service b. Collaboration with various campus community stakeholders to ensure information is updated on a continuous basis GOAL 5: Efficiently and effectively manage the resources of the University and aggressively pursue public and private resources to support the enterprise.

Objective 1: Identify and utilize cost effective resources to improve campus facilities (UMES Goal 5.2) Performance Indicators a. UMES is enrolled in the Maryland Department of General Services/State Agency for Surplus Property.

This program will allow the university to purchase equipment in a range of categories such as electronics, hand and machine tools, construction equipment, furniture, and motor vehicles from the federal government at significantly reduced prices. b. Four university officials have been identified/listed as authorized property selection agents Required Resources a. Collaborate with appropriate campus purchasing authorities to determine process to meet the expedited payment requirements of the program b. Collaboration with campus stakeholders to identify equipment/items needed on campus that may be purchased through this surplus program c. Provided staff support/liaison to ensure university meets surplus program requirements each year Objective 2: Identify strategies that can maximize existing systems/procedures to enhance overall Office of Residence Life business operations. (Addresses UMES Goal 5.7) Performance Indicators a. Utilize a feature in the current housing system to send text alerts to students about important housing dates/information b. Conduct ongoing audits of information to help identify systems communication errors between different software to prevent inaccurate financial data Required Resources a. Continued staff development/educational opportunities to staff current on best practices and system updates b. Ongoing administrative staff support to perform regular audits of data created by various platforms to ensure the data integration is yielding accurate information 18 | P a g e

GOAL 6: To develop Living Learning Communities with a supportive partnership between Academic and Student Affairs Professionals.

Objective 1: Continue to develop Living Learning Communities and First-Year Interest Groups (FYIG) within on-campus housing communities that provide an effective long lasting collaboration between Academic Affairs and Residence Life. (UMES Goal 3.6) Performance Indicators a. Establish a Living Learning partnership with the Athletics Department which will provide a living environment that stimulates and nourishes the active lifestyle of a student athlete. b. Establish a Living Learning partnership with the Honors Department that provides a quiet and academically focused living environment that nurtures the fast paced coursework schedule of an honors student.

Required Resources a. Continued funding b. Continued collaboration with stakeholders

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Health &Wellness Annual Report 2017 - 2018

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Brief Description of the Health & Wellness Program 2017 – 2018 Annual Report The Director of the Health and Wellness Programs oversees an office committed to furthering a campus community that supports staff and every student’s optimum well-being, including providing access to programs, services, and resources designed to enhance their 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.

Fitness Component The fitness component is designed to challenge and support staff and students to develop attitudes which result in flexibility, strength, endurance and appropriate safety practices. Students and staff will be evaluated regarding their fitness needs and programs will be targeted, commensurate with these needs.

Health Education Component The health education component is designed to develop and implement university and community-wide health education programs. This includes participation in needs assessment and evaluations, developing educational materials, and consultations with campus staff on joint programs involving prevention and health education.

Mission Statement The mission of the Health and Wellness Program is to promote the understanding of a balanced life (mind, body, and spirit), to provide new enhanced programs designed to improve academic success. This is to be accomplished by providing essential services in wellness and health promotion, thereby expanding and shaping the learning environment outside the classroom that emphasizes the six dimensions of wellness, emotional, intellectual, physical, social, occupational and spiritual wellness. Each wellness model is represented by Delta (change); its only through change in these areas that students understand wholeness.

Clientele The target audience includes UMES students facing particular 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 are prime candidates to participate in the myriad of programs offered through this unit.

Program/Service Offerings Mind: Exercise Therapy Programs (self–defense, Mindfulness Training, Training-Chi, etc.); information designed to support healthier lifestyle choices (newsletters, articles, handouts, brochures, Facebook, twitter, etc.).

Body: Nutritional guidance; Cardio Fitness; functional movement strength training programs; group fitness initiatives (Yoga, Salsa, Tai-Bo, slides, and hip-hop classes). Additional programs are as follows:       

Tobacco Cessations Workshops Strength Training for Golf Weight Management programs Nutrition education and counseling Health screening and referral services Health education programs Workshops on Health and Wellness topics 21 | P a g e

Objectives for Program Outcomes Objective 1: 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.

Objective 2: Increase the number of participants by 10 in our bi-annual health needs assessments.

Objective 3: 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, National Diabetes Month, The Great American Smoke-Out and National Nutrition Week, each semester.

Objective 4: Enhance our participation in the National 50 Million Pound Weight Loss Program by adding 30 additional students and staff this calendar year.

Unit Goal Promote high levels of wellness, and to improve the quality of life current and long term health outcomes for the students and staff at UMES. These goals can be accomplished through fitness, disease prevention and health promotion activities.

Sub Goal Assist students in developing healthy lifestyle choices that will make a positive impact on academic performance, along with the six dimensions of wellness (emotional, social, intellectual, spiritual, physical and occupational).

Divisional Imperative Goal Assist students in developing healthy lifestyle choices that will make a positive impact on academic performance, along with the six dimensions of wellness (emotional, social, intellectual, spiritual, physical and occupational).

•Increase student understanding of how positive lifestyle choices can make a significant difference in their lives now and in the future •Implement two targeted programs directed toward women’s health, fitness and/or well-being and nutrition.

•Enhance and continue the coordination and delivery of the wellness programs and services.

•Provide a focal point for dissemination of information regarding the activities of a variety of wellness-related programs on campus.

•Provide services, wellness programs and maintain facilities that support and promote holistic excellence at UMES These goals and objectives will support the mission and goals of UMES: UMES is a student-centered, doctoral research degree-granting university known for its nationally accredited undergraduate and graduate programs, applied research, and highly valued graduates.

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.

UMES prepares graduates to address challenges in a global knowledge-based economy, while maintaining its commitment to meeting the workforce and economic development needs of the Eastern Shore, the state, the nation and the world.

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Objective 1: 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.

The on-going objective which its primary goal was to assess the programmatic needs of our students who are the primary target. The questionnaire was designed to determine the programmatic needs of our students toward maintaining and adding new programs. This reporting period based on the results of need assessments and student evaluations, the Health and Wellness Center staff added six new programs and activities, all in direct relationship to the request and interest of our students.

During fall and winter semester, programs implemented through this unit consisted of National Breast Cancer Awareness Month; Great American Smoke-Out Cessation Program, National Diabetes Month and World Aids Day. Each program provided workshops with guest speakers giving presentations and educational information to help raise health and awareness facing college students. During January, we recognized our Biggest Loser winner who lost over sixty-five pounds in three months. As a result of this achievement, students can be academically successful, healthy, and retained.

Some of our programs during spring and summer semester included, National Heart Month in February, which the Health and Wellness Center provided various workshops to raise awareness about heart disease.

Fitness Specialist, Mike Hall appeared on several local television programs to discuss health issues and raising awareness of dangers of anabolic steroids and heart-healthy tips. Also during Black History Month, Mr. Hall appeared on WBOC TV station and Discover UMES along with UMES students honoring his drug-free legacy.

March was National Nutrition Month, in which the Wellness Center in collaboration with Human Ecology Department, provided nutrition workshops and healthy meals to the students. Staff also participated in the 18th Annual Health and Wellness Festival. Staff conducted lectures and seminars offered for Upward Bound and REU (Research Experience Undergraduates) students. As a result of these efforts, during the 2017-2018 academic year, there were over 23,000 documented visits at the Health and Wellness Center. 

Objective 2: Increase the number of participants by 10 in our bi-annual health needs assessments programs

On-going objective: Our target goal for this reporting period was to increase the number of participants by 10 in our program efforts on weight management, blood and cholesterol screenings, fitness, cardiorespiratory and strength training. Our assessment during the project period revealed an increase in participants from 1632 to 1670. We have added 38 new participants and continued with the following services, blood glucose screening and cholesterol screening. 

Objective 3: Provide a one day workshop on prevention programs once a semester related to health and wellness in partnership with other state and national promotions (e.g., National Breast Cancer Awareness Month, National Diabetes Month, The Great American Smoke-Out, and National Nutrition Week) each semester.

On-Going objective: The Health and Wellness Center provided 11 educational wellness workshops, and awareness health prevention programs, in partnership with other state and national promotions during this reporting period. This unit has exceeded the projected number of programs of three workshops, by producing eleven collaborative efforts with other external and internal resources. The workshops included the following: 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 AIDS Day, National Nutrition Heart Month, 18th Annual Health and Wellness Festival, Diabetes and Breast Cancer Awareness Months, and Prostate Workshops.

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Objective 4: Enhance the participation in the National 50 Million Pound Weight Loss Program by adding 30 additional students this calendar year.

During this reporting period, Biggest Loser and Body Make-Over Challenge programs are in the preliminary planning stages. Some of our students have achieved significant weight loss, ranging from 10 to 65 pounds.

Reductions in total body weight in these ranges affords them a healthier life, and thus they become healthier students. The Health and Wellness Center keeps testimonials and success stories to highlight the successes of students. For example, during the 2017/2018 reporting period, there were 31 registered students in these programs, giving us 267 participants compared to last period of 236 participants. We have exceeded our projection by adding 31 additional participants.

Research indicates that a student’s diet may change once he/she begins college. Students are always moving around all day and have varying schedules, making it much more difficult to sit down and eat a balanced meal.

Changes in diet, eating disorders and body image concerns may all lead to academic, obesity, and stress issues.

Support and collaboration included relationships with other Title III funded programs, as well as off-campus resources: Dietetic Internship Program, Exercise Science Therapy, Human Ecology, and Counseling Services departments, Weight Watchers, Power House Gym, and Body and Soul Fitness. Our well designed and executed programs and workshops assist students in maintaining their health, make healthier lifestyle choices, which lead to balance and academic success.

Health & Wellness Unit Accomplishments One of our accomplishment this semester was the Health and Wellness Open House Celebration in which the Wellness Center invited the UMES community and highlighted the Centers new additional fitness equipment as well as collaborating with other services and programs. Activities included various Tai-Bo-training classes, Zumba w/Dee, Women's Self-Defense classes, and Healthy Eating and Mental Health workshops. Discover UMES broadcasted our event on campus media. Over 200 students and staff participated in our Open House.

Discover UMES interviewed students and the Vice President of Student Affairs, Dr. Harpe concerning the excellent services and programs the Health and Wellness Center offered. Another rewarding relationship is our on-going association and partnership with Exercise Science and Physical Therapy departments. Students in this academic discipline receive the much-needed experiences in doing their internships and clinical testing under the watchful eye of the Health and Wellness Specialist.

Outline of Programs Educational site for internships Danger of Anabolic Steroids 10.000 Step Program Live Well Challenge Breast Cancer Awareness Month (Zumba Fund raiser) Great American Smoke-Out Workshop World AIDS Program Eating Disorder Workshop Freshman 15 Workshops Stress Buster Workshops Smoking Cessations Programs Wellness Library Weight Loss Support Group Diabetes Management National Men and Women Fitness Week Employee Health and Fitness Week Biggest Loser/Lose to Win Body Make-Over Challenges 24 | P a g e

Articles: Six dimensions of wellness Strength Training and self-image Publications: Daily Times Newspaper: “Mike Hall’s Counterpoint: A true champion starts on the inside, not with drugs.”

Programs aired on local TV stations: Health & Wellness Director was featured on WBOC Delmarva life and WMDT Delmarva Morning Show. On each segment, Mr. Hall discussed about heart awareness and heart healthy tips.

Workshops Staff Attended: Customer Service Training by Human Resource CPR and First Aid Training Training/Development: Provided educational and wellness lectures Provided supervision and training for Exercise Science Intern and Physical Therapy students Provided strength training programs for UMES athletes Emergency Evaluation Training Child abuse and neglect prevention training (2016) Provided CPR classes for staff/faculty and students (2017) Trained intern students how to implement a safe exercise program (2017 - 2018) Customer Service Training Workshop (2017) Leadership Training Workshop (2017) Initiatives and resources needed FY2019 Provide security cameras for enhanced security Provide area for mindfulness training Additional Group Fitness Instructors Massage chairs Equipment maintenance plan The Health and Wellness Program unit continues to be work in progress for the campus community. Most of our challenges this reporting period were due to increased usage of the facility in which we experienced more equipment malfunctions. Most of the time the Fitness Director can repair a portion of items. Our interactions with other Title III activities continue to be rewarding as well. The Wellness Center staff consists of an Administrative Assistant and a few student assistants. The Administrative Assistant and the student assistants are very dependable as well as team-oriented in helping the Wellness Center provide service to our clients.

Some of our prevention workshops are portable, and we have taken them into residence halls, classrooms, and the student’s community outreach and social media circuit. We also take pride in the relationships that we have been able to forge both on and off campus. Through these relationships, we have been able to host workshops, seminars and develop partnerships that maximize resources and program delivery. One such connection allows us to work with students in the Exercise Science Program to our mutual benefit. Students in this academic discipline receive the much-needed experiences in doing their internship in the Health and Wellness Center, while we enjoy the advantages of a conscience staff that has the knowledge and ability to work with our patrons. Our programs and educational workshops are vital to success in the academic environment in which empowers students to be engaged and retained through graduation.

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Photo Gallery of Highlighted Events

Beating the freshmen 15 September 2017

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Breast Cancer Awareness Month October 2017

UMES Physique & Powerlifting Club November 2017 27 | P a g e

Health & Wellness Interns @ UMES Health & Wellness Festival 28 | P a g e

Open House Celebration February 2018

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National Men’s Health Week

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Spring Bench Press Competition

UMES student, Brandon Smith on winning 1st place in the Maryland State Power-lifting Championship in the Teenage Division. Brandon squatted 600lbs benched 435 and 573.

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Counseling Services Annual Report 2017 - 2018

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Counseling Services Unit Annual Report Kathy L. Kent, LCSW-C, Interim Director Part I: Narrative The counseling services unit offers a variety of mental health and educational programming. Our primary purpose is to enhance the mental well-being of our students, promote retention, and to be an informational source to the UMES community. We carry out our mission by providing clinical services, workshops and seminars, consultation and outreach activities.

This unit is currently staffed with five members within the Counseling unit with the addition of a Disability Services Coordinator, Dr. Dorling Joseph. This operation was merged within the Counseling unit at the beginning of the fall 2017 semester. This unit consist of the following staff: Ms. Deborah Williams, who was formally the coordinator of client services and office operations, has been promoted to the position of interim counselor as of 12/4/17; Dr. Melanie Davenport, a counselor, is the lead on our technology services by helping to update the University Counseling Center web page and coordinate the unit software, Titanium. This software is used for creating electronic records of clients. Additional staff include Dr. Talmadge Reeves, a contracted psychiatrist, who continues to work at UMES on a consultant basis; Whitney Gerst who worked in the fall 2017 semester as a counselor embedded in the residential housing areas. Kathy Kent, currently the interim director, is responsible for the general oversight of the unit. She continues to work as a counselor and is also the clinical supervisor of the unit. In April, the unit lost one counselor position and need to hire a replacement. Currently we are in the process of hiring a Director, two full-time counselors, and one Administrative Assistant for full-time permanent positions.

An array of services are provided to students ranging from clients who may need to learn coping skills as they transition from high school to university life through students with psychiatric challenges who require medication monitoring. Although the primary clientele of the counseling services unit is students, the unit provides services to the UMES community at large. Working with staff and faculty is also an area of focus. Some examples of this are helping faculty and staff with managing student behavior through the Behavioral Assessment Team (B.A.T.), or offering training sessions to Residence Life staff on assessing for mental health problems, including suicidality.

The counseling services unit provides mental health services to the UMES community. The following are seven areas where we provide this service: 1. Assessment services: (e.g. mental status exams; depression screening; or general intake assessment).

2. Counseling services: (e.g. individual, couple, or group).

3. Psychiatric services: (e.g. Medical evaluation & monitoring).

4. Educational Programs: (e.g. Workshops; seminars; community forums).

5. Consultation: (e.g. providing expertise and advice to staff and faculty).

6. Outreach: (e.g. Depression Screening Day; Wellness Checks).

7. Emergency services: (Crisis Triage; on-call after hours).

Student Disability Services The Student Disability Services (SDS) unit is now housed within the Counseling Services unit as of the fall 2017 semester. The unit 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 35 | P a g e

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, Dr. Dorling Joseph, and fifteen (15) note takers who assist in providing services to students each semester. The note takers are undergraduate students who are contracted and trained for employment each semester and can work up to fifteen (15) hours per week.

Professional Accomplishments The Counseling services unit has been through some organizational changes, but have accomplished a great deal initiative during the 2017-2018 academic year.

1. Clinical Services: The counseling services unit has been very active in providing an array of mental health services such as: Mental health assessments; individual counseling; medication evaluation & monitoring; and crisis counseling. Approximately 709 contact hours were completed during this period. This includes scheduled appointments, walk-ins, staff and faculty referrals and crisis management. Eighty-one appointments were attended for psychiatric services with Dr. Reeves.

2. Outreach activities: any activity that was performed by the staff that was not considered individual or group counseling or a psychiatric service. The provision of workshops, seminars, wellness checks, nonclinical group facilitation, and faculty consultation are examples of outreach. The following list summarizes a sampling of the completed outreach activities during this period:  Counseling team facilitated “Transitioning from High school to College” workshops to new students and their parents at Enrollment 101 programs several times during the year.  A presentation on Koru Mindfulness was given at the Student Affairs staff retreat on 9/22/17.  Counseling Staff tabled an event sponsored by Campus Life for new students at the Student Development Center on Saturday, August 26th.  A presentation on College Students and Mental Health was given to Campus Student Leaders on 8/18/17.  Counseling staff attended a presentation on Domestic Violence on 10/11/17 to provide support for students.  A Training on Suicide Assessment was presented to all Residence Life Staff on Wednesday, 11/1/17.  Staff presented: Workplace Survival (how to get along with colleagues) to student residence hall workers in Murphy Hall on 11/7/17 and 12/5/17.  Staff presented at the Health & Wellness Fair on healthy coping strategies on 2/27/18 and on 3/28/18.  Staff presented “Mindfulness and College Students” to Residence Life staff on 3/2/18.  Staff helped coordinate a training on self-defense, SAFE, for campus organization held on 3/26/18.  April 2nd staff presented a workshop on college students and mental health with Mr. and Ms. Senior in the Student Services Center.  Staff did a training for athletes on college students and mental health at a clinic, Fly Away From Stigma, on 4/11/18.  Staff did a workshop, Healthy Coping, in Harford Hall to Honors students on 5/2/18 3.

The following workshops for students were held by the Counseling Center staff:  Be Clear (Students learn about informed consent) 9/7/17 36 | P a g e

         

A webinar titled “Black Men and Mental Health” was hosted by staff on 9/12/17.

Emotional Intelligence, 9/19/17 Koru Mindfulness Training, 10/03/17 How to have a healthy relationship with social media, 10/10/17 Suicide Awareness Workshop, 10/12/17 Stay Positive, 2/28/18.

De-Stress for Mid-Term Success, 2/12/18.

Be Clear, How to Prevent Sexual Assault, 3/28/18.

What’s Love Got to Do With It, Myths and Facts about Sexual Assault, 4/24/18.

Two series of Koru Mindfulness classes were held in the Spring Semester for a total of 8 classes teaching meditation techniques and mindfulness practice.

4. In-house training – The counseling staff was trained on current research-based practice on Suicide response and how to do safety plans with students experiencing suicidal thoughts during the fall semester. Staff had a training on using social media to do outreach on 1/10/18. An in-service on Koru Mindfulness techniques was held on 2/6/18. They had a training on psychotropic medications and their use on 4/24/18. Staff had in-service training from Director of Conduct on 1/24/18.

5. Conferences/staff development: Three staff members attended the Opioid and Marijuana Summit, a convention for prevention of substance abuse and addiction held in Ocean City, MD; attended an Active Shooter Training; talk/presentation on Domestic Violence, and a webinar on prescription drug abuse during this reporting period. The Director attended a workshop on Emotional Intelligence during the fall 2017 semester and brought information back to share in a workshop with students. Another staff counselor attended a two-day workshop on ASIST, managing suicidal clients and treatment planning.

Staff completed the following webinars during the spring 2018 semester: Ongoing Alcohol Prevention Education: Training Beyond Incoming Students; The Journey Through Loss & Grief; Trends in Campus Mental Health Services; An Introduction to the Opioid Epidemic: Working Together To End The Nation’s Opioid Epidemic; and, Don’t Run, Call 911 – Opioid Prevention; Harm Reduction and Gambling Disorder. The Interim Director attended the Big Ten Counseling Center’s Conference February 21-23 and a 6-hour supervision training on 4/8/18. Staff attended a webinar on Student Disability Accommodation Requests on 4/5/18 and attended Terrorism in America Training on 5/4/18.

6. The “Counselor in Residence” program was developed and initiated during the fall semester. Whitney Gerst counseled students and held workshops to work towards integrating services for students in their residential areas.

7. A new 5 year Title III grant was received with the Activity Goal of Innovating Counseling Services by Holistic, Behavioral, and Mental Health Best Practices. This grant cycle started October 1, 2017. For objectives and detail please refer to that document.

Part II: 2017 Goals and Objectives The University Counseling Center activities are aligned with President Bell’s Goal VII. Goal VII: Continue to work toward closing the completion rate gap between the university’s underrepresented minority and low-income students and the USM average completion rate.

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Objective I: To provide professional development opportunities for staff, including in-service training programs, conferences, workshops, and other continuing education activities to meet the demand for increased mental health services with the latest in research-based mental health services.

Performance Indicators a. Number of training opportunities offered and other opportunities for learning.  Two major conferences were attended by staff  In-house clinical training on suicide was completed by all counseling staff  Training completed related to suicide prevention and treatment  Training completed on using Social Media for outreach.  The Coordinator of Student Disability Services attended a webinar on “How to Boost Student Engagement” with tools for quality note-taking.  Training completed on handling Student Disability Accommodation Requests.  Webinar attended on “Trends in Student Mental Health.”

The training provided to our staff is essential in order to improve the professionalization of the counseling center which in turn helps us to intervene with students having problems that may cause them to fail, drop classes, or leave UMES. Objective 2: To provide high quality individual and group counseling to assist students with emotional, social, educational and learning skill problems and concerns.

Performance Indicators a.

Number of counseling services provided  709 student counseling contacts were completed. b. Number of psychiatric services provided  81 appointments with our psychiatrist were kept The counseling and psychiatric services are essential to the retention of certain at risk students and students with psychiatric disabilities. These classes of students benefit from having extra support, medications, and the opportunity to strengthen coping skills and facilitate academic success.

Objective 3: To provide a variety of mental health and educational programming options related to student success and emotional health.

Performance Indicators a. b.

Number of educational mental health outreach activities offered.  A total of 11 workshops and 13 outreach activities were provided.

Number of persons being served through outreach  Approximately 1000 students were reached with activities in this category.

Outreach mental health programming is an effective means of helping students with problems that may interfere with their educational goals. Outreach often takes away the stigma of addressing mental health issues and it provides tools that students can use immediately.

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Objective 4: Provide accommodations to students with disabilities who self-identify with SDS Performance Indicators a. 1,258 visits were made to the Disability Services unit for the fall 2017 semester. b. Advertised for, interviewed, hired and provided training for 15 note takers. c. Proctored 392 exams for students with disabilities who needed extra time and distraction-free testing, making sure that academic integrity is upheld. d. Provided assistive technology to students who need it; Zoom Text, Kurtzweil Reader, JAWS and Dragon Speaks. e. 625 letters were generated listing the accommodations that students with disabilities need and are sent to faculty members each semester. f. Requested text books in alternate format from publishers, books on CD or tapes. g. Provided interpreters for students who are deaf and/or hard of hearing.

Future Goals: Operation In addition to fees necessary to pay for accreditation, the unit needs to hire licensed counselors, update the current filing system, and improve digital record-keeping. This will involve updating current equipment and adding laptops to the inventory.

Interns We would like to institute a training program for students in the Counseling and Rehabilitation Master’s degree programs by offering internship opportunities in the Counseling Center. This will require the establishment of a Clinical Coordinator with Maryland State independent counselor licensing.

Relaxation Zone One of our two new major initiatives is to develop a room where students can learn coping tools through mindfulness and meditation. We will need space, supplies, including a massage chair, yoga mats, sitting pillows in order to create the room.

Social Media Outreach In addition to utilizing social media platforms to communicate with UMES students, we hope to offer services that students can use on their own. We plan to develop an array of technologies that will help students to access mental health support “in their own rooms.” We will need funds to acquire technology that students can acquire for their personal devices and use for coping and modifying certain behaviors.

Full integration of Disability Services We plan to cross-train counseling staff with the disability services area. This will require funding for training on the latest information in Student Disability Services. We need the latest versions of software in assistive technology. We plan to establish a new “testing center” utilizing Titanium Software, which will mean an increase in the number of users on the system and a cost increase.

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Conclusion In order to address the needs of today’s students the University Counseling Center has been undergoing reorganization in staffing and in our programming. Our counselors have helped students with a variety of emotional concerns, helped them to find answers to problems and learn new coping skills. The counselors’ caseloads average at least 20 students each. We utilized a new strategy for outreach with our “counselor in residence” during the 2017-2018 academic year and will continue with this initiative for the new academic year. Staff initiated a University Counseling Center Social Media Project with a new Twitter account and updated, userfriendly website. We are currently posting to students with mental health education pieces and promoting events held by the unit. We currently have 58 followers and 8,396 impressions on our page. People have commented, and re-tweeted our material. We also hired a student intern through Student Health 101 and she “published” her first video journal article in March. Student Health 101, an on-line journal, has been used to promote activities and do outreach to students through social media.

We currently have one staff person who holds a license in the State of Maryland to work independently as a clinical mental health counselor and one new counselor added this year that has their Master’s degree in the Rehabilitation and Counseling program and is eligible for licensing. We are currently working to go paperless with our record keeping and to complete other preparations in order to meet criteria for accreditation.

The majority of students receiving disability services (more than 100) have learning disabilities. Other disabilities include: visual impairment, hearing impairment, sleep disorder, multiple sclerosis, epilepsy and seizures, PTSD, nerve damage in leg, dislocated wrist, liver transplant, ADHD, and others. Providing the various disability services certainly aided in the retention of these students and increased their ability to complete their education.

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Student Conduct and Community Standards and Parents Association Annual Report 2017 - 2018

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DIRECTOR OF STUDENT CONDUCT AND COMMUNITY STANDARDS AND PARENTS’ ASSOCIATION ANNUAL REPORT 2017-2018

Student Conduct and Community Standards Mission and Vision 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 and graduate students’ behavior to ensure a community that respects the dignity and rights of all persons to reach their highest potential. This Office will deliver 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 will strive to be a model for student conduct and conflict resolution by offering innovative, researchbased programs and services to promote civility within the campus community.

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 2017-2018 Unit Goals To promote socially acceptable standards of good conduct.

Objectives To reduce the number of overall policy violations by providing Code of Conduct information to students.

Accomplishments There were __64_ incidents from July, 2017 to June 30, 2018.

There were _29__ No Contact Orders issued.

To promote a safe and secure living-learning environment.

To reduce the number of major policy violations by educating students about these serious behaviors.

Number of violations violence to persons, _20__ Fighting and Battery 29, Drug Paraphernalia 8, Alcohol, _6__ Disruptive, Disorderly, 42 | P a g e

or Reckless Conduct, _27__ Non-Compliance 8, Theft 2, Recording/Taping of Images or Sound Without Consent 1, Harassment 3, Possession of Stolen Property and Identity Theft 1, Student ID Card 2, Illegal Gambling or Wagering 5, and _3__ weapons violations 20 on off Campus Misconduct.

There were _0___ expulsions, _11___ suspensions, and __20__ probations.

To promote future adherence to the University polices policies after students violate such policies.

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.

From July to December 2017 _4___ student violated policy a second time and _0____ students violated policy a third time.

Initiatives Student Conduct initiatives for 2017-2018 are the following (priority order):  Explore and purchase software options to facilitate case management and record-keeping (e.g., Simplicity or Maximum).  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.  Publish and print Student Conduct and Community Standards FAQ Brochure and incorporate this publication on the webpage and through other social media outlets  Identify campus community members who could serve as board member, 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 a user-friendly, informative website.

Accomplishments 2017-2018:  Consulted on a regular basis with faculty and staff concerning the interpretation and application of University standards for student behavior in the classroom and the campus community.  Maintained efficient office procedures to ensure fair, consistent and timely response to allegations of violations of University standards.  Adjudicated 58 students referred for non-academic allegations.  Served on local alcohol prevention committee.

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

      

Received 15 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.

Distributed Title IX, Student Conduct FAQ Brochure and Student Code of Conduct Manual to New Freshman at New Student Orientation and FYE classes.

A Mediation Center draft proposal was submitted for implementation for the 2018-2019AY. Frequently Asked Question brochure was distributed to parents and posted on the Parent Association website.

Ask to serve on the Hawks for Healthier Taskforce (ATOD) Host the USM Conduct Consortium at UMES, Spring 2018 Served as the Chair of the Residency Appeal Committee Served as chair for several departments interview committees

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 parent/guardian of a UMES student feels a part of the UMES spirit on campus and in their home state or country. The Parents Association’s priorities are to enhanced communication, outreach, and fundraising for the UMES students.

Accomplishments 

Sent Parents Association letter and application to all new parents of 2017 fall semester.



Received payment and application for 8 new parents’ association members.



Coordinated the Parents Weekend Oct 20-22, 2017. This event had a record turnout of parents/guardians to attend.



Sent Parent Association welcome letter to all participants at five E101 sessions for 2018 fall admits.



Spoke at one Open House during spring fest in the Fredrick Douglas Library

Plans 

Published and disturbed issues of the UMES Parents Newsletter to new and returning parent’s association members.



Mass mailing for new Parent Association members.



Make contact by mail to upcoming freshman for spring 2018.



Published and distributed issues of the UMES Parents Newsletter to new student’s parents at Enrollment 101 and the New Student Orientation program.

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Facilitated the implementation of a UMES Parent Association website. An online donation portal connected to the website is still pending approval.

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Webinars:                   

How State Marijuana Laws Do’s and Don’t Change the College Prevention Landscape (EVERFI) Achieving Student Success: Building a Framework for First Year Students (Noel Levitz) Implementing Strategy and Tracking Success (American Council on Education) Setting the Strategy for your Institution (Cisco) Student Experience (American Council on Education) Prescription Drug Monitoring Program & Office of Controlled Substances Administration Updates Financial Sustainability (American Council on Education) Getting to the Conversations that matter: Strategic approaches for screening and intervention (MD Collaborative to Reduce College Drinking and Related Problems) Addressing Prescription Drug Abuse on Campus (EVERFI) The Future of Harassment Prevention Education in 2018(Everfi) Paving the Way to a College Degree: The latest Insights on Freshman Motivations Ten Years of Impact: Engaging Incoming Undergraduates in Sexual Assault Prevention Partnerships with Purpose: The FEA and ASCA Joint Communication and Collaboration Guide Sexual Assault and Alcohol Title IX Listening Session Voice of Courage: Student Speak From the Frontlines of Sexual Violence Prevention Guarding the Nest-Newly Admitted Student Parents & Guardians Where Prevention Meets Response: Creating a Game Plan for Student-Athlete Wellness Marijuana: Best Practices in Brief Intervention

Challenges   

There has been an in substantial increase in classroom disruptive behavior from students sent to the Student Conduct Office for intervention by faculty. (12 out of 20 referral from the Math Department) There is a challenge in obtaining and capturing the email addresses of parents or guardians of our students There is a challenge in reaching freshman female students in order to help them transition to living successfully in a community

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Charles R. Drew Student Health Center Annual Report 2017 - 2018

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Charles R. Drew Student Health Center Division of Student Affairs Annual Report I.

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.

II.

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.

III.

The goals and objectives for the 2017-2018 year are being met. Quality health care services are provided on average to 18 – 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.

UMES GOAL III: ENSURE INSTITUTIONAL CONTINUOUS IMPROVEMENT IV.

Student Health Goals for 2017-2018

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 47 | P a g e

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 o

Performance Indicators:  Information provided to campus community to promote student healthy lifestyles, self-care and wellness

Comment: Information was shared with the UMES community regarding flu outbreak and protective methods for seasonal flu.

Objective 3: Upgrade and utilize technology to enhance data collection and manage inventory o Performance Indicators  Schedule installation of EMR (Fall, 2017)  Schedule staff training on EMR (Fall, 2017)  Will occur based on vendor schedule Comment: “Point and Click”, an electronic medical records data management system has been installed and Phase 1 of use began in January, 2018. Initial use involved handling appointments and registration. Additional training is ongoing to implement subsequent modules for charting, scanning and recording information.

Objective 4: To obtain and manage a student health insurance program for international students o Performance Indicators  Complete/renew agreements with insurance vendor (Fall, 2017)  Identify international students through PeopleSoft (September 15, 2017)  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, 2017 and February 28, 2018) Comment:

All indicators for this objective have been met. A total of 88 students were enrolled.

Objective 5: To ensure student compliance with campus medical requirements for enrollment o Performance Indicators  Number of completed health forms received  Number of health holds placed on non-compliant students  Number of notifications sent to noncompliant students Comment:

Health holds placed in Fall 2017 (362) and Spring (140) -30 remain for Spring semester.

Objective 6

To collaborate with campus Triage Team to coordinate student care and services 48 | P a g e

o Performance Indicators  Triage team meetings to discuss students in need of additional services (Team will meet as needed) Comment:

These meetings convene on as needed basis.

Objective 7: To develop assessment for health services to determine student use of services o Performance Indicators  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.

The EMR (electronic medical record) system is in the process of being implemented. The assessment is part of a later module and once fully operational will be utilized.

Objective 8: Maintain up-to-date webpage for student health services o Performance Indicators  Health center webpage assessable through internet connection  Update/review of webpage each semester Comment: Completed.

V.

FY 18-19 Initiatives a. Fully implement Electronic Medical Records i. Additional laptop/computers Rationale: The Student Health Center is in the process of transitioning to an electronic medical record system to comply with industry standards. The “Point and Click” system has been purchased and installed. This system is in use at each of the USM health centers. Staff training is underway. To effectively utilize the system for documentation of medical visits, the staff will need ready access to computers. The current inventory consists of desktop units only and presents a barrier to timely and appropriate charting as they are located distant from the exam rooms.

Stationing laptops in each of the exam rooms and at the sign in desk is the recommendation.

Cost estimate 6 units @ $2000 5 stands for units @ $500

$12,000 $ 3,000 Total

$15,000

ii. Personnel

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Rationale The Student Health Center is currently staffed with one full time mid-level provider (nurse practitioner); one full time RN; one nurse administrator and an on-call physician. A half-time (50%) nurse practitioner retired in 2009 and the position has remained unfilled. Operational changes were instituted to compensate for the decreased staff; however as enrollment and patient complexity increases, additional staff will be needed.

Cost estimate Salary for half time NP Salary for medical assistant

$40,000 $27,000

b. Update protocols and procedures to be in compliance with federal and state authorities i. Federal ii. CRISP iii. DEA 1. New substance abuse guidelines iv. State 1. Medical care policy administration 2. CDS (controlled drug division) 3. Medicaid and governing MCO’s (medical care organizations) c. Continue to implement “Best Practices� in the delivery of health services focusing on evidencebased medical practices as outlined by US Preventative Services Task Force i. Sexual Health and Prevention ii. Infectious Disease Prevention and containment iii. Chronic Disease Management d. Utilize existing and developing databases to identify students at risk of disease exacerbations and proactively engage with them to prevent morbidity.

VI.

Highlights: Student Health Center staff continues to participate in continuing education and other campus wide activities. a. Approval for electronic medical records; installation in process. Staff has been meeting 1-2 times a week with vendor deployment staff and UMES IT for set up and installation. Expected date to go live is January 16, 2018. b. Nurse practitioner attended conferences in November and December to meet licensing requirements. Additionally, the Nurse Practitioner participated in monthly educational webinars on health related subjects resulting in continuing education credits. c. Staff participated in freshman orientation sessions. d. Collaborated with Office of International Students regarding health insurance policy for international students. A total of 88 students were enrolled. The policy will be reviewed for renewal for Fall 18 semester. e. Supported commencement activities by providing first aid services f. Continued work with health holds and assisting students with meeting immunization requirements 50 | P a g e

g. Received final sign off on for Health Center Audit; all items completed and in compliance h. Building alarm system has been reactivated i. Collaborative efforts continue with Somerset County Health Department – meeting held to discuss STI awareness efforts j. Center webpage updated k. Participated in Substance Abuse Coalition Advisory Board l. Participated in ATOD advisory board m. Collaboration with Somerset and Wicomico County Health Department n. Nurse Practitioner completed Prescription Drug Monitoring Program o. All professional staff have renewed licenses Comment: The staff in the Student Health Center continue to extend themselves beyond the expected duties. As an example, in working with five particular students who have serious chronic conditions, members of the staff have assumed additional responsibilities to ensure the students receive the care and services needed. Staff have for example:  Visited hospitalized students  Arranged transport for students to appointments  Transported and accompanied students to medical appointments (Transportation was provided to Columbia, MD for specialist appointments to facilitate the medical information and make sure the student understood pertinent details)  Another student was transported to Salisbury to specialist appointment when no other drivers were available.  Assisted students with interpreting insurance billing issues and worked with insurance companies to obtain needed approvals for billing  Assisted students with medication, in some cases picking up, paying for and delivering prescriptions to students without resources  Assisting students with unmet needs (i.e. food)  Conducted family (parent) conferences to coordinate care for the student  Facilitated ambulance transports from the health center for two students in dire medical need which resulted in ICU admission Overall the staff willingly works to provide a high quality service to the students, recognizing that this at times requires an extra effort.

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CAREER & PROFESSIONAL DEVELOPMENT CENTER Annual Report 2017 - 2018

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OFFICE OF CAREER & PROFESSIONAL DEVELOPMENT CENTER 2017- 2018 ANNUAL REPORT INTRODUCTION Career and professional development is a lifelong process of exploring, evaluating and implementing career decisions. The Career & Professional Development Center (C&PDC) provides effective and innovative career and employability programs and service to students to help them achieve career satisfaction and success. The mission of C&PDC is to provide career development and professional readiness to help students’ access high quality independent and impartial career information and career advice and guidance in a rapidly changing global workforce. The University Career & Professional Development Center educates students on how to acquire essential work skills, while encouraging personal responsibility to explore and achieve career goals. C&DPC is an integral part of extending the University’s resources beyond the classroom and focuses on the comprehensive delivery of services to students for the duration of their undergraduate education. As a result of this, students are able to take their experiences and opportunities and integrate them into the academic process effectively.

During FY 2017-2018, there were 661 student visits to this unit. The gender and classification breakdown is as follows: Gender - 446-Females and 215-Males; Classification – Freshmen - 201, Sophomores- 90, Juniors-82, Seniors- 250, and Graduate Students- 38. The services below were sought by the 661 students: Career Counseling/Assessments - 76, Resume Critique – 200, Employment/Job Strategies - 184, Internships-191, and other-10. All students must have or complete a resume.

The Career & Professional Development staff are available to assist with exploring careers, while also helping to ensure a successful transition from academic life to the world of work. C&PDC provides career programs and experiences for students while assisting them with further development of skills needed. The staff assist students with self-assessment, career exploration, the integration of classroom theory with actual work experiences, the selection or affirmation of career choices, professional interests’ selections, work values, various career options, job search/decision making skills, and the overall successful transition from college to the workforce. A priority is involvement with incoming freshmen and encouraging them to become engaged with the career services process upon entering the university.

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 other career related programs. C&PDC uses technology and social media in order to improve student’s knowledge, career preparedness and a successful transition into the global workforce The Director of the Career and Professional Development Center has written an activity for the 2017-2018 academic year supported by Title III funds and is entitled “Transitioning into a Global Workforce Though Internships.” This program was designed to develop and assist with the enhancement of career-related programs that offer internship opportunities while also developing strong partnerships with numerous corporations. The 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), and Law School Admission Test (LSAT).

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Part II: 2017-2018 Goals and Objectives 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 first time students.

Collaboration with the following programs that focus on first-generation students are as follows; Enrollment 101, the Office of Access and Academic Success Program, Hyatt Summer Bridge Program and Freshmen Orientation Programs. Staff presented seminars/workshops for freshman; 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 Seminars and Resume Workshops for freshmen. 

The Director with the assistance of the Career Specialist were involved with the development and implementation of career related components for these programs. These programs assisted with the development of career strategies that impact retention of first-time, full-time freshmen. The mission of these programs are to involve first generation students in career exploration, out-ofclassroom educational experiences, while also improving the retention and graduation rates of UMES students. The implementation of the career services objectives and programs developed and executed by the Director and staff demonstrate an understanding of each student’s career choice, motivate students to utilize critical thinking in assessing the selection of a major as it correlates with selecting a career choice, and assist with development of professional resumes, while also preparing for a global workforce.



According to the Career & Professional Development Sign-In Log, Surveys and Workshop Assessment Forms, 201 freshmen have visited the office. Also, a wealth of career related information was distributed to freshmen students throughout campus through social media and 54 | P a g e

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. These items are essential tools for providing career materials, information and opportunities to all students, specifically freshmen. 

Each Dean and Chair was sent the aforementioned information at the beginning of each semester.

Learning Outcomes     

New students will be aware of the services provided through the Center.

There will be an increase in the number of new students using the services and website.

Increase in the number of freshmen who will take ownership of their career development process.

Increase in the number of first time students who utilize the office and also participate in career related programs.

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.  C&PDC distributed to each academic department and the campus community the following materials: Career & Professional Development Center Calendar of Events FY 2017-2018, 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 recruiters and Career Professionals have conducted career related workshops, seminars and presentations in the classroom 

Within the academic year 2017-2018 the C&PDC offered extensive career related programs to assist students in building confidence, self-advocacy skills and knowledge about various career fields There have been over 33 workshops, clinics, seminars, and programs, C&PDC stations and/or informational classroom sessions held during FY 2017-2018. Some of the workshops were as follows: Ignite Your Internship Search, Freshmen Friday, Resume Clinic, Communicating Your Skills, Career Information Station, Elevator Pitch and Career Fair Prep for Graduate Students, and LinkedIn profile development.



Career Ambassadors continue to be trained to volunteer in the office. They provide outreach and information to the campus community about career-related programs and resources, serve as advisors for students, and assist Career Center staff with workshops and information sessions and meetings. There were 39 Career Ambassadors that assisted the office during FY 2017-2018.



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, the UMES Public Relations office and other entities throughout the campus. There is a Career Ambassador who oversees the social media presence for the office. 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 students continue to 55 | P a g e

expand. The center purchased an online career services system called Handshake which will be officially introduced and launched in beginning in the fall 2018 semester. 

During the FY 2017- 2018 academic year there were 4,380 student who utilized the website; 11,340 page impressions. Seventy-two percent of returning students used the website to discern career-related information.

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 the Career & Professional Development Center 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 or internship search.  There will be an increase in the accessibility of internships and permanent employment due to the implementation of the Handshake software apparatus.

C. Twenty career related events will be held to assist with preparing students for the workforce.  During the FY 2017- 2018 academic year there were 33 workshops, clinics, classroom presentations, seminars and informational sessions that have been presented. There has been an average of 8-35 students a session. The office is impactful with connecting student’s talents with employer’s needs. Employers are demanding the intellectual capacity, diverse perspectives, unbending ambition, and strong drive of from our students. 



There were four fairs held during the 2017-2018 academic year. The Fall Career Graduate/Professional School Fair was on October 6, 2017. There were 75 corporations, government agencies, and graduate/professional schools and 151 recruiters in attendance at this event. The Spring Career /Internship Fair, Trending Internship Fair & UMES/SU Fair were hosted for the campus community.

Learning Outcomes  Students who participate in a resume/cover letter/interviewing session will improve their knowledge of resume and cover letter writing preparation.  Students will identify and evaluate opportunities for career exploration, skill development, and experience 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.  Ability to understand employers’ recruiting and hiring practices.  Students learn how to conduct themselves at various events and the importance of professionalism.  Networking interviewing and internship opportunities.  Students are better prepared for the workforce.

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 and recruiters, after each career related event. (Student Evaluation of Recruiters, Student Interview Report, Career Services Program Assessment Form). To date, 100% of the assessment surveys for the programs have been administered and 56 | P a g e

completed, because they are disseminated after each event. Statistical data reveals that 53% of students rated programs between Very Good and Good. 

The feedback from surveys assists staff with coaching students. Recruiters evaluate how students conduct themselves during interviews. Students were also allowed to assess the recruiters after the interviews were completed. This allows for accountability with recruiters. Surveys provided information about the career related programs sponsored, interview sessions and how to further enhance the programs currently offered.



The office implemented the objectives for the 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 student.



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 the Title III program students now have access to on- line internship resources.



Marketing of career related programs has resulted in an increase of academic departmental request for workshops in the areas of resume, interviews and internships. CAAS, Engineering and HTM faculty continue to bring classes to the Career & Professional Development Center each semester.

Learning Outcomes    

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 Career Professionals.

Increase in the development of new career related programs.

Secure important data and feedback regarding the quality of services, strengthening of programs and services to students.

Objective 2: Design and implement a centralized information system to collect data about graduating seniors.

Performance Indicators a. Revise UMES Graduation Class Survey 2017-2018  The Career Services Graduation Survey Form has been revised. The electronic version of the UMES Career & Professional Development Center Graduation Class Survey is on-line. This form provides the office with statistical data about graduating seniors and other demographics. The survey reported students obtained employment or have decided to go to Graduate/Professional School.

Students complete this form for graduation clearance.

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III. Discuss unit accomplishments/signature programs. 

CISCO Systems Inc.: CISCO Systems Inc. selected UMES senior Daevon Greene as the winner in the third annual CISCO Invitational Sales Competition held on Oct. 13, 2017 at UMES. This sales competition challenged top university students to engage in a mock sales conversation with a potential customer. The process tested each student’s ability to ask effective questions, build rapport with the client and identify the customers’ business initiatives. Students utilized the services offered (interview techniques, resume building, and professional ethics) by the Career & Professional Development Center staff to prepare for the competition. As a result of this endeavor, participating students were eligible to receive jobs and internships at CISCO. As a result of the UMES/CISCO Partnership, we hope to partner with CISCO to bring a CISCO Networking Academy to the University 2018-2019.

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U.S. PEACE CORPS PROPOSAL; On April 30, 2018 the UMES/Peace Corps Initiative Program was launched. UMES is one of only a select number of HBCU’s who have been provided the opportunity to integrate this program into the university’s academic curriculum.

UMES is committed to providing both academic and co-curricular international opportunities to our students so they are prepared to address challenges for a knowledge-based competitive global economy. Our commitment to international education and service is formalized in Objective 1.3 of the University’s Strategic Plan.



TECHNOLOGY ENHANCEMENT - FALL LAUNCH OF HANDSHAKE: The C&PDC will continue to efficiently utilize technology that will empower students to engage with and utilize more self-directed tools for success. This is includes the implementation of Handshake, a new online software system for jobs, internships, workshops, seminars, informational tables, on-campus recruiting and employer presentations. There are over 170 Universities/Colleges who utilize this software system and over 120,000 employers. The transition to this system will provide the campus community access to a vast array of employment opportunities. Individuals can easily connect with employers, search for jobs, internships, and obtain information regarding career-related events.

Additionally, the management of an on campus recruitment schedule with the ability to make appointments with employment recruiters is also available.

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LAUNCHING OF THE PRESIDENTS PROFESSIONAL CLOTHES CLOSET: The University Of Maryland Eastern Shore Career & Professional Development Center, Department of Human Ecology and the Office of Alumni Affairs established the THE PRESIDENT’S PROFESSIONAL CLOTHES CLOSET. The closet is a new professional clothing closet where UMES students can receive attire for free and be prepared for upcoming career, graduate/professional school fairs held on campus. Enterprise Holdings Inc. one of the Fortune 500 companies that supports UMES has made a commitment to assist with this venture.

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ENTERPRISE HOLDINGS Donation: Enterprise Holdings, a Fortune 500 Company, presented the Career & Professional Development Center with a check for $ 2,500 to be utilized for career-related programs during the fall 2017 semester.

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IV. List goals for the year 2018-2019 CAREER & PROFESSIONAL DEVELOPMENT CENTER 2018-2019 GOALS AND OBJECTIVES The Career & Professional Development Center students must compete successfully in an increasingly competitive global market and we must prepare them to do so with skills, experience, confidence, networks and knowledge.

Goal I: Design and implement career-related educational seminars and workshops by offering 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 career events will be held to assist with preparing students for selecting careers and entering the workforce. This initiative will increase job, internship and career opportunities for students.

D. Surveys and assessments will continue to be completed to assess effectiveness of programs and corporate recruitment processes.

Measure of Success  There will be an increase in the number of new students using the services provided as well as the website by 5%.  There will be an increase in student attendance by 5% at career-related workshops and/or activities.  Twenty career-related events will be held to assist with preparing students for the workforce and increase job, internship and career opportunities for students.  Students will understand and apply the job search skills and behaviors required to effectively and professionally pursue employment or graduate school admission.

Goal II: Survey and assessments will continue to be completed to assess effectiveness of programs and corporate recruitment process.

Strategies A. Implement a system to collect data on career-related activities.

B. Enhance technology to include assessments and surveys.

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.  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 the workforce.

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Goal III: Enhance further employer relations  

Heighten engagement with employers and prospects and identify new partners and partnership opportunities.

Deepen the penetration of particular industries and sectors where students want to work.

Strategies A. Connect students with top organizations for internships and employment opportunities.

B. Have corporations interact with students to prepare them for the workforce.

C. Further strengthen employer relationships in order to secure career opportunities for students.

IV. Identify resource requirements needed to achieve the balance of your 2018-2019 goals.

Career & Professional Development professionals continuously strive to maintain current career trends and technology so that they can acquire the skills to effectively and efficiently assist students. The C&PDC is in need of staff and financial resources. There is a need for a senior career specialist and two career counselors. Due to budget constraints, there has been limited travel for staff. Staff continue to pursue affordable professional development opportunities by participating in various webinars, but this has been a major obstacle for the office.

The funds provided through the state appropriated budget are extremely limited. Most of the funds cover salaries and are not enough for program planning and implementation. According to the National Association of Colleges and Employers 2017-2018 Career Services Benchmark Survey for Colleges and Universities, most non-personnel operating budgets range from $63,086 to $69,000. A review of state budgets allocated in the past three years for the C&PDC show that after salaries have been addressed, all that is left is a direct operating cost of $4,236. After assessing the needs for the Career & Professional Development Center, non-personnel operating budget of $56,770 could help further advance programming efforts from this unit.

The impact of the Title III cuts had a negative impact on the operations of the Career & Professional Development Center. It resulted in limited spending which impacted some of the programs offered. University students need career-related programs developed to prepare them for internships in their respective majors, while exposing them to new career/employment opportunities and hands-on experiences.

Hopefully, this will translate into an increase of employers for participation with campus recruiting and internship opportunities. Continued outreach efforts to potential corporations to facilitate recruitment of UMES students will continue. As the University increases enrollment of students and also make retention a priority, these concerns need to be addressed in order to maintain state of the art career-related programs. Customer service will continue to be a focus for the office to ensure meeting the career development needs of students. The University of Maryland Eastern Shore, Career & Professional Center must stay ahead of career trends, if the focus is to prepare and engage students to develop the skills necessary for transitioning into a global workforce.

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University Engagement

Lifelong Learning Annual Report 2017 - 2018

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University Engagement & Lifelong Learning Annual Report FY 2017-2018

Part I: Narrative 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. U.E.L.L. 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. Marcellus L. Connor who is serving as Interim Director until a permanent Director is named. This position reports to Dr. J. Michael Harpe, Interim Vice President of Student Affairs. Mr. Connor is supported by a skilled team comprising a full-time Administrative Assistant and three full-time AmeriCorps VISTA members as illustrated on the organizational structure. The administrative assistant, Ms. Christine Allen, is responsible for assisting with day to day operations. Ms. Allen’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. Ms. Diamond Nwaeze is UMES’ 2017-2018 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 (GHYC). Ms. Nwaeze’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.

Mr. Maurice Stratton is UMES’ 2018-2019 Vet Connect AmeriCorps VISTA member. He is responsible for assisting and providing solutions to increase and improve the quality of life and welfare of military veterans and their dependents. This community-level effort directly supports military service members, veterans and their 62 | P a g e

families by addressing critical issues and needs including: Financial and Legal Assistance, Job Training and Employment, Homelessness and Housing, Behavioral Health and Wellness and Education. Mr. Stratton works to help ensure that all veterans and their families, have assistance in an integrated holistic approach in coordinating benefits; to include: education, counseling, employment, financial literacy, housing referral, and health care that are available via state and federal VA programs.

Mr. Samuel Perry is UMES’ 2018-2019 P20 Connect “Shore to Four” AmeriCorps Vista member. He is responsible for creating and implement recruitment plans, transfer access programming, summer programming, civic and community engagement, college and career readiness programming, mentoring programming, and assist in the development and facilitation of other college and career-readiness programming. Create and facilitate programming with Career Readiness Coaches and the UMES University Engagement and Lifelong Learning office. Create and facilitate career tracking and assessment plan with career readiness coaches and the UMES U.E.L.L. office. Collect and evaluate data from UMES community business partners to assess regional needs related to career/professional skill development of college students. Co-create and implement a Shore to Four Project data assessment plan. Evaluate Shore to Four programming and assist in UMES’ development efforts for tuition scholarship support.

OUELL ORGANIZATIONAL STRUCTURE

Title III: Activity Director/Coordinator of University Engagement & Lifelong Learning Marcellus L. Connor, Interim

Administrative Assistant I (FT) Ms. Christine Allen

Campus Compact Mid Atlantic (CCMA) AmeriCorps VISTA Member (FT) Ms. Diamond Nwaeze

Campus Compact Mid Atlantic (CCMA) AmeriCorps VISTA Member (FT) Mr. Maurice Stratton

Campus Compact Mid Atlantic (CCMA) AmeriCorps VISTA Member (FT) Mr. Samuel Perry

Individual Accomplishments 

GHYC AmeriCorps VISTA member, Diamond Nwaeze successfully wrote and obtained a $1,500 grant from the Community Foundation of the Eastern Shore to build local community gardens.

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GHYC AmeriCorps VISTA member obtained toy donations estimated over $14,000 from anonymous donors.

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Vet Connect AmeriCorps VISTA member attended the 2017 Maryland Association of Counties (MACO) Conference in Ocean City, MD.

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Vet Connect AmeriCorps VISTA members were featured in the UMES KEY in regards to the new Vet Connect Program.

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U.E.L.L. Director served as the Co-PI on a grant awarded by the Robert Wood Johnson Foundation and 4 H National.

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U.E.L.L. Director served as the Chair of the 2018 Campus Compact Service Learning and Civic Engagement Conference hosted at UMES during the spring 2018 semester.

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The Director of the U.E.L.L. received the JV Educational Leadership Award on April 18-20 at the 15th Annual Males of Color Empowerment and Retention Conference.

Unit Accomplishments 

OUELL programming has been featured on numerous media outlets and tri county news publications.



Approximately 300 students who have interacted with the U.E.L.L. have participated in 2,087 hours of leadership training, mentoring, service learning, and community service initiatives.

Part II: 2017-18 Goals and Objectives

Objective 1: Conduct course development activities to introduce faculty to the concept of high impact practices (HIP) and service learning and encourage them to incorporate these concepts into their curriculum and teaching strategies Performance Indicators a. Improvements in faculty knowledge regarding HIPs and effective strategies for incorporating HIPs into academic courses. b. Twenty faculty members will be trained on HIP best practices and ten faculty members will incorporate HIPs in at least ten courses.

Tangible Results: a. During the Spring/Summer of 2017 the Director of University Engagement and Lifelong Learning (UELL) met with the Center of Access and Academic Success (CAAS) First Year Experience (FYE) program leader about future collaborations on implementing service learning into FYE instruction.

Beginning in the fall 2017 semester, incoming FYE students are now required to complete eight hours of community service before the end of the semester of enrollment in this course. b. The former Director of the U.E.L.L. presented to (18) First Year Experience (FYE) instructors on ways to integrate High Impact Practices (HIPs) into their current teaching practices and curriculum at their FYE training hosted by the Center of Access and Academic Success.

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c. Currently all FYE students must complete 8 hours of community service. Student participation of hours are constantly recorded in UELL’s database and a report will be generated winter 2017/2018. d. The Division of Student Affairs and the Division of Academic Affairs co-hosted the 2018 Service Learning and Civic Engagement Conference (SLCE) at UMES. This conference allowed faculty and staff to attend workshops and learn how to implement High Impact Practices (HIPs) into their future and current teaching practices.

Objective 2: Provide students with on and off campus experiences and opportunities to develop and enhance their personal philosophy of leadership through community outreach, personal development workshops and conferences Performance Indicators a. 200 students will participate in five personal/professional development workshops and/or five community outreach initiatives.

Tangible Results: a. Approximately 300 students have participated in 2,087 hours of community service and personal development opportunities throughout the year. Activities include the following: mentoring youth at the Garland Hayward Youth Center; constructing garden beds on and off campus; participating in Breast Cancer Walks; building wheelchair ramps for the elderly and military veterans; community clean ups; park revitalization projects. Additionally, UMES students participated in Thanksgiving food box assembly & distribution to over 300 families as well as Christmas toy packing, wrapping and distribution.

Objective 3: Enhance and expand linkages with community to mentor K-12 students for pursuing postsecondary education.

Performance Indicators a. A minimum of 20 UMES students will serve as mentors for 20 community youth.

Tangible Results: a. UMES students have continuously served as mentors for youth at the GHYC via bi-weekly programming conducted by our GHYC AmeriCorps VISTA member. Twice a month young men and women from the campus organizations, Men of Distinction & Women of Distinction, met with youths at the center in the evening to discuss issues pertaining to everyday life and issues facing youth in our community. They also participated in character development, civic development and college readiness workshops. b. The Great 8 Initiative is a mentoring program hosted at Washington High School (WHS) that pairs 20 UMES students with 20 youth at WHS. UMES student volunteers have received training and have had background checks sponsored by the Somerset County Board of Education. Mentoring began in December 2017 and continued throughout the spring 2018 semester.

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Campus Life Annual Report 2017 - 2018

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Part I: Narrative The Office of Campus Life at the University of Maryland Eastern Shore is responsible for the oversite of the Student Services Center, Student Programming and Leadership Development, major campus events including but not limited to New Student Orientation, Coronation, Homecoming, and Spring Fest as well as Intramural Sports and Recreation. The Campus Life team is comprised of three (3) full-time exempt staff and eight (8) non-exempt staff. The target audience for our programming and activities is current, undergraduate, UMES students.

This academic year the Campus Life team traveled for professional development and to support our student leaders. Professional development for our staff included the ACUI regional conference at UMBC, NIRSA National Conference in Colorado, APCA Regional Activities Planning Conference in Hershey, PA and the CADCA National Conference in Washington, D.C. and numerous Skillpath regional seminars for administrative assistants, managing multiple projects and certification in Microsoft Excel. We supported our student leaders in their development at the Kings and Queens Connection in New Orleans, LA, the National Black College Hall of Fame in Atlanta, GA, and the NASAP Student Leadership Institute in Savannah, GA. The Campus Life team continues to provide high-quality, engaging activities for UMES students. This academic year we planned standard programs as well as late-night and weekend activities for 25 of the 32 weekends of the semester. Highlights for our team for the academic year included a successful three-day new student orientation program where we welcomed over 600 incoming students to the UMES HAWK family with re-invented programming and engagement opportunities. We continued our contract with SWANK to provide bi-weekly movie weekends in the theater, free of charge to our staff and students. Campus Life hosted a Domestic Violence Awareness Week to share information and shed light on a national concern. We continued our partnership with the Alcohol, Tobacco and other Drug Prevention Center for our annual Winter Wonderland, Valentine’s Day and Cinco de Mayo celebrations. Intramural Sports and Recreation traveled with students for tournaments in the University of Maryland, College Park. During the fall 2017 semester, the first ever all-female flag football team from UMES to participated and competed in the flag football tournament. Additionally, the men’s intramural basketball team qualified to represent UMES at the University of Maryland, College Park and competed and won against other USM schools to reach the final championship game and ending in securing a second place finish.

Campus Life provided staff support and financial assistance for police/security at over 50 student organized events including, but not limited to, showcases, parties, fashion shows, new member presentations and philanthropic events. We revived the spirit of service and philanthropy in our student organizations. Partnering with Habitat for Humanity of Wicomico County, we hosted 7 weekend trips to assist in building habitat homes in Salisbury, MD. Student organizations raised money to donate to causes such as Pancreatic Cancer Awareness, Breast Cancer Awareness, Autism Awareness and the Seaton Center in Princess Anne, MD. Continuing the spirit of philanthropy, for the Christmas holiday, we offered service hours to students who donated new, unwrapped toys for children. As a result over $2,500 worth of toys were donated to the Angel Tree Ministry, Life Crisis Center in Salisbury and the Lower Shore Homeless Shelter. Finally, we developed a partnership with Walmart in Pocomoke City to host a Hunger Relief and Homeless Awareness event. Walmart donated over 300,000 meals which we divided and donated to five lower shore shelters and food pantries.

Campus Life added new programs to our line-up this academic year. We partnered with HAWKS Corner to host a Family Movie weekend for the Princess Anne community. We engaged 25 students in a Smith Island Experience, traveling via ferry to Smith Island to learn about the life on the island, how the residents survive in the isolated community and participated in a hands on tutorial to make Smith Island cakes. Campus Life hosted monthly Brown Bag Lunches providing free food and information to students about Founder’s Day, Domestic Violence Awareness, Breast Cancer Awareness, Pancreatic Cancer Awareness, Sexual Assault and Alcohol Awareness as well as Black History and our HBCU. We developed a partnership with the Counseling Center to host a Developmental Series. Programs for the developmental series included stress management and sexual 67 | P a g e

assault awareness. We hosted an inaugural Student Appreciation Week with events including Student Excellence Awards, Ice Cream Social, and Casino Night. Intramural Sports & Recreation added a weekly “Ladies Night” in Tawes Gymnasium to engage our female student population in more open-gym activities such as basketball and volleyball. The game room had a successful inaugural bowling league with over eight registered teams of students and staff to close the semester.

Part II: Goals and Objectives I.

Provide high quality, diverse programming in a welcoming environment for all students. a. Community Service and Engagement Programming b. Intramural Sports & Recreation Week c. Spring Fest Week d. Student Appreciation Week

II.

Build interdepartmental relationships through collaborative programming and activities. a. Partnered with Alcohol, Tobacco and Other Drugs Prevention Center on three programs - 2nd Annual Winter Wonderland, Valentine’s Day, and 2nd Annual Cinco de Mayo Celebration. b. Domestic Violence Awareness Week committee was a partnership with Campus Life, Alcohol, Tobacco and Other Drugs Prevention Center, Residence Life, and University Engagement and Lifelong Learning. c. Smith Island Experience –collaboration between University Engagement and Lifelong Learning and Campus Life. d. Partnered with the Counseling Center for two developmental series programs – one on Stress Management and the other dealing with Sexual Assault Awareness.

III.

Growth of the fraternity and sorority community on campus. a. Fall intake included 7 fraternity and sorority Greek and non-Greek chapters; adding 32 new members to our fraternity and sorority community. Spring intake included 5 of these organizations; adding 42 new members to this community. b. Reactivation of Sigma Gamma Rho Sorority, Inc. after many years without a chapter on the yard.

Also, the reactivation of Omega Psi Phi Fraternity, Inc. c. Campus Life paid for the pouring of 13 concrete plots on campus near the sports pavilion. This was a 3 year project for Campus Life and it is something that will help build the legacy of the Greek community on the campus.

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IV.

Re-brand the Student Government Association & Campus Activities Board. a. Advisor-led weekend retreat with SGA and CAB to strengthen the relationship between organizations, provide team-building and re-build relationships with campus administrators. b. Include SGA and CAB in program planning, encourage representation at major campus events including graduation, convocation, new student orientation and donor related activities. c. Closed the semester with full executive boards for the Executive SGA, Class Boards and CAB.

Office of Campus Life Ms. Cecilia Rivera Director

Michelle Roberts Administrative Assistant

Mr. Valentine Anamelechi Assistant Director Campus Programming and Activities

Mr. Tyere Ferguson Interim Director Intramural Sports & Recreation

TBD Intramural Sports Coordinator

Monique Potter Assistant Director Facilities & External Events

Dwayne Robinson Olatunji Alaran TBD Program Coordinator (3)

Phillip Harrison Malcom Brittingham Dominic Coles TBD Building Manager (4)

Marques Todman Recreation Coordinator

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Grants Management Annual Report 2017 - 2018

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GRANTS MANAGEMENT 2017- 2018 ANNUAL REPORT INTRODUCTION 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.

Non-Competitive Continuations 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 – 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 collaborate with community stakeholders to prevent and reduce substance use and related problems among youth and create sustainable community-level change through the use of the Seven Strategies for Community Change. The Division efforts seek to promote enrichment to enrollment. The Division supports enrichment activities in the local high schools in Somerset, Wicomico, and Worcester counties to promote subsequent UMES enrollment.

Community Services and Research Center, Inc. (CSRC) Award: $10,000* Submitted: October 1, 2017 Awarded: January 1, 2018 – September 30, 2021 Amount: $10,000 per year for 4 years ($40,000) This award supports the activities of the UMES Prevention Works Initiative, including marijuana risk education for young adults 18 to 24. *This award has the potential to increase to $40,000 to support the part-time Program Manager for the Prevention Works Initiative. The current funding for the Program Manager ends on September 30, 2018. If FY 18 submitted proposals are not funded which support the part-time Program Manager, CSRC will increase the award to $40,000 to support the part-time Program Manager position.

FY 18 Submitted Proposals Grants to Reduce Sexual Assault, Domestic Violence, Dating Violence and Stalking on Campus Program (Campus Grants Program) (Funder: Office of Violence Against Women) Submitted: March 7, 2018 Amount: $300,000 71 | P a g e

The proposed project is to reduce campus sexual assault, domestic violence, and dating violence in partnership with the Life Crisis Center, Inc. (LCC) and the Somerset State’s Attorney, for the comprehensive victim services and advocacy that will be provided to survivors of sexual assault, domestic violence, and dating violence at UMES. 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.

New and Innovative Strategies to Prevent Teenage Pregnancy and Promote Healthy Adolescence (Funder Office of Adolescent Health/DHHS) Submitted: June 28, 2018 Amount: $750,000 ($375,000 per year) The proposed project is to evaluate and test a new and innovative Hip Hop 2 Promote Adolescence Health and Sexual Efficacy (H2P-AH) program. The goal is to increase new and innovative strategies to prevent teen pregnancy by promoting healthy adolescence and addressing youth sexual risk holistically for 128 9th graders attending Somerset County Public Schools by enhancing protective factors in order to result in health decisions making and future thriving. The proposal is a partnership with Somerset County Public Schools as part of the Divisions “enrichment to enrollment” initiative.

Prevention Technology Transfer Center (PTTC) [Funder: Substance Abuse and Mental Health Services Administration (SAMHSA)] Submitted: July 10, 2018 Amount: $3 million ($600,000 per year) The University of Maryland Eastern Shore, in partnership with the University of Maryland School of Public Health Prevention Research Center, Maryland Department of Behavioral Health, Maryland Association of Prevention Professionals and Advocates, Virginia Commonwealth University, Lincoln University, Howard University, the Harley Business Group, Bridging Resources in Communities, and Strategic Community Services, proposes to develop and implement the Region 3 Prevention Technology Transfer Center (PTTC).

The Region 3 PTTC goal is to increase training, technical assistance, and learning services for the substance abuse prevention field including professionals/pre-professionals, organizations, and others in prevention science and the use evidenced-based and promising practices to improve implementation and delivery of effective substance abuse prevention interventions. Region 3 includes West Virginia, Pennsylvania, Delaware, Maryland, Virginia, and the District of Columbia.

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Prevention Practice & Science Annual Report 2017 - 2018

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PREVENTION PRACTICE & SCIENCE ANNUAL REPORT FY 2017 – 2018 Part I: Narrative Mission To leverage the resources of the University of Maryland Eastern Shore (UMES) to affect community-level change through prevention practice and science, thereby encouraging student enrollment from young adults on the Lower Eastern Shore of Maryland.

Purpose To mobilize community stakeholders to prevent youth and young adults’ substance misuse problems and related minority health, behavioral health, and health disparities issues.

Structure Prevention Practice & Science Unit consists of a Program Manager, Coalition Coordinator, and a graduate assistant. The unit sponsors a drug-free community coalition funded by the Office of National Drug Control Policy (ONDCP) and The Substance Abuse and Mental Health Services Administration (SAMHSA). The coalition is called UMES Project Achieve. The coalition consists of 12 sectors: youths, parents, schools, law enforcement, media, healthcare professionals, youth-servicing organizations, businesses, faith-based organizations, local substance abuse agency, civic groups, and other organizations interested in substance abuse prevention. Coalition membership is open to any interested individual. The Coalition is committed to preventing marijuana use and opioid use in Somerset County.

Program Manager: Ms. Sylvia Quinton, J.D. has direct experience in managing federal grants. She works with the University’s accounting and procurement offices to ensure financial management compliance including responsibilities with UMES financial management system (Kauli) as well as ensuring sufficient source documentation for costs incurred.

Coalition Coordinator: Ms. Karen Golphin is responsible for administration, coordination and communication with coalition members between meetings. She convenes coalition meetings; respond to telephone calls and written communications about coalition activities, sector members, support committees, develop reports of Coalition meetings; and attend trainings and technical assistance activities to ensure the goals and objectives of the DFC program are accomplished. The primary duties of the Coalition Coordinator include: membership recruitment and retention planning; connecting the Coalition to the public and private youth and family systems serving the community at large; enhancing and strengthening collaborations; supporting the activities of the Coalition; linking the Coalition to the community’s human capital; and assisting in the development of social capital by connecting the experts in community level change with the key leaders in the community who are knowledgeable of the problem. The Coalition Coordinator reports to the Project Director and the Coalition.

Graduate Associate: Mr. Samuel Perry provides support for co-curricular research projects among, between, and within Student Affairs and academic departments at UMES. Additionally, he conducts literature reviews, data entry, and data compilation to support co-curricular program development. Mr. Perry attends research presentations and aid in the preparation of presentations at national conferences. He develops manuscripts suitable for submission to research journals and assists in developing research grant proposals.

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Activities Drug Free Community (DFC) Support Program: A collaborative effort to prevent and reduce substance use among youth ages 12 to 18. The DFC addresses opioid and marijuana prevention.

Prevention Works Initiative: A co-curricular partnership with the academic departments to develop Peer-2Peer campus-based direct prevention interventions and environmental strategies.

Workforce Development for Prevention Professionals: A network to support emerging professionals and students entrance into the field of prevention.

Achievements FY 17-18 SAMHSA Minority Serving Institution-Community Based Organization (MSI-CBO) Project: The UMES Department of Rehabilitation SAMHSA Minority Serving Institution-Community Based Organization (MSICBO) Initiative through their Peer Leader Initiative, support the building of the infrastructure of the UMES Project Achieve Coalition.

Marijuana and Opioid Summit: With the support of MSI-CBO, the Unit convened an Action Team to develop, plan, and implement a Marijuana and Opioid Summit held October 17-19, 2017.

HBCU Center for Behavioral Health Capacity Expansion Grant from Morehouse College: The Unit applied and was awarded the HBCU Center for Excellence in Behavioral Health Capacity Expansion Grant from Morehouse College which allowed the coalition to expand the number of Peer Leaders from eight (8) to thirteen (13).

Public Service Announcement (PSA): The Unit has disseminated a Public Service Announcement (PSA), developed by Peer Leaders, in the two high schools in Somerset County. The PSA conveys messages on the consequences of using marijuana and alcohol. Since July 2016, the collaboration with the Office of Campus Life, the Department of Rehabilitation, the UMES Behavioral Health Club, and the Unit, has created a leadership structure designed to strengthen and build a team among the staff, coalition members, and community stakeholders in Somerset County.

Community Anti-Drug Coalitions of America (CADCA): The Unit is a member of CADCA. The mission of CADCA is to strengthen the capacity of community coalitions to create and maintain safe, healthy and drugfree communities globally which is accomplished by providing technical assistance and training, public policy advocacy, media strategies and marketing programs, training and special events.

CADCA Mid-Year Training Institute: The Coalition recruited and sponsored two Peer Leaders to attend the CADCA 17th Annual Mid-Year Training Institute July 16-19, 2018. It includes two levels of training (Key Essential and Advanced) which offers in-depth, interactive training sessions geared specifically for community coalition leaders and staff for National Youth Leadership Initiative activities.

National Coalition Academy (NCA): The Coalition is a graduate of NCA. NCA is a comprehensive training program developed by CADCA’s National Coalition Institute and teaches leaders “what they need to know” (the core competencies) and “what their team needs to do” (the essential processes) to establish or maintain a highly effective anti-drug coalition.

HBCU Sexual Assault Training: Participate in the HBCU Sexual Assault Bystander training.

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HIV Awareness: Participated in the HIV Awareness and Safe Sex Campaign during Homecoming 2018.

Black Women’s Health Imperative: Partnered with Black Women’s Health Imperative to establish my Sister’s Keeper Club to prevent campus-based sexual assault, domestic violence, and intimate partner violence.

Co-Curriculum: Support co-curricular activities.

Activities FY 18-19 Writer’s Workshop: Held writer’s workshop to build capacity to publish peer review articles July 31, 2018August 1, 2018.

National Night Out: The Coalition participated in the Annual National Night Out August 7, 2018 in Somerset County. Hundreds from the community participated. The Coalition was able to share information with high school students and parents about the purpose of the coalition and strategies for change.

Marijuana Forum: Hold a Marijuana Forum for young adults 18-24, #JustSayKnow September 20, 2018.

AmeriCorps Vista: Collaborate with AmeriCorps on the “Shore to Four” Initiative.

Peer Review Articles: Publish peer review articles on Marijuana Perception of Harm and Core Components for Urban DFC Coalitions.

Capacity Building: Build capacity of coalition to implement environmental strategies.

Part II: Goals/Objectives: The Project Achieve Coalition framework for programs and activities is the Seven Strategies for Community Level Change 1. Provide Information: Educational presentations, workshops, or seminars, and data or media presentations (e.g., Public Service Announcements (PSAs), brochures, town halls, forums, web communications).

2. Enhance Skills: Workshops, seminars, or activities designed to increase the skills of participants, members, and staff (e.g., training and technical assistance, parenting classes, strategic planning retreats, model programs in schools).

3. Provide Support: Creating opportunities for participation in activities that reduce risk or enhance protection (e.g., alternative activities, mentoring, referrals for service, support groups, youth clubs).

4. Enhance Access/Reduce Barriers: Improving systems/processes to increase the ease, ability, and opportunity to utilize those systems and services (e.g., assuring transportation, housing, education, safety, and cultural sensitivity) in prevention initiatives. Improving systems/processes to decrease the ease, ability, and opportunity for youth to access substances (e.g., Clinician education on opioid prescribing practices and use of the Prescription Drug Monitoring Program need to be enforced).

5. Change Consequences: Increasing or decreasing the probability of a behavior (incentives/disincentives) by altering the consequences for performing that behavior (e.g., increasing taxes, citations, and fines; revocation/loss of driver’s license).

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6. Change Physical Design: Changing the physical design of the environment to reduce risk or enhance protection (e.g., re-routing foot/car traffic, adjusting park hours, alcohol/tobacco outlet density).

7. Modify/Change Policies: Formal change in written procedures, by/laws, proclamations, rules, or laws (e.g., workplace initiatives, law enforcement procedures and practices, public policy actions, systems change).

Goal 1: Increase Community Collaboration to support Enrichment and Enrollment.

Objective 1: Increase coalition members networking and sharing opportunities to strengthen community collaboration within, among, and between the 12 DFC sector members by 25% as measured by attendance sheets from coalition activities.

Strategy: Create and facilitate opportunities for coalition members to network and collaborate by providing information to train staff and coalition members and partners.

Objective 2: Increase capacity of coalition member to engage in comprehensive efforts that lead to community level reductions in substance use as measured by a 25% increase in coalition members’ confidence in competencies and ability to affect change.

Strategy: Enhance skills of coalition staff, members and partners in the effective implementation of a DFC award, SPF model, and making community change.

Goal 2: Reduce youth substance use.

Marijuana: Objective: Increase perception of risk/harm of marijuana amongst youth in 9 th to 12th grades reporting “some risk” or “a lot of risk” by 2% as measured by the Communities that Care (CTC) Survey.

Strategy: Create media advocacy to increase marijuana risk education.

Objective: Increase perception of 9th-12th graders that parents and peers disapprove of marijuana use by 2% as measured by the CTC survey.

Strategy: Create a peer-to-peer support group to develop a media campaign to enhance skills and provide support to understand the effects of marijuana on the brain.

Opioids: Objective: Increase perception of 9th-12th graders that parents and peers disapprove of opioid use by 2% as measured by the CTC survey.

Strategy: Create a peer-to-peer support group to develop a media campaign to enhance skills and provide information and support to understand the consequences of opioid use.

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