2020–21 IMPACT REPORT A YEAR OF TRANSITION AND GROWTH
UNIVERSITY OF DAYTON STUDENT DEVELOPMENT
DISCOVER. PRACTICE. CREATE. IN COMMUNITY.
OCTOBER 2021
Dear Faculty, Staff, Students and Colleagues, I am pleased to share with you the Division of Student Development’s annual Impact Report for the academic year 2020–21 — a year of transition and growth. Each year, the Division strives to put the University’s mission into practice. Our goal:
• Support the greater good by building inclusive communities of purpose. • Create a safe and healthy learning environment. • Embody inclusion and celebrate the diversity of our students, faculty and staff. • Educate tomorrow’s intentional leaders.
Meeting these commitments demands compassion, creativity and dedication — characteristics we also seek to cultivate in our students. As we entered the second year of the COVID-19 pandemic, I am pleased to report that our Division and University continued to find new and innovative ways to demonstrate these traits while continuing our progress toward the goals set forth in the Division of Student Development’s Strategic Plan 2022. In a time of many changes, our long-term vision of a student-centered learning environment, rooted in the Catholic and Marianist traditions, remains steadfast. This year’s report demonstrates the importance of that vision to the Division’s staff and students. Together, we move forward with faith in the strength and resilience of the community — and community leaders — we are building. As we begin the 2021–22 academic year, we thank you, our campus community, for your support of our students and our mission. We might not know when campus life will fully return to “normal,” but we know that whatever the circumstances, the University, the Division and our students and staff are ready to forge a new path to success.
Sincerely,
William M. Fischer, J.D. Vice President for Student Development
M I S S I O N The Division of Student Development cultivates student learning in the Catholic and Marianist tradition.
We challenge students to construct inclusive communities of purpose, demonstrate practical wisdom and choose value-congruent behaviors.
We support students as they create safe and healthy environments where differences are respected and celebrated.
We empower students to discover their vocation as they develop the skills needed to lead for the common good.
C O R E V A L U E S 1. Learning as an innovative process guided by the Catholic and Marianist tradition.
2. Respecting the dignity of self and others.
3. Building community by committing to the common good.
4. Developing habits of self-care in pursuit of wellbeing.
5. Reflecting on and exploring faith, purpose and calling.
6. Advancing inclusive excellence.
7. Using professional ethics and standards to inform our practice.
UNIVERSITY OF DAYTON
STUDENT DEVELOPMENT
DIVISIONAL OPERATIONS
• Collaborated with UD Path Forward workgroups to implement a set of policies and guidelines to keep students and staff safe and minimize the risk of exposure and transmission.
• Maximized the use of technology for remote and hybrid work to
ensure business continuity.
• Standardized an enhanced communication approach to keep stake- holders informed and redesigned webpages to engage prospective students and families.
HOUSING AND RESIDENCE LIFE
• Developed an arrival plan (following all COVID-19 health and safety guidelines) for fall and spring semesters spanning 17 and 19 days, respectively.
• Facilitated phased check-in and move-out processes for more than 9,000 students.
• Successfully facilitated a remote student housing selection process and a three-phased housing assignments process for incoming students.
RESPONSE DURING THE COVID-19 PANDEMIC In a year of unprecedented change, the Division remained focused on providing comprehensive support to students and continuing remote and hybrid working conditions. This page provides an overview of the necessary shifts and responses amid the pandemic.
HEALTH AND WELLBEING
• Launched new wellbeing resources — Co-Pilot peer educators, YOU@Dayton holistic wellbeing platform and UpstreamUD podcasts — to educate and support students in their wellbeing journey.
• Connected students and counselors through telehealth counseling and expanded Student Health Center services to include telemedicine and after-hours care.
• Installed a temporary artificial ice rink at Stuart Field and maximized use of Old River Park to engage students in outdoor recreation activities.
DEAN OF STUDENTS
• Conducted 3,000 remote wellness checks for students in quarantine or isolation.
• Effectively facilitated behavioral hearings and conduct meetings over a virtual platform.
• Kept multi-ethnic students engaged in navigating their college experience through regular virtual meetings with mentors and partners (including faculty, staff and alumni).
STUDENT INVOLVEMENT AND TRANSITION PROGRAMS
• Held remote student organization meetings to increase involvement and engaged 3,700 students in Campus Activities Board (CAB) and UDLateNight virtual events.
• Facilitated a live virtual summer New Student Orientation program for incoming students and families, converted Welcome Weekend into a hybrid experience for students and transformed Family Weekend into a virtual program.
• Expanded student leadership modules to include 23 self-paced and 18 live events via Zoom.
BASIC NEEDS
• Provided campus housing for students who were unable to leave campus.
• Facilitated a temporary food program (between Student Development, Center for International Programs and Dining Services) during the summer semester and winter break.
• Received 97 Student Crisis Fund requests for funding to support basic needs and collaborated with Advancement on targeted fundraising to support student success.
TRANSFORMING COMMUNITIES FOR THE COMMON GOOD
The Division works with University faculty and staff, alumni and parents to enable
and encourage co-curricular learning and to develop diverse communities
and self-aware student leaders.
Community building begins the moment students arrive at the University
of Dayton. This year, our communities — and campus life in general —
looked a bit different, but through conscious creativity, we were able
to help students adapt, connect and thrive.
• New students are introduced to co-curricular, academic and campus resources during virtual orientation sessions. These virtual meetings were offered in June and July 2020 and provided first-year students the opportunity to connect with their Orientation Leader and peers and to process the launch of their college journey.
• Housing and Residence Life Community Building Meetings and Intentional Conversations held throughout the academic year help students build relation- ships by increasing their under- standing of others’ identities, improving resilience and learning community-development strategies. This year’s curriculum
was facilitated in an entirely virtual manner and covered topics ranging from self-care and vocational discernment to social identity and listening to understand to decision- making, to conflict resolution and community responsibilities for public health.
• The Center for Student Involve- ment helps students create their own leadership and involvement experiences by offering diverse organizations that enable students to engage with peers in the community, develop transferable skills and foster personal growth.
• Free UD Late Night activities (such as movies and trivia) and CAB programming provided virtual methods for community engagement for 3,700 students during the Fall 2020 semester.
• The Fraternity and Sorority Life (FSL) Chapter of Excellence Assessment Program evaluates FSL organizations’ work in the areas of scholarship, friendship, leadership and service. Each organization works with advisors and an FSL coach to meet program goals.
EVOLVING TO MEET NEW GUIDELINES
In response to the COVID-19 pandemic and new guidelines from the National Association for College Admission
Counseling on the ethics of recruiting students in higher education, the University’s Student Transitions and
Family Programs offered virtual orientation sessions throughout June/July 2020. These sessions educated
and engaged incoming students in community building, helping them understand the effect of their actions on
the broader community and how navigating challenging experiences can help them have a positive, memorable
college journey.
A Vision for Integrated, Applied and Transformative Education (AVIATE), which offers opportunities for students
to accumulate Points Accumulated Toward Housing (PATH) credit by participating in Engagement Opportunities
or campus partner events, adopted a virtual format for increased safety. Aligning with the learning goals of
self-authorship, interculturalism and community living, this year’s Engagement Opportunities covered topics
related to mental health, diversity, career planning, faith and more.
PROMOTING SAFE CONNECTIONS
The Center for Student Involvement, in collaboration with campus partners and the Path Forward Team, created
a process for recognized student organizations and campus departments to request in-person gatherings that
adhered to the University’s COVID-19 guidelines and restrictions. This process provided critical education about
guidelines for COVID-19 risk mitigation while enabling some in-person programs and activities.
“I really liked the accessibility of being able to just join a Zoom call rather than having to go somewhere in person.” —UD first-year student, AVIATE participant
of first-year students agreed that “My Welcome Team Leader introduced me to what it means to take ownership of my education.”90%
total PATH credits earned153,387
PATH-eligible educational engagement opportunities316
Responsible leadership is rooted in the acceptance and celebration
of the diversity of our communities — a more important goal than ever.
In the Marianist tradition, we encourage students to broaden their
understanding of cultural, social and spiritual differences and put their
faith and values into action to build strong, supportive communities.
• Student Leadership Programs, which provide a framework for developing socially responsible student leadership, pivoted to expand online offerings, includ- ing 23 self-paced leadership education modules and 18 live Zoom events. The University used the learning management system, Isidore, to conduct modules, providing greater access to students.
• The Women’s Leadership Immersion program adapted to provide both online presen- tations and live Zoom sessions. Twenty-nine third- and fourth- year female-identifying students participated. The program featured 26 speakers, panelists and facilitators from UD, the Dayton community and surrounding cities.
DEVELOPING LEADERSHIP POTENTIAL • FSL provides leadership and
community service opportunities for students. Each of UD’s 21 values-based Greek organizations receives risk-management training and coaching from FSL staff to enhance leadership skills; develop strategies; and increase communication, accountability and transparency.
Socially responsible leadership is an ideal outgrowth of vocation
and character development.
To support such development, the Division provides opportunities
for students to learn and practice self-discovery and resilience within a diverse community,
infused with Marianist values.
TAKING GREEK WEEK VIRTUAL
The College Panhellenic Council (CPC), Interfraternity Council (IFC),
Multicultural Greek Council (MGC) and National Panhellenic Council
(NPHC) teamed up to conduct a virtual Greek Week. Events included
a virtual movie night, trivia, sheet sign competition and more. Through-
out the week, the FSL community raised more than $10,000 for the
philanthropy partner League of United Latin American Citizens
of Dayton.
FSL hosted the Fall Fraternity and Sorority Leadership Retreat, which
covered leadership development, chapter operations assistance and
position-specific breakout sessions with the goal of helping FSL chapters
navigate the COVID-19 pandemic with help from their peers. In addition,
Embark and Take Off replaced the Greek 101 class, providing information
about UD’s FSL community, the Office of Fraternity and Sorority Life,
and expectations and opportunities to get involved. All new FSL
members must complete this program by the end of the semester in
which they are initiated.
SUPPORTING CHILDHOOD CANCER RESEARCH
The FSL community conducted a joint philanthropy event for the
St. Baldrick’s Foundation, a childhood cancer research charity, raising
more than $8,000 by shaving their heads, pledging to shave someone
else’s head or completing other activities.
CREATING EQUITY IN RECRUITMENT
Using a new, more equitable IFC formal recruitment process, potential
new members were required to visit all six IFC organizations, resulting
in most of the community adding approximately 20 new members to
their organizations. CPC also conducted an extremely successful primary
recruitment, during which 97% of potential new members found their
new fraternal home. This made UD one of the few campuses, regionally,
that saw an increase in its Panhellenic total chapter membership for the
2020–21 academic year.
Almost 900 students actively participated in the Leadership in Service
Scholarship program. In addition to receiving a $2,500 per semester
scholarship, recipients engage in a four-year leadership curriculum
focused on developing leaders for the common good. Nearly 250 third-
year scholarship recipients requested feedback from someone who has
witnessed their leadership in action, completed a personal leadership
reflection that identified their perceived leadership strengths and chal-
lenges, and developed action steps to work on identified growth areas.
WELCOME WEEKEND ADOPTS A HYBRID EXPERIENCE
Welcome Weekend events are designed to help students be more
confident when classes start, meet new friends, explore co-curricular
opportunities, and learn some of UD’s traditions. Because of the
challenges of the pandemic, Student Transitions and Family Programs
leadership and student orientation leaders converted these events to
a blend of in-person and virtual activities.
“I learned that being a college student requires a lot of support and that it is okay
to seek help when we need it. Whether it’s tutoring, supplemental instruction sessions,
or even mental health counseling, there are a lot of resources to promote our success as students.”
—UD first-year student, Welcome Weekend 2020 participant
“I learned to be more confident in myself and my abilities as a leader and competent person. I learned that there is always more room for me to learn and grow, especially within the realm of diversity, equity and inclusion.”
—UD third-year student, Leadership in Service Scholarship recipient
more unique student engagements with Student Leadership Programs (year over year) 110%
engagements across 37 online programs15,326
facilitators from UD and the Dayton community facilitated Zoom sessions in the Women’s Leadership Immersion program13
of participants would recommend Student Leadership Programs to a friend100%
Leadership in Service Scholarship recipients900
As the pandemic continued to affect students’ lives, the Division
expanded, intentionally designed support and educational programs
to foster mental health and emotional resilience.
• Health and Wellbeing and the Dean of Students Office collaborated to create a student support resource folder, “A Practical Guide to Community,” as a quick reference guide for faculty and staff to recognize signs of distress, employ strate- gies to engage in conversation with students in the frame of the UD Step Care Model, and identify and connect to campus resources. The guide was shared electronically with all faculty and staff in February 2021, and a hard copy was delivered through campus mail.
• The YOU@Dayton platform, launched in February 2021, helps students successfully navigate the college experience. YOU@Dayton (wellbeing. udayton.edu) fosters student success in three domains: SUCCEED (academics/career); THRIVE (physical/mental health); and MATTER (purpose/ community/social and spiritual connections). The customized platform connects students to campus resources with relevant, psychologist-curated content updated weekly.
FOCUSING ON HEALTH
AND WELLBEING
• The Brook Center continued to explore aspects of identity, relationship with self and others, and healthy behaviors, as well as introducing new initiatives. The UpstreamUD podcast highlights a variety of diverse voices on social issues, cultural movements, relationships and wellbeing. The Co-Pilots peer education program, which debuted in February 2021, provided opportunities for students to support their peers’ wellbeing goals through a
Student life can be stressful. That’s why the Division helps students of all backgrounds build a foundation for sustainable, lifelong, physical and mental health and wellbeing and positive interpersonal and community relationships.
“My time at Old River was so much fun. Especially during a pandemic when we are instructed not to leave campus, Old River was there and made it so easy to find something to do almost every weekend.”
—UD third-year student
thought-provoking and creative process that maximizes poten- tial and provides tools to navigate personal challenges.
• The Center for Alcohol and Other Drugs Resources and Education enacted an Appoint- ment Plus Scheduling System. This booking software empow- ers students to book their appointments on the internet or a mobile device at any time. Appointment Plus can send text reminders to increase student engagement, reduce cancellations and schedule more efficiently.
• The Counseling Center instituted the “Let’s Talk” service, which offers brief, informal consultations with a mental health provider. A shift to telebehavioral delivery also increased student access to therapy and mental health support.
• Knowing that a daily exercise routine can help combat stress, anxiety and depression while building the immune system, Campus Recreation re-envi- sioned programs and services to provide an outlet and social engagement for students and staff alike. A reservation system, fitness zones and increased equipment spacing helped meet social distancing guidelines while continuing to serve student needs.
PRIORITIZING HEALTH THROUGH RECREATION
Campus Recreation found creative ways to help students stay active. Special weekend pop-up events used the outdoors to build community and connect students through friendly competitions and activities while observing social distancing guidelines. Adapted intramural leagues and sports offerings, group fitness classes in varied settings and expanded rock wall hours were integral in providing in-person activities to aid in students’ mental, physical and social health. Rental of a 4,300- square-foot artificial ice rink, complete with rental skates, provided winter activity opportunities. In addition, the Campus Recreation Safety Team facilitated safety-oriented peer education topics — including food-related illnesses; head, neck and spinal injuries; and heart health — for more than 6,000 participants.
SUPPORTING STUDENTS THROUGH QUARANTINE
As the country and the University continued to navigate the COVID-19 pandemic, the Dean of Students Office implemented COVID-19 case management procedures to provide holistic support to students in quarantine and isolation. The Office case managers, including volunteer and temporary employee case managers, supported 3,000 students’ holistic wellbeing and academic persistence through advocacy, interven- tion and case management services. Case management support services transitioned to predominantly remote platforms to comply with COVID-19 guidelines.
CARING FOR STUDENTS’ MENTAL HEALTH
The University applied for and has been awarded $243,459 in mental health funding, which is being applied to initiatives focused on education, resiliency skills development, social connectedness, increasing help-seek- ing behavior and providing adaptive mental health services. Programs will emphasize education and connection to services for underrepresented populations.
CREATING OPPORTUNITIES FOR COMMUNITY
Although the Hangar was closed for portions of the academic year becauses of the pandemic, Kennedy Union Operations partnered with students in Sports Management to host a campus-wide bowling tourna- ment in the spring semester. Twenty teams of 50 students competed in the tournament over seven weeks.
“The Dean of Students Office … helped me communicate with my professors while I sought inpatient treatment and when familial life events occurred. … [They] helped me identify coping strategies, build my self-care, and has surely
given me the confidence and the opportunity to continue on in my educational career here at the University of Dayton.” —UD student
unique patrons used Old River Park as a natural space for recreation, events and meetings, including yard games, fishing equipment and paddling1,642
contact tracing cases managed8,000+
total COVID-19 tests performed by the Health Center10,564
Events of the past year emphasized the need for education and communities that prioritize diversity, equity and inclusion.
• The Multi-Ethnic Education and Engagement Center (MEC) supports the University’s academic mission by providing cultural programming and educational opportunities that help students explore new experiences while enhancing their understanding of their cultural identity. Programs cover history, important figures, food, music, dancing and more, intentionally representing Black/African American, Latinx/Hispanic, Asian and
Pacific American, Native American, Middle Eastern and Muslim American communities and heritages.
• FSL worked with students from Alpha Psi Lambda National, Inc. and Gamma Phi Omega Interna- tional Sorority, Inc. to create the MGC, a new governing council to oversee the National Association of Latin Fraternal Organizations, National APIDA Panhellenic Association, MGC and other culturally-based fraternal
PUTTING INCLUSION INTO ACTION
organizations that want to be part of the FSL community. MGC created founding docu- ments, established biweekly meetings for its community and hosted a viewing event of Netflix’s “Immigration Nation.”
• The program, which aims to develop meaningful partnerships between students of underrep- resented backgrounds and their Navigation Partners, has provid- ed essential student support during the pandemic..
Diversity, equity and inclusion are intrinsic to the Marianist educational tradition. The Division — and the University — are dedicated to creating a sense of belonging and inclusive excellence for all students, faculty and staff.
• The Program to Engage and Exchange Resources for Students (PEERS) mentor program is dedicated to engaging and empowering first-year students to success- fully navigate the college experience by pairing them with a mentor who shares their background and interests. Mentors and mentees receive personal, social, cultural and academic support to aid in student retention and per- sistence towards graduation.
CREATING A MONUMENT TO DIVERSITY
The National Pan-Hellenic Council monuments at the NPHC Legacy Terrace is a student-driven project that acknowledges the contributions of Black fraternities and sororities on our campus. The University of Dayton joins in a long-standing tradition at Historically Black Colleges and Universities of giving our NPHC organizations a dedicated space. This installation helps to further advance the University’s commitment to inclusive excellence.
ENGAGING MULTICULTURAL EXPERIENCES
MEC staff have created virtual opportunities for students of every year to engage in multicultural educational experiences, including UDiversity Chats, mini-courses, Diversity Peer Educator and Partners in the Classroom workshops, Cultural Heritage Series and Wellness and Success programs. In addition, UDayton Global and School of Engineering seminars included virtual discussions of UDiversity content.
“I actually got really valuable knowledge of Black history and will definitely take that insight with me.” —UD student, cultural program participant
“[My] outlook of UD completely changed for the better after being matched with a PEERS mentor who shared
her background as a Black woman.”
—UD student, PEERS participant
participants in one or more of 70+ AVIATE events focusing on interculturalism5,920
attendees across 22 culturally relevant programs2,400
PEERS program participants (126 mentees and 115 mentors)241
Navigation Program pairs (70 participants in total)35
of PEERS participants attended at least one other MEC event83%
Personal responsibility and community-oriented policing are vital to
promoting public safety on and off campus. Community Standards
and Civility staff train volunteers to assess, analyze, evaluate, recom-
mend and engage students in education and difficult conversations
around these topics.
• Contributing to a University culture in which faculty and staff at all levels work together to solve problems, Housing and Residence Life played a key role in organizing the University’s quarantine and isolation process. The department teamed with Enrollment Management and UD Information Technologies to provide housing assignments and coordinate communications in three phases for incoming students.
• Housing Operations designed and managed an entirely new move-in process for the Fall and Spring semesters that aligned with COVID-19 health and safety guidelines to support students returning to campus.
PROMOTING SAFETY
AND RESPONSIBILITY
• The Flyer Host program, facilitated by students living in the Flyer Host special interest house, addresses social host responsibility, including a review of University policies and bystander intervention strategies. The PATH-eligible program is offered to third- and fourth-year students.
Campus safety relies on a combination of University support and coordination and personal responsibili- ty. The Division aims to foster an environment of trust and accountability that can help students manage and avoid risk and promote personal and public safety.
“My time at Old River was so much fun. Especially during a pandemic when we are instructed not to leave campus, Old River was there and made it so easy to find something to do almost every weekend.”
—UD third-year student
• UD Emergency Medical Services (EMS) was awarded the Cele- bration of the Year Award (EMS Week) by the National Collegiate EMS Foundation. This award is given to a campus-based EMS organization that uses the most creative activities to celebrate National Collegiate CPR Day and can engage the most students in the basic principles of CPR.
• UD Public Safety was awarded the Ohio Collaborative Law Enforcement Certification for Group 1 Standard in June 2021. The Ohio Collaborative, a collection of standards devel- oped by people representing the community and law enforce- ment, focuses on force, bias-free policing, community engage- ment, telecommunication training and investigation,
hiring and recruitment, body camera use, and vehicle pursuits. Policies and procedures are an important aspect of the certification.
• Enhancements were made to the Public Safety Dispatch Center to include an updated and more advanced radio and telephone recording system. The Dispatch Center received the Underwriter Laboratory Compliance Certificate, to operate as a certified campus alarm center.
• Community Standards and Civility tracked the recidivism rate for COVID-19 violations during the fall and spring semesters, resolving 97% of student conduct cases before the end of the academic year.
RESPONDING WITH CIVILITY
In response to the pandemic, the Office of Community Standards and Civility successfully operated with fewer hearing officers while staying within the desired time frame for contacting and notifying students. The Office also continued to oversee the University’s Medical Amnesty program, which enables students to seek assistance and care for peers without being subject to the typical conduct process.
PROMOTING PUBLIC SAFETY
The National Association for Clery Compliance Officers and Professionals (NACCOP) chose the University’s Clery section to present at the 2020 7th Annual NACCOP Virtual Conference. The presentation, “Using an Analytical Writing Paradigm to Improve Clery Compliance Efforts,” identified common areas of frustration in Clery, Title IX and student conduct work related to documentation and report writing and introduced a writing paradigm to help reduce or eliminate those frustrations.
NAVIGATING PANDEMIC SAFETY
The Health Center created an “Operations During COVID-19 Pandemic” procedure document to maximize student and staff safety. Alterations to patient flow, personal protective equipment recommendations and staff rotation — along with expanded efforts around pandemic-related testing, contact tracing and care — were added to the list of essential services.
“As a member of UD EMS, it has been an honor and privilege to be able to serve the UD community in such a unique way. It has been very rewarding to be able to live out our “students helping students” motto in order to keep our campus a safe place. This organization has given me great confidence, friendships and experience that I will be forever grateful for.”
—UD senior, EMS Chief
“Thank you for your kind- ness, care, and attention. Thank you for treating me like anyone else, despite my differences.”
—UD fourth-year student, Health Center patient
students notified as part of the Spring semester surveillance testing10,323
students booked into Fall 2021 housing6,252
volunteers worked more than 500 shifts to assist students with Spring semester arrival257
UDEMS call responses229
Community engagement opportunities with Public Safety officers200+
Technology, infrastructure and processes played an important role in helping the University adapt to the demands of the COVID-19 pandemic while maintaining a satisfactory and effective experience for UD students, faculty and staff.
• Student Development Information Technology (SDit) collaborated with divisional units to facilitate the transition of in-person processes to online processes or systems and support departments in adapting to remote work conditions. SDit supported remote services, including expediting the launch of the Active Flyers web portal for Campus Recreation, moving counseling services and intake online, and modernizing Public Safety’s Automated Record Management System to increase accessibility and security for remote work.
• The Division’s news digest for staff and graduate assistants — shared every Tuesday as an electronic distribution, with an additional
“news flash” delivered periodically — includes news and updates from departments and units, accolades and awards and staff and student spotlights. A total of 50 editions of The Digest, including 159 unique
ALIGNING PROCESSES AND PRIORITIES
To support student resilience, retention and persistence, the Division continually reviews and analyzes our own processes, resources and infrastructure.
articles, were distributed to 260 staff members, and 31 editions of the GA Digest, with 101 unique articles, were shared with 98 graduate students and staff.
• To effectively compete with shifting national demographics and the economic impact of the pandemic, Student Development’s webpages were enhanced to be more efficient and user friendly. Internal content was moved from the external site to the new Porches intranet. Optimization of the Division’s webpages allowed for consistency across divisional units and highlighted differentiators of UD’s programs, services, and resources for prospective students.
• Anticipating a zero-based budget process and the need for divi- sion-wide consistent budgeting processes, Budgets and Financial
Operations developed a new template for budget submissions for fiscal year 2022. Through meetings with department leaders, the template was refined and shaped, and the final version was distributed for use in spring 2021. As budget drafts are reviewed, a clean report is shared with each divisional director to track actual expenses, adjust accordingly and improve the next year’s budget request process.
• In support of the University’s academic mission, Kennedy Union and Adele Center meeting rooms were used as classroom spaces throughout the academic year. Kennedy Center Operations hosted and provided support for 135 classes per week in the Fall and 70 classes per week in the Spring semester. Spaces were also used for study, testing and supporting regular events.
NEW HEALTH CENTER PROCESSES IMPLEMENTED BASED ON NATIONAL GUIDELINES
The Student Health Center developed processes based on guidelines from the Centers for Disease Control and Prevention, American College Health Association and American Academy of Family Physicians, for patient care while reducing the risk of staff and student exposure to COVID-19 infection. There were 7,881 visits to the Health Center for a variety of concerns. COVID-19 testing was implemented and initially sent to a local lab. In February 2021, a point-of-care test with results was used.
DEVELOPING NEW WAYS OF OPERATING
The process for student organization leaders to register events was reimagined with COVID-19 guidelines, providing opportunities to meet in safe, approved ways. Student organizations were also able to take advantage of Zoom technology to meet and conduct business online.
HOUSING OPERATIONS ADJUSTED AMID THE PANDEMIC
A new staffing structure was implemented to continue the housing assignment process and meet revenue goals. With the loss of nine operation assistants during 2020, the positions transitioned from Area Coordinators and Community Coordinators to Housing Operations supervision.
“My daughter had so much fun at the Winter Wonderland and today told me they have food trucks for the kids to celebrate their day off. …We are so grateful for everything the University is doing to help with keeping the kids socially healthy.”
—UD parent, first-year student
In collaboration with campus partners and at the request of the Executive Path Forward Task Force, the Center for Student Involvement and Campus Recreation created a diverse and unique schedule of spring activities and programs designed to give students something to look forward to upon their return to campus in January 2021. Events included the co-sponsored Winter Wonderland, along with the ice rink, broomball, human curling and many more.
t
packages delivered by Housing Operations61,362
students participated in 10 new programs offered by the Center for Student Involvement 2,301
of staff members/71% of graduate students consistently reviewed the weekly news digest70%
Student Desk Supervisor positions created in Housing Operations to supervise more than 200 desk assistants
9
STUDENT DEVELOPMENT University of Dayton 300 College Park Dayton, Ohio 45469-0951 937-229-3682
udayton.edu/studev
PHOTOGRAPHY
Larry Burgess Brigham Fisher Kathy Kargl Kathryn Niekamp Julie Walling Noeth
SPECIAL THANKS TO: Merida Allen Diana Barrett Mary Buchwalder, M.D. Vernique Coleman-Stokes Evan Englander Chris Fishpaw James Froehlich Holly Harmon, Ph.D. Steven Herndon Brittany House Conrad Edel Jesse, Ph.D. Kristen Altenau Keen Chief Salavas Kidd Melissa Longino Amy Lopez-Matthews Amanda Neuhauser Dustin Pickett Christine Schramm Christina Smith Brian Turner Cari Wallace Emily Wilkins, Ph.D.
TOP HONORS FOR 2020 IMPACT REPORT
The Division received a Platinum Award for the 2020 Impact Report during the 2021 Hermes Creative Awards, an international competition among the oldest and largest creative awards in the world. From 2015 to 2020, the Division’s annual and impact reports have received Gold Awards.