P2 | Tools for Change: Lessons on civic engagement from Paul Loeb.

P9 | JCU graduates respond to the call for a year of service.

P6 | Dr. Erin Johnson immerses students in healing, listening, and solidarity.

P10 | The Social Change Model of Leadership in CSSA.

2016 | FALL/WINTER EDITION

A nacho bar, 2:00 pm on Wednes-days, and mentor group points all have something significant in com-

mon. What is it? They can each be correlat-ed to specific initiatives in CSSA’s strategic plan to deepen reflection, promote student leadership in service, and facilitate greater community building among students. Through these efforts, among others, we are broadening and deepening opportuni-ties for our students to increase their capac-ity to become “engaged world citizens within a distinctly Ignatian framework” and connect their academic work with their involvement in the wider community. By doing so, we support the overarching University goals to equip students with the skills, opportunities, and insights needed to discern the path that will contribute to their academic achieve-ment, well-being, and personal and profes-sional success. Deepening Reflection

A nacho bar may seem like a frivolous way to deepen reflection. However, the maxim, “if you feed them, they will come,” is both true and effective. Granted, the nacho bar is a practical draw, the more strategic draw is the invitation extended to students to take a dedicated amount of time to really reflect on what they have learned through their

academic course work and what they have experienced in their service activities By bringing these elements together, at the “Now What?” Workshop hosted on December 5, 2016, CSSA provided a space

for students to step back and reflect on their semester of service and learning. The goals of the workshop included providing a forum for students to reflect on their experiences, to identify and share what they have learned from their academic courses and their service or immersion experiences, and to see how the two connect. A panel of experienced students and alumni shared how they took the next step in service, advocacy, internships, or careers- to inform their decision-making.

Students had time to reflect and sift through their experiences and explore possible avenues to take after the semester’s end, including taking additional relevant courses, pursuing an internship, or getting more involved with various advocacy efforts or student groups on and off campus. And lastly, students were encouraged to commit to taking one practical action step as a result of their service-learning experience in response to the question, “Now what?”. Nearly 60 students attended the hour and a half workshop to reflect, discuss, and explore next steps, and very few nachos were left over.

Promoting Student Leadership

Each Wednesday this past semester from 2:00 to 3:00 pm, the eight students who comprise the CSSA Student Leadership Team gathered to explore ways to facilitate a positive service experience for their fellow JCU students. Together they provided input on the most effective ways to shape the service experience for students and newer liaisons and meet the needs of community partners. They assisted CSSA staff in facilitating pre-service workshops, led monthly training sessions for fellow Liaisons, and implemented a new mentoring program. The Student Leadership Team made a significant difference through their involvement and input. The Student Leadership Team has also helped redesign and facilitate better reflection in service. Team members explored questions like, “how can we deepen reflection and ensure that students are making the connections so that they find meaning in the work they do?” This team has worked to make those connections and

Strategic Engagement Deepens Learning & Reflection

(Continued on page 6)

We are broadening and deepening opportunities for our students to become engaged world citizens within a distinctly Ignatian framework.

CSSA Student Liaisons gathered in September for training, community building, and reflection.

Iwasabletogointoaninner‐ringurbanareaschoolandlearnaboutthewaysthisschoolworks.Iwillbeabletoapplythis

tomyfuturejobofbeingateacherbetweenthem.

IwasabletobeafriendtothepeopleIwasatservicewith.Withthesenewrelationships,Icouldn'twaittogobackeach

week.

Using Every Tool You Have For Change

P aul Loeb, author and public speaker, knows how to be an agent for change. With dynamic books including "Soul of a Citizen" and "The Impossible Will Take a Little While," he has

dedicated his life to understanding and explaining how everyday citi-zens can be engaged and committed to lives of civic engagement and social change, especially during challenging times. On a warm Sep-tember evening, he shared his wisdom with the John Carroll communi-ty.

During his visit to John Carroll, Loeb offered three events, a morning session where he met with classes who were reading his books, an afternoon workshop for student leaders on campus, and an evening lecture open to the public. During each event he did what he does best; reaching out to and connecting with students, getting them excit-ed about the upcoming election, and reminding them that they too can be agents for change.

Loeb's morning workshop was an informal gathering where students who were reading his works as part of their classes had the opportuni-ty to engage in conversation and ask questions. It was a lively and informative exchange. CSSA intern, Junior Nicolette Bowersock, at-tended the event. Bowersock mentioned that Loeb used many differ-

ent stories and examples to help drive home his point of the im-portance of being involved in your community and working for change. Loeb touched on the importance of being persistent — stating that the information is out there, however it is not presented to us, and thus we must be willing to find it ourselves.

Loeb also stressed the importance of getting in-volved in politics, insisting that the information politi-cal science majors learn are things that everyone should know. Loeb sug-gested that people often get involved in causes because their friends get them interested and in-volved. Loeb ended his time at the workshop by questioning the students as to how they can get involved in politics, if they are not already.

Similar sentiments were expressed during Loeb's larger public evening lecture. Loeb started the event by talking about having faith, stating, "faith is not about guaranteed results but about acting in ways that honors the planet and honors human beings." The concept of being faithful to one's cause and being intentional in one's actions, especially when working for change, were key pillars in Loeb's talk. Loeb took the time to mention several key agents of change and the importance that intentionality and faith played in their lives. Figures such as Rosa Parks, Dr. Martin Luther King Jr., and Mahatma Gandhi were lifted up as exemplars by Loeb.

Loeb's visit to campus was co-sponsored by the Center for Service and Social Action, Campus Ministry, PJHR, and the Office for Mission and Identity. Loeb’s visit was held in support of Streak the Vote efforts on campus to engage students in the importance of voting. ■

2

Loeb offered three opportunities for students to engage during his visit. Here Loeb is working with student leaders across campus.

Author Paul Loeb

Student Voices: From our end-of-semester assessment... What was the most significant or meaningful aspect of this experience for you?

“

”

ThepeopleIbondedwithmeanttheworldtomeandreally

impactedme.

“

”

“

”

University Leaders Explore Ignatian Solidarity

T he Ignatian Solidarity Network's annual University Leaders’ Summit took place at John Carroll University

from July 26 to July 29, 2016. The three-day conference brought together 25 student leaders from ten Jesuit colleges and universities across the country to provide formation in the areas of leadership, social justice, and Ignatian spirituality. The students heard from educators from various Jesuit institutions, members of the Ignatian Solidarity Network's executive board, and social justice advocates. They also had the unique opportunity to work closely with one another in discussing social justice ideas and concepts.

AnnMarie Kirchner ‘17 of Medina, Ohio, and Anna Masica ‘19 of Wadsworth, Ohio, attended the summit as representatives of John Carroll University. Kirchner, who served as the summer intern for CSSA, described the summit as, “A wonderful way to connect with other Jesuit schools, hear about the social justice work taking place on their campuses, and work together to develop and share ideas for addressing these issues.”

Masica echoed similar sentiments, noting that she "got to see what they do differently on their campuses than we do at John Carroll and vice versa. I got to learn about issues that I did not know much about and I got to teach people that about which I was passionate. Most importantly, I was able to have conversations with passionate leaders who may not have agreed with me on everything, but we each learned more about the other side."

One of the biggest appeals to Kirchner during the conference was how much time she was able to spend with the other delegates. "It was great to be on campus all three days because I was able to bond with the people more and spend a lot more time together. " The biggest takeaway for Kirchner was the passion held by her fellow attendees. Kirchner reflected, "It was really inspiring to meet other people who are so passionate about social justice. To see

young people working for justice was so powerful."

Masica plans to apply what she has learned at the summit to her everyday life, noting, "I am more open to learning about new issues and new sides to problems. It helps me to solve problems and work with people from different backgrounds than me. I also hope

little by little to implement the ideas I learned at University Leaders' Summit on John Carroll’s campus!"

Kirchner and Masica have a few important tidbits of advice for those considering attending the ISN University Leaders Summit. Kirchner says to keep an open mind, even if there isn't a particular social justice issue you are extremely passionate about. Masica says that, despite being hesitant to attend and not knowing what to expect going into the week, she is very grateful that she took part in the summit, and was even able to obtain an internship with the Ignatian Solidarity Network. ■

I was able to have conversations with passionate leaders who may not have agreed with me on everything, but we both learned more about the other side. ”

“

3

JCU students AnnMarie Kirchner ‘17 and Anna Masica ’19 participated in July’s ISN University Leaders’ Summit. Vanessa Kreiss ‘18 also participated as an ISN Intern.

Dr. Jimmy Menkhaus, Theology professor at Gannon University, spoke to the university leaders.

To see young people working for justice was so powerful. ” “

Called to Serve

D iscerning whether to participate in a year or more of post-graduate service is a difficult task for seniors.

With so many factors to consider — type of service organization, length of commitment, location, international or domestic, and type of service — it can feel overwhelming. Fortunately, JCU students can partake in the annual Post-Graduate Volunteer Fair to help them navigate this important decision. This year, JCU’s fair hosted more than 40 different service agencies from diverse domestic and international programs.

Julie Myers of Campus Ministry, who organizes the event, noted, "I look forward to the Fair every year because it is such a great opportunity for students to learn about how to keep up the momentum of being women and men for and with others after they graduate. Doing a year of service is such a transformative experience and can help us to learn what solidarity looks like in everyday life."

Participating in a year of service is something that many John Carroll grads choose to do. Liz Pawlowski of Fairview Park, Ohio, graduated in 2014 and completed a year of service with Rostro de Cristo in Monte Sinai, Ecuador, upon graduation from Carroll. Pawlowski says, "[My year of service] enabled me to grow as an individual and in my

relationships with others. I have become more aware of all the gifts God has given me and my responsibility to go forward and use the gifts I have been given through my service and relationship with others."

Pawlowski described her discernment of a year of service as a distinctive calling for her and agreed—it is not an easy task. Pawlowski, recalled, "it took time and much prayer and reflection to tune into my heart’s calling and see where I was being called to for the year following graduation.” She noted that her involvement in the Center for Service and Social Action (CSSA) as an undergrad helped shape her decision. She says, "Only in serving others for an extended period of time would I be able to turn this “doing” of service into a life of service.”

Current senior Adam Chaney of Streetsboro, Ohio, is considering participating in a year of service upon graduation and echoed Pawlowski's sentiments regarding feeling called to service: "I have known for a while that I wanted to give back to the community by really spending time in the service of others. I honestly don’t think that I will ever have the time in my life to do something like this again," he says.

For Chaney, the arrival of this decision came with being a student worker in CSSA and interacting with staff members who have completed a year of service. In fact, three of the seven full-time staff members in CSSA have completed 1-2 years of service after graduation, as well as one graduate assistant. "The most persuasive experience I have had toward a year of service was simply interacting with the CSSA staff on a regular basis. It seems that every person in CSSA who has done a year of service is so energized by their

Adriana Gradisek and Maria Pangori , both ‘17, talked with representatives from ACE—the Alliance for Catholic Education—about the possibility of serving with their organization next year.

Doing a year of service is such a transformative experience and can help us to learn what solidarity looks like in everyday life. ”

“

Resident Minister Mike Lank and Lauren Fraser ‘08 represented the Jesuit Volunteer Corps as former volunteers themselves.

Resident Minister Courtney Radtkin ‘15 spoke with Tori Iosue ‘17 about Passionist Volunteers International.

A student talked with a representative from Amate House, a faith-based volunteer program in Chicago.

4

I n July 2016, two John Carroll students had the unique opportunity to travel to Baltimore, Maryland, to participate in

the Catholic Relief Services (CRS) Student Leadership Summit. Kara Zeszut ’18 and Nicolette Bowersock ’18 represented John Carroll University at the national gathering. Zeszut and Bowersock were among six students who became CRS Student Ambassadors in March 2016, trained to mobilize their peers to bring to life the mission of global solidarity.

The students traveled to Loyola University of Maryland and the CRS Headquarters to connect with Student Ambassadors from universities in Pennsylvania, California, Illinois, Montana, Louisiana, Texas and more. Alongside their peers from around the country, they discovered ways to best utilize their connection to CRS organizations on campus. Dr. Kim Lamberty, CRS Director of University and Mission Engagement, opened the Summit with a presentation titled, ‘Proclaiming the Reign of God to a Suffering World.’

Several speakers presented with ways to make campus organizations more effective in promoting the mission of CRS. CRS Communications Officer Jim Stipe

discussed social and digital media; Senior Manager of Strategic Communications Tom Price talked about media outreach; and Program Officers Danielle Roberts and Lou Charest spoke on campus organizing. At CRS Headquarters, the students had the honor to hear from CRS President and CEO, Dr. Carolyn Y. Woo.

Attendees learned about CRS’ major national campaign, ‘I Am the Cause, I Am the Solution,’ and heard presentations on its three main focus areas: human trafficking, climate change, and refugees. They were challenged by the speakers’ personal experiences: Maria Josephine Wijiastuti provided insight on climate change and how it affects her home country of Indonesia; Caroline Brennan recalled her experiences at refugee camps in Iraq, Syria and Greece; and Sunitha Krishnan shared emotional stories of her work with human trafficking victims.

The summit concluded with a day at Capitol Hill, advocating for climate change, human trafficking, and refugees to the students’ respective state representatives. Zeszut and Bowersock spoke with staffers in the offices of local Senator Sherrod Brown and Congresswoman Marcia Fudge. The students returned to JCU with a message for their peers: that we have the ability to work toward justice and we are called to do this important work. ■

Global Ambassadors: Trained to Lead Locally

Tips for Discerning a Year of Service:

• Take your time.

• Explore all your options:

⇒ Post-graduate service

⇒ Graduate school

⇒ Employment

• Be patient with the process.

• Go easy on yourself.

• Give it time. Decisions don’t happenovernight.

• Take the decision to prayer. It’s adiscernment process.

• Be flexible: you may change yourmind many times during thedecision process—it’s ok.

• Engage in conversation with familyand friends about what you arethinking.

• Remember that ultimately thedecision and the calling are yours.

experience. It really seems like it was one of the most positive experiences they have had thus far, and I really hoping that I too will feel the same way."

Pawlowski credits her time at John Carroll with her decision to serve. "The classes I took taught me to be open minded when entering an unknown situation or culture. The service experiences I had ignited my passion for serving others and ultimately led to my year of service. JCU helped me become a well-rounded individual which was important in balancing life in Ecuador," she says. Currently there are 18 members of the

John Carroll community participating in a year of service across the country, including in Denver, Baltimore, Chicago, Louisville, and Detroit. Many John Carroll grads, like Pawlowski and Chaney, plan to incorporate service into their lives, regardless of where they end up after graduation. They understand the importance of living in solidarity with their brothers and sisters around the country and the world, furthering the notion that John Carroll produces "men and women for and with others." ■

CRS Student Ambassadors are trained by CRS to mobilize their peers and bring to life the mission of global solidarity on campus.

5

Currently there are 18 members of the Class of 2016 doing a year or more of service.

Kara Zeszut ‘18 and Nicolette Bowersock ‘18 (bottom left) participated in the July summit at Loyola University of Maryland.

Faculty Spotlight: Dr. Erin Johnson

T he Honduras Immersion Program coordinated by JCU Associate Professor of Biology, Dr. Erin

Johnson, is one amazing, high-impact, experiential learning opportunity that stretches minds, engages research skills, and deepens relationships across borders. Experiential learning at John Carroll University is not just a focus but a priority in the educational process for students. Such learning has been proven to be high- impact, engaging, and transformative. It combines hands-on learning with community engagement and rigorous methods of research and inquiry while fostering mutual relationships and solidarity.

Each year, 15-20 John Carroll students are accompanied by Dr. Johnson along with other faculty, staff, and medical personnel forming a “medical brigade”. A medical

brigade is a type of immersion trip where participants work with licensed medical professionals and community health workers to provide comprehensive health services in rural communities with limited access to healthcare.

Since 2009 when Dr. Erin Johnson began participating in the Honduras immersion experience, she has been working to guide the program towards greater continuity and data-based decision-making in order to better serve the people they work with and visit as part of the experience. These two dimensions of continuity and focused data collection have allowed the group to be more effective and responsive in using both elements to key in on the information that can help them support human wellness for the people in the villages they service. The data provides a more complete picture of health trends, emerging needs, and current realities so that each group can plan more effectively and come prepared to meet with the needs of the people. Knowing the disease rates

and trends means that the group can bring better diagnostic tools, the medicines and vitamins most in demand and the supplies most necessary for their work. Everybody wins.

Before heading to Honduras, participants raise funds and seek input from the groups they will be visiting to create a wish list of needs for those they will be meeting and serving when they are there. The purchasing plan is informed by the needs revealed in the data and from the actual disease rates they encounter on the

revise the way we approach reflection.

Closely connected to the work of the leadership team is our strategic goal of implementing a new program to prepare all of our Student Liaisons to be leaders for social justice. This semester we rolled out a new training program based on the Social Change Model of Leadership Development. Our goal is to develop passionate leaders who strive to make their communities and

the world a more just place. Each training module develops specific competencies, self-awareness, and skills to address the issues they face and work for positive change.

Facilitating Great Community Building

Mentor groups have significantly moved the needle when it comes to deepening the sense of community among our new and returning student liaisons. This year we have streamlined our training to get everyone in the room at the same time and connected each person to a mentor group. Mentoring and support for new liaisons is critical to ensuring a good experience for all students who participate in service and makes a difference in the way our students serve as ambassadors of the University out in the community. Mentor group points incentivize and encourage teams to share knowledge, troubleshoot, share best

practices, simply meet for coffee, and above all, stay connected. Early indicators clearly show that this is improving morale, building community, and making the service experience better for all students. The mentor group with the most points for each of these activities enjoys a home cooked meal! What more effective way to build community than to enjoy a great meal together.

Conclusion

A nacho bar, 2:00 pm on Wednesdays, and mentor group points all have something significant in common. They are practical ways that strategic goals are being implemented and met. They are indicators that the vision we have for academic excellence, student thriving and success and an engaged campus community are not just words on paper, but actual accomplishments and outcomes. ■

(Continued from p. 1)

(Continued on next page)

Strategic Engagement

The Honduras Immersion Program stretches minds, engages research skills, and deepens relationships across borders.

6

Dr. Johnson supports students in and out of the classroom.

Students have opportunities to engage with the Honduran community in meaningful ways.

The CSSA Student Leadership Team in action

ground. Medical personnel connected to the group help identify which medicines will be most essential in addressing the diseases that are most prevalent. By working from the actual data year after year, the group arrives prepared based on real needs and not those that are perceived or assumed. Over time this has proven very effective and significantly improves the effectiveness of the services rendered by the group.

One significant trend has to do with the group seeing more chronic conditions that require regular doses of medication, vitamins, or treatments. The group has increasingly targeted their donation drives and their fundraising efforts to respond to these trends and provide enough medicine, vitamins, or supplies to last a year until they return again so that progress and treatment are not interrupted.

One challenge of all medical brigades is to work from a position of mutuality and solidarity with all those involved while not contributing to a power dichotomy. In other words, it is important that while medical personnel and good-hearted participants come with knowledge, expertise, or privilege to remote villages, the villagers they treat should have equal part in planning the visit, voicing their needs, and exercising their own agency and power in the process. Dr. Johnson keeps this always in view amidst preparation, implementation, and follow-up.

One exciting and unexpected aspect of the Honduras immersion program is the generosity of various entities as they hear about the program and learn about its needs. Donations from the Henry Ford Hospital in Detroit, Michigan, former

alumni, or medical supply companies help extend the quantities and varieties of medicines, vitamins and supplies that the group is able to provide and bring with them.

When asked what had been one of the most significant encounters she recalls over the time she has been involved, Dr. Johnson told the story of an elderly gentleman who had walked a great

distance to reach the clinic knowing the JCU team would be there. He was homeless, alone, and complained of terrible pain in his feet. When he took his shoes off, they were filled with biting ants. The group tended to his physical condition and his

medical needs. He was listened to and given the time and attention he needed, and was treated with respect and tenderness. At the end of the visit he commented that he was so deeply grateful for the JCU immersion group; he said he could not remember the last time he had human contact or had even been touched by another person. Dr. Johnson noted that “when it comes down to all that we do, the most essential and important thing is tenderness in the human interaction. This holds the most profound significance and meaning.” ■

Service-Learning is most effective

when:

• Learning outcomes areclearly defined.

• Planning takes placebefore course begins toidentify relevant serviceactivities.

• Students clearlyunderstand theconnection between theservice activity and thecourse.

• Reflection takes placebefore, during, and afterthe service experience.

• Discussions in classemphasize theconnection betweencourse content andexperience.

• Assessment measuresknowledge, not theservice experience.

CSSA by the Numbers:

• 877 students wereinvolved in service thissemester.

• 644 studentsengaged in weeklyservice

• 96 engaged inproject-basedservice-learning

• 137 engaged in one-time service

• 33 Service-Learningcourses were offeredthis fall.

• 75 Community Partners

• 105 Van trips eachweek.

• 24 One-time serviceopportunities wereoffered this semester.

When it comes down to all that we do, the most essential and important thing is tenderness in the human interaction.

“ ”

7

Dr. Colin Swearingen, Dr. Erin Johnson and members of “Team Honduras.”

Michael Gong ‘15 and Cindy Dorsey in Honduras.

2016 JCU students, faculty, and staff who traveled to Honduras.

O hio has been home to innovators and leaders for generations, from presidents to poets, from the Wright

Brothers to John Glenn. We want to prepare the next generation of Ohioans to continue their legacy,” said U.S. Senator Sherrod Brown during his opening remarks at the Propel Ohio Collegiate Leadership Summit.

Propel Ohio is a program developed by Senator Brown promoting civic engagement and inspires university students across Ohio to develop as civic leaders. The one-day conference was held at the University of Dayton on October 14, 2016, and brought together hundreds of undergraduate students to explore issues of childhood poverty, including health and hunger, education, and housing security. Four John Carroll University students attended this year: Adam Chaney ’17, Alysia Mandato ’20, Sean Freeman ’19, and Olivia Zucaro ’18, along with Liz Deegan from CSSA.

The senator emphasized the importance of the students in the room as future change makers by telling them his own story of childhood poverty and how a person’s life expectancy is connected to his or her zip code. He explained that Ohio is ranked 47th in the nation for infant mortality and 50th for African-American infant mortality. Senator Brown’s legislation aims to decrease childhood poverty in Ohio.

The students had the opportunity to hear from a panel of professionals in the field of childhood poverty, including Dr. Megan Sandel of Children’s Health Watch and Mary Lynn Foster of Children’s Hunger Alliance. Mandato reflected that “they all agreed that food insecurity is a huge issue in Ohio, and it is even more of a problem during the summer when students are not receiving free or reduced lunch.” Students heard about a non-partisan bill in the Ohio Senate, Bill 247, which will fund summer programs through school facilities to keep children fed through the summer months.

Debra Eschmeyer, the Executive Director of Michelle Obama’s “Let’s Move!” campaign, was perhaps the most engaging speaker of the day. She shared her story of her humble rise from rural Ohio and how she moved to DC to work on the Farm Bill, and eventually received a job in the White House working alongside Michelle Obama. Her passion for healthy eating has changed the lives of millions of people. Eschmeyer argued that in order to change a problem as huge as poverty, people in all sectors including government, private, and non-profit, need to work together to solve the issues. She encouraged students to find what they are passionate about and begin working toward solutions. Eschmeyer offered students advice to, “be you, own it, and don’t apologize.”

A panel discussion of elected officials, including Dayton mayor Nan Whaley, former governor Bob Taft, Ohio House Minority Leader Fred Strahorn and Ohio State Senator Peggy Lehner shed light on the relationship between education and poverty. It was noted that if poverty is not addressed first, then education cannot change. The group offered their broad input on the issue of childhood poverty and what elected officials have tried to do to effect change through various policies. Attendees spent the afternoon in breakout sessions discussing the causes, effects, and realities of childhood poverty.

The conference connected undergraduate students from across Ohio to learn more about the issues surrounding childhood poverty, to encourage them to think critically

and analytically about how they can tackle those issues in their individual Ohio communities. The conference inspired and emboldened the four JCU students to think about what they can do back on campus at JCU.

Mandato commented about the conference, “I was surrounded by students who wanted to make a change in the world just like me. I felt so inspired and motivated when I heard students speak their minds about the issues, and I knew that with all of these determined minds put together, we could tackle childhood poverty.”

Freeman reflected, “I was able to meet a lot of amazing people my age who are passionate about the same things I am. It is easy to forget how others my age are also intrigued by different laws and the way people are treated, and this conference helped me see that there are a wide range of students and adults who are incredibly interested in these topics across Ohio. I would highly recommend [the conference] to others both across Ohio and in other states, but also to fellow classmates here at Carroll.”■

The Next Generation of Leaders is Here

“ I was surrounded by students who wanted to make a change in the world just like me. ”

8

Students explored issues of childhood poverty, including health and hunger, education, and housing security.

(L-R) Freeman ‘19, Zucaro ‘18, Senator Sherrod Brown, Chaney ‘17, and Mandato ‘20.

“

”

Community Partner Spotlight: Boys Hope Girls Hope Provides Just That—HOPE

T he scholars of Boys Hope Girls Hope are young men and women who live, study, and grow together

to reach their full potential as unique individuals. Rooted in the Jesuit tradition, Boys Hope Girls Hope intends to develop “men and women for others.” Connected by our shared Jesuit heritage, John Carroll University and Boys Hope Girls Hope collaborate in a number of ways.

This semester, 26 John Carroll University students tutored Boys Hope Girls Hope scholars in grades 7 through 11 on a weekly basis. Reflecting on the experience, one John Carroll student wrote: “my student told me ‘every time you help me I get an A!’ It was nice knowing I’m doing a good job.” Another John Carroll student reflected, “the most valuable aspect of this service in my opinion was the way it opened my eyes to the social injustices in the community.”

Boys Hope Girls Hope also hosted the John Carroll Resident Assistant Service Day this year. 45 resident assistants and

10 residence life staff spent a morning at Boys Hope Girls Hope, helping with a variety of projects, including cooking, refurbishing their prayer garden, cleaning and organizing, and helping with other landscaping needs. Resident Assistant, Ciara Crossey reflected, “The staff was amazing and the kids that we worked alongside were awesome. Boys Hope girls Hope is definitely a gem in the city of Cleveland and anyone who can, should consider doing service there."

Lastly, this summer, John Carroll University had the pleasure of hosting the tenth annual Hope Prep summer program. 78 Boys Hope Girls Hope scholars participated in math, science, and English classes, as well as character development classes, STEM enrichments and physical/emotional wellness classes, Monday through Friday, for five weeks at John Carroll. Hope Prep enrichment classes included Engineering 101, Lego Robotics, Culinary Arts and Nutrition, Computer Coding, and Theatre. ■

JCU’s Office of Residence Life staff enjoyed an August day of service at Boys Hope Girls Hope, engaging in meal preparation and beautification projects, working alongside the scholars.

9

Scholars at Boys Hope Girls Hope prepare for their future and enjoy getting to know JCU students through weekly tutoring sessions. In fall 2016, 26 JCU students served as tutors for the scholars.

Student Voices: Fromourend‐of‐semesterassessment...

Q:Whatwasthemostsigni icantormeaningfulaspectofthisexperienceforyou?

Itwasgreattobeabletoworkwithyoungadultswho

trulyappreciateduscomingtospendtimewiththemeachweek.

“

Whatwasmeaningfultomewashowbigofadifferenceonepersoncan

makesimplybyputtingfortheffort,andalsohowmuchyoucanbeaffectedbythoseyouareserving.

”

“

”

A s part of the John Carroll mission to educate students for leadership and service in the world, the Center for Service and Social Action’s eight-member Student Leadership Team, comprised of four juniors and four seniors, have collaborated

with staff to begin the process of designing and implementing a two-year training program based on the Social Change Model of Leadership Development.

The Social Change Model of Leadership Development was developed in 1993 by the Higher Education Research Institute of UCLA to increase student self-awareness, enhance student learning and leadership competence, and facilitate positive social change. This model emphasizes a non-hierarchical approach to leadership with emphasis on seven values, the 7 C’s, that are core critical elements of the model. The 7 C’s include the concepts of consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship.

Centered on this Social Change Model, CSSA’s leadership program consists of twelve modules that will be implemented in a series of monthly trainings for CSSA’s 70 Student Liaisons. Student Liaisons are work-study students who transport their peers to and from service, model engaged participation, and serve as representatives of the University with over 75 community partners. The program is designed so that the trainings cover position-specific competencies as well as transferable skills that will be relevant in any career. The ultimate goal of the program is to create trained leaders who engage in social analysis, critical reflection, and positive social change.

One unique aspect of the program is that sessions are student-led. The Student Leadership Team, alongside CSSA staff, plans the monthly trainings and leads sessions. These students also serve as leaders for mentor groups which include new and veteran Liaisons in order to build community and share best practices.

The feedback on the new program has been extremely positive with 97% Liaisons who evaluated the program stating that the trainings have helped them to identify their strengths as a leader and where they have room for growth. One hundred percent have identified that they find the trainings to be a helpful resource. ■

The Social Change Model of Leadership

“IhavedeepenedmyknowledgeofissuesrelatingtosocialjusticeandIhavelearnedhowtoimprovegroupcommunicationandfacilitategroupconversation.”

“Ilearnedhowtobestrongerinmyleadershiproleandalsotobemorecon identinitaswell.”

“Ihavedevelopedstrongerconversationalskillsforthevans,whichhasde initelyhelpedinmyclassesaswell.Icanarticulatemypointsandlistentoothers'inamoreeffectivewaythanIhadinprevioussemestersbeforeIbecamealiaison.”

“Ithinkasateam,alloftheliaisonsstrengthenedourleadershipskillsandourknowledgeonimportantissues.

10

Student Voices: What skills do you think were learned or strengthened through the trainings this semester?

“

”

O n August 3, 2016, sixty-three passionate community members gathered in the Dolan Science Center for CSSA’s second annual Community Partner Breakfast Meeting. The

attendees included representatives from 30 community partners and 5 academic departments at John Carroll.

The meeting included time for networking among the participants throughout the morning. After an overview of service-learning, community partners heard from faculty members Dr. Thea Ford from the Department of Education and School Psychology and Dr. Tracy Masterson from the Department of Psychology about how they utilize service in their service-learning courses to help students deepen and apply knowledge.

The community partners also heard from JCU students, AnnMarie Kirchner, ’17, and Katie McCluskey, ’16 about their experiences in service and how they were shaped personally and academically. Katie spoke about her experience with the We The People Service-Learning Program, and how it shaped her career aspiration to be a public school teacher. AnnMarie spoke about how her service experience at a school led her to change her major when she

realized that education was not the career path for her. She also shared her experience of building a relationship with one of the residents of Montefiore that lasted beyond her semester of service.

Lastly, attendees heard from a panel of community partners: Jessica Semel from the Jewish Federation of Cleveland. Danielle Drake from US Together Inc., and Lydia Bailey from Lutheran Metropolitan Ministry. These community partners shared best practices for orienting and engaging John Carroll students during service.

The morning concluded with a surprise visit from Fr. Niehoff who took the opportunity to personally thank the community partners for the experiences and opportunities they provide for John Carroll students and for the work they do in the community. Fr. Niehoff concluded his remarks by sharing a prayer from the former Superior General of the Jesuits, Fr. Pedro Arrupe. Many community partners expressed their appreciation for Fr. Niehoff’s kind and moving words, and their gratitude for the partnership with John Carroll University. ■

CSSA Fall 2016 Highlights August

• CSSA hosted Living the Mission Day: Cleveland Neighborhood Project with a total of227 participants including 150 first year students, 55 returning students, and 22 facultyand staff. Community building, team work, and reflection initiated new students intothe culture of service at JCU. Work teams did outdoor and indoor clean-up at ElizaBryant Village, Fatima Family Center, and 24 homes in the Hough neighborhood.

September

• CSSA welcomed back 63 returning Student Liaisons and 15 new Student Liaisonswith a day of orientation and training to equip them with the skills and knowledgeneeded to lead their peers in service during the coming year.

• Our 2016-17 Student Leadership Team convened to provide feedback, strategic inputand critique on the work of CSSA. This year’s team includes: Marina Giannirakis,Zachary Thomas, Tyler Jew, Kaylee Quanbeck, Robin Goist, KTB English, TimDelaney and AnnMarie Kirchner.

• On September 13, 2016, JCU co-sponsored renowned national speaker and award-winning author, Paul Loeb.

• CSSA welcomed a delegation from Belarus of 10 civil society change-makers as partof the “Community Connections” program sponsored by USAID and the ClevelandCouncil on World Affairs. The goal of the meeting was to provide an opportunity for thedelegates to learn about best practices for nonprofit management and civicengagement.

October

• For the eighth consecutive year, John Carroll University has been named to thePresident’s Higher Education Community Service Honor Roll. For the first time,JCU was recognized in all three Honor Roll categories: General Community Service,Education Community Service, and Economic Opportunity Service.

• On October 14, 2016 four JCU students were accompanied by Liz Deegan toparticipate in the Propel Ohio Collegiate Leadership Summit in Dayton, Ohio.

November

• On November 5, 2016 CSSA received a Community Partner Recognition Award fromCatholic Charities Fatima Family Center, with additional commendations from theCuyahoga County Council and the Mayor of Cleveland.

• On November 21, 2016 CSSA staff participated in a day of professional developmentand worked with JCU lecturer Earl Pike to deepen and refine our skills in workingeffectively as a team. We identified our strengths and strategies to communicate andwork best together. ■

Community Partners Convening and Connecting for the Common Good

11

Dr. Talisa Dixon (CHUH Schools) and Linda Prosak connect with Fr. Niehoff.

Linda Prosak (Eliza Bryant Village) speaks about her experience with JCU volunteers.

Jessica Semel (Jewish Federation of Cleveland), Danielle Drake (US Together Inc.) and Lydia Bailey (Lutheran Metropolitan Ministry) provide their perspectives as community partners.

Fr. David Hollenbach, S.J.: Responding to Refugees

Centered in the rich tradition of Catholic Social Teaching in dialogue with the contemporary Jesuit commitment to a faith that does justice, the Center for Service and Social Action seeks to educate for justice by offering opportunities for learning through service and advocacy.

The Center connects the campus with the community through sustained partnerships that enable us to realize the Jesuit goal of developing well-educated men and women who understand what it means to stand in solidarity with those who are poor and marginalized; to engage in ongoing reflection; and to build a more just and humane society.

Center for Service and Social Action Mission Statement

#ServeCLE

@CSSAJCU /JCUService /CSSA.JCU

John Carroll University, AD Building, Room 32 1 John Carroll Boulevard, University Heights, OH 44118 216. 397. 4698 • (f) 216. 397.1661 www.jcu.edu/service • service@jcu.edu Hours: Monday-Thursday, 8 am—8 pm; Friday, 8 am—6 pm

Contributors:

Sr. Katherine Feely, SND | Director Maryellen Callanan | Samantha Cocco

Liz Deegan | JP Graulty | Sarah Narkin Ciara Crossey ‘17 | Nicolette Bowersock ‘18

M ore refugees are being driven from their homes today than at any time

since World War II. How should we respond to this massive humanitari-an crisis? What can Christian val-ues contribute? How can accompa-niment, service, and advocacy as practiced by Jesuit Refugee Service help shape a response? These were the questions posed by Fr. David Hollenbach, S.J. at John Carroll University in late October.

Fr. Hollenbach is the Pedro Arrupe Distinguished Research Professor at the Walsh School of Foreign

Service, a Senior Fellow at the Berkley Center for Religion, Peace, and World Affairs of Georgetown University, and President of the Catholic Theological Society of America. Fr. Hollenbach also works with Jesuit Refugee Service advancing human rights for displaced persons.

Over breakfast during his visit to JCU, Fr. Hollenbach engaged a small group of students in meaningful dialogue about the plight of refugees. Anthony Shoplik, a junior from Pittsburgh, PA, noted that "perhaps the most evocative statement Fr. Hollenbach made was that 'every person is endowed with human dignity, which extends beyond any country.’" The session was of particular importance to Shoplik, who will co-lead a group of students to Louisville for a 2017 immersion experience, where students will work directly with refu-gees living in the Louisville area.

In Cleveland, students have the opportunity to work directly with refugees as they adjust to life in the United States at several service sites. CSSA’s Assistant Director for Community Partnerships, JP Graulty, explained, “JCU students can engage in weekly service with refugees. A student group has also recently formed at the university called John Carroll R.A.W. (Refugees Are Welcome). Members of the group help set up apartments to welcome newly arriving refugee families.”

Graduate student, Ghada Abu-Shaweesh, of North Royalton, OH, attended both sessions held by Fr. Hollenbach. Like Shoplik, she was shocked to hear some of the statistics provided by Fr. Hollen-bach. Ghada noted, “among the most stunning numbers he present-ed was the fact that in 2015, 244 million people are living outside of their country of origin, and 65.3 million are displaced, which is larger than the population of France."

Abu-Shaweesh appreciated Fr. Hollenbach's approach and concern for refugees, especially his statement, "I have special concern for my family, but that doesn’t mean I shouldn’t have concerns for others. We should have respect for all persons, but also respect for distinct identities." She added, "I really appreciated these two statements and the fact that he has the courage to say them to audiences that include people who may not agree. These are real issues, real prob-lems, real human beings who do not have a place to live and are dying, because we are not doing as much as we should." Shoplik also appreciated the approach Fr. Hollenbach took to responding to the refugees, particularly his reminder of one of history’s most nota-ble refugees: "[Fr. Hollenbach] talked about how Jesus was a refu-gee, and in so many ways, we are called to take these people in. "

Fr. Hollenbach's speaking events engaged the John Carroll commu-nity and encouraged them to respond to refugees with open minds, arms, and hearts. John Carroll is committed to working with these displaced persons. Whether it is through the immersion program, a class, or weekly service, the community at John Carroll will continue to respond to refugees with love and acceptance. ■

Fr. Hollenbach spoke to the JCU community in October.

Syrian refugees in Jordan. Credit: The American Mirror

12